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School of International Development Postgraduate Brochure (PDF)
MA Agriculture and Rural Development
Attendance
Full Time
Award
Degree of Master of Arts
School of Study
Course Organiser
Prof Nitya Rao
The MA Agriculture and Rural Development offers cutting-edge insights and skills on the linkages between agriculture and rural development. As these topics have moved back to the top of the international development agenda, the Masters provides first-class training on how agriculture can contribute to poverty alleviation and rural development in low income countries.
This Masters is unique for its focus on the dynamic interactions between local livelihoods in rural areas and agriculture understood as a globalised industry. It advances an interdisciplinary perspective on the linkages between global, national and local-level processes shaping agriculture and rural development by integrating knowledge from the social sciences, economics and natural resource studies. The course combines the delivery of theoretical knowledge with empirical insights and case studies grounded in the teaching team’s hands-on experience with agriculture and rural development in a large variety of low income countries.
The Masters provides an overview of agriculture, rural livelihoods and rural policy and politics to strengthen students’ analytical skills and to transfer key professional skills of relevance to work on rural development and agriculture. Lectures, seminars, group work and individual assignment will cover the policies and practices of the major international institutions in rural development, including the World Bank, Food and Agriculture Organisation and United Nations Development Programme, just as much as of civil society organisations, such as La Via Campesina and Brazil’s Landless Workers Movement.
The MA Agriculture and Rural Development degree is offered over one year full-time, or two years part-time.
Course Profile
Our Masters courses require students to undertake 180 credits:
- Compulsory and Optional modules (120 credits)
- Examination (20 credits)
- Dissertation (40 credits)
Students will receive detailed module outlines, including information about lectures and seminars, full reading lists and assessments once they have registered at the beginning of their course.
Professional, Employability and Practical Skills
A range of optional seminars and workshops are offered during your Masters programme for the teaching and strengthening of student skills. Sessions to support learning - in particular essay and dissertation writing - occur throughout the year. Development practice training is also provided. Please click to access further information about the Skills Training and Development Practice programme.
International Development Research Groups
Research in the School of International Development addresses contemporary challenges in developing and transition economies via disciplinary and multi/interdisciplinary approaches. Please click to access further information about our International Development Research Groups and our current research projects.
School of International Development Postgraduate Brochure (PDF)
The School of International Development at the University of East Anglia is a globally renowned department for teaching, research and consultancy on international development. We are committed to making a difference and are involved in advising on policy for major global challenges such as poverty reduction and environmental sustainability. With students from over 40 countries, we are a friendly, thriving and cosmopolitan department.
The School of International Development offers a range of postgraduate taught degree courses. Our objectives are clear, we will:
- offer individual students unrivalled training in their chosen subject area delivered by dedicated and experienced academics and practitioners.
- provide professional skills training desired by employers: we offer practice-based training workshops to develop professional skills such as project design and proposal writing for NGOs, project management, financial management, advocacy work and the use of social media for communication and business purposes. We also offer more specialised professional skills training in areas including humanitarian assistance, Geographical Information Systems and film-making.
- provide students with the option of undertaking a professional internship during their degree between the months of June and August.
- offer a memorable and enjoyable life-changing year, making new friends and contacts from across the world. You may decide to use your enhanced knowledge and continue with further research (PhD), or use your newly developed skills which will be attractive in the employment market.
Why choose to study at the School of International Development at UEA? What makes us distinctive and our degrees so highly valued by students and employers?
- High quality research and impact: The majority of the School’s research was rated as ‘internationally outstanding or high quality’ by the government in the last national research assessment exercise (RAE 2008). The School was placed in the top three departments in the country for research on international development.
- Strong League Table rankings: The School is consistently ranked highly. We are in the top 10 of the Guardian and Times League Tables for Geography and Environmental Sciences; in 2012/13 we were ranked 3rd in the Guardian’s University Guide and 9th in The Times League Table.
- Excellent staff-student ratios: We recruit about 120 postgraduate students each year, with an overall student population of 400. With 40 members of academic staff this means a staff-student ratio of 1:10 with one member of academic staff for every three postgraduate students.
- A supportive and friendly learning environment: Our excellent staff-student ratios and teaching methods mean we offer small class sizes and a close-knit, friendly and personal learning environment; staff can dedicate time to individual students. We come from a variety of disciplinary backgrounds so can design and offer coherent courses and teaching across academic disciplines without having to rely on other departments. All our staff teach, whether they are professors or junior lecturers.
- Excellent career opportunities: our graduates have been successful in entering a broad spectrum of employment including working for organisations such as the World Bank, the United Nations, DfID, JICA, Christian Aid, and Save the Children.Examples of positions from a recent careers analysis survey of our postgraduates reveals the diversity of employment possibilities:
- NGO management in Japan
- soil and water conservation in Pakistan
- construction consultancy in Sri Lanka
- export management in Norway
- rural development coordination in Nigeria
- senior inspector of schools in Kenya
- development education work in the UK
- doctoral research within the School, or elsewhere.
- We offer a series of regular seminars on ‘Working in Development’, with guest speakers from development agencies.
- We offer specific support to our international students in their transition to studying in the UK, with additional academic skills training if needed.
The School embraces theoretical innovation, interdisciplinary collaboration and a commitment to our research making a difference. We work with a wide range of partners and clients, including national and international development agencies, governments, NGOs and private clients. Since 2001, we have worked with an estimated 600 different partner organisations and in any year we have 100 or more live projects underway.
You will find that we give high priority to our teaching and we are proud of the learning experience we offer. See some of our students’ own feedback for more insights. If you choose to join us, you will discover exciting opportunities for engaging in development issues, you will meet people from different cultures, explore challenging problems, build your individual and team skills and discover fascinating new career directions.
Dr Steve Russell
Head of the School
Come and Visit Us
Our Open Days will give you the opportunity to experience the University of East Anglia's unique campus atmosphere.
If you are not able to visit us in person, check out our Virtual Open Day experience which we hope will help to provide you with an insight into life and study at the University of East Anglia.
Further Information
If you would like to discuss your individual circumstances with the Admissions Office prior to applying please do contact us:
Admissions Office (Development)
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk
Please click here to download the School of International Development Postgraduate Prospectus or register your details via our Online Enquiry Form.
International candidates are also actively encouraged to access the University's International section of our website.
Year
Compulsory Study (120 credits)
Students must study the following modules for 120 credits:
| Name | Code | Credits |
|---|---|---|
| DISSERTATION Production of a short (8000-12000) dissertation on an approved topic. | DEV-M04X | 40 |
| GLOBALISED AGRICULTURE AND FOOD SYSTEMS The aim of this module is to understand how food security is affected by policies, environmental processes, and actions that occur at the international level. Food security is a central theme, and how it is constructed and contested at international level, involving global institutions, interest groups, and diverse policy agendas. This exploration does not confine itself exclusively to production, but also considers other areas of concern, including: global environmental change, dietary shifts, ���post-production��� concerns with food quality or ecosystem integrity, agribusiness, public versus private agricultural innovation, intellectual property rights, and strategies for technological development. Students will gain critical understanding of these debates and how different policy actors engage with them at both the local and the global level. These actors include firms, public RandD institutions, civil society, farmers��� movements, consumers��� groups, and major donors and philanthropic organizations. The module will help students develop a critical and inter-disciplinary understanding of key international policy debates that have relevance to agriculture. Additionally, students will gain a better understanding of how trends in globalised agriculture affect poor people, particularly smallholder farmers, but also consumers and those involved in value chains. | DEV-M106 | 20 |
| MA IN RURAL DEVELOPMENT:EXAM This is a 3 hour exam taken by all students on the MA in Rural Development. | DEV-M030 | 20 |
| RURAL LIVELIHOODS AND AGRARIAN CHANGE Rural Livelihoods and Agrarian Change is a core module for all MAARD and MAGAID students and is an option for all other masters students. It is an inter-disciplinary module that uses a social relations perspective to understand how people make a living in contexts of poverty and vulnerability. It aims to provide an overview of rural livelihoods and approaches to their analysis as well as a critical assessment of the implications of gender relations and poverty, for livelihood building. The interconnections between the wider context within which livelihoods are built, including national policies and the character of specific locations, the social structure and rules that determine entitlements, the assets or resources available to individuals and groups, and their livelihood strategies, will be examined. The links between rural and urban, farm and non-farm for the livelihoods of rural people, over time, will also be explored. | DEV-M061 | 20 |
| RURAL POLICIES & POLITICS Around three-quarters of the world's poor live in rural areas and the gap between poor and rich continues to widen. The fate of the rural poor can be greatly influenced by policy choices in areas such as trade, agriculture, land, social protection and the environment. This module analyses policy-making processes and key policy decisions in these and other areas. There are many critical policy choices, including decisions relating to the roles of the state and markets in planning and resource allocation; decisions about whether to allocate resources to subsidising production, or to provision of safety nets; whether to prioritise agriculture as the key to poverty alleviation, or to back diversification away from farm-based incomes. The answers to these and other critical policy decisions have to be explored within specific contexts. Policy choices that were made 20 or 30 years ago often appear ill-conceived today, partly because the context (including our knowledge and experience) has changed. Rural Policies recognises the importance of understanding context by exploring policy choices in relation to important trends that are impacting on rural areas: globalisation, urbanisation, de-agrarianisation, rural-urban linkages, conflict, HIV/AIDS, decentralisation, climate change and the strengthening geographical association between poverty and areas of low agricultural potential. | DEV-M016 | 20 |
Option A Study (20 credits)
Students will select 20 credits from the following modules:
Students can only select DEV-M094 if they can demonstrate previous training or experience relevant to research methodology otherwise this module can be selected under Options Range B.
| Name | Code | Credits |
|---|---|---|
| ADVANCED QUALITATIVE RESEARCH AND ANALYSIS The Advanced Qualitative Research and Analysis module (AQRA) is designed to provide a more advanced training in qualitative methods than its predecessor Research Skills for Social Analysis. It represents a progression from Research Techniques and Analysis in the first semester or an extension of previous experience/ training. Areas covered include bringing social theory into qualitative research, designing research using qualitative and mixed methods, data cleaning and management, data analysis, representing others, and applying qualitative research. There will be three lectures on core qualitative methods such as participant observation, however, the module assumes participants have previous experience or training. | DEV-M094 | 20 |
| RESEARCH TECHNIQUES AND ANALYSIS The course lectures and seminars will include the following topics: • Development research & research ethics • Research design and method; sampling, questionnaire design, interviews • The role of qualitative methods in quantitative research and mixed methods • Participatory and action research • Design and implementation of household surveys on various topics, e.g. income, consumption, employment, health, nutrition, education, etc. Basic data processing and statistical analysis and presentation | DEV-M027 | 20 |
Option B Study (40 credits)
Students will select 40 credits from the following modules:
Modules can be taken outside of DEV with the permission of the Course Director.
| Name | Code | Credits |
|---|---|---|
| ADVANCED QUALITATIVE RESEARCH AND ANALYSIS The Advanced Qualitative Research and Analysis module (AQRA) is designed to provide a more advanced training in qualitative methods than its predecessor Research Skills for Social Analysis. It represents a progression from Research Techniques and Analysis in the first semester or an extension of previous experience/ training. Areas covered include bringing social theory into qualitative research, designing research using qualitative and mixed methods, data cleaning and management, data analysis, representing others, and applying qualitative research. There will be three lectures on core qualitative methods such as participant observation, however, the module assumes participants have previous experience or training. | DEV-M094 | 20 |
| APPLIED METHODS FOR IMPACT EVALUATION This module aims to provide a comprehensive overview of the most important methods of impact evaluation. For that purpose, it provides instruction in and hands on experiences of the main quantitative and qualitative impact evaluation methods, with an emphasis on the quantitative. | DEV-M096 | 20 |
| CLIMATE CHANGE POLICY FOR DEVELOPMENT This module aims to develop critical knowledge of the contextual and policy components of climate change (CC) and development issues. Teaching is mainly through weekly lectures, supplemented by seminars. Topics include: the international negotiations on climate change; the North-South politics of climate change; carbon markets and avoided deforestation; cities and climate change mitigation and adaptation; adaptation and vulnerability; policy for climate change adaptation; and sector and region specific analysis of climate impacts. | DEV-M093 | 20 |
| CONFLICT GOVERNANCE AND INTERNATIONAL DEVELOPMENT: EXAM Thi is a 3 hour exam taken by all students on the MA Conflict Governance and International Development. | DEV-M054 | 20 |
| CONFLICT, PEACE AND SECURITY In the post-Cold War era, organised and violent political conflicts are more likely to be intra-state than inter-state in character. Intra-state conflicts or civil wars typically involve clashes between regular security forces and paramilitary, terrorist and insurgent organisations and/or confrontations between armed sub-state groups. Moreover, civil wars are more likely to be fought using low cost light weapons and terrorist and guerrilla methods of engagement. Additionally, a great majority of civil wars are likely to be found in the developing world, mainly in failed states. Civil Wars are disastrous for human security and development, both through short-term impacts and longer term problems of recovery. Why has “civil war” emerged as the dominant form of organised and violent political conflict in the post-Cold War era? What is state failure and why are failed states more likely to witness violent civil wars? What are the developmental costs and implications of civil war? What are the political and security risks of civil war and how can these be minimised? How can civil wars be successfully managed or resolved? How can failed and collapsed states be reconstructed? The main objective of this unit is to enable students to engage with and seek answers to these questions. It is hoped that students who take this unit would be able to understand, analyze and explain the nature, sources and consequences of state failure and violent civil conflicts that pose a serious threat to national, regional and global security and development. Students would also be able to suggest ways through which failed or collapsed states can be reconstructed and civil wars successfully prevented, managed and resolved. | DEV-M052 | 20 |
| CONTEMPORARY WORLD DEVELOPMENT This module is guided by the premise that theoretical perspectives about development are shaped by historical contexts and conditions that shape them. These contexts critically influence the issues and processes that are identified as the key concerns of development. They also impact upon the nature of the agency that is chosen to offer solutions to these concerns. Contemporary World Development explores how key development perspectives inform the most important issues in development today and different kinds of agency. | DEV-M002 | 20 |
| DEVELOPMENT PERSPECTIVES The objective of this module is to explore different theoretical ideas and debates about development in a historical perspective. It focuses on key processes that seek to challenge prevailing ideas of development and the theoretical responses that they continually elicit in response. A key point of the module is to show how development is a resilient and changing ideology, theoretical framework, and set of practices. | DEV-M003 | 20 |
| DISSERTATION Production of a short (8000-12000) dissertation on an approved topic. | DEV-M04X | 40 |
| ECONOMETRIC METHODS FOR DEVELOPMENT This is an introductory module in econometrics. The overall aim of the module is to expose students to basic econometric theory and provide them with sufficient knowledge and practical skill that enable them to competently use it in their research. In addition, the module will help students to understand and interpret empirical research that uses econometrics. By the end of the module students should acquire sufficient knowledge and skill to apply multivariate analysis of cross-sectional, time-series and panel data to a wide range of macro- and micro-economic problems of development. Workshops training students in the use of Stata, a popular econometric software, are also part of the module. | DEV-M067 | 20 |
| EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT The World Bank as principle influence UNESCO, DfID and other funders Aid funded education Orientalism and power Literacy and culture Human rights, democracy and education The education of street and working children Local perceptions of change Health/AIDS education Managing and organising educational projects. | DEV-M046 | 20 |
| GENDER CONCEPTS FOR DEVELOPMENT The aims of this module are to provide students with a solid understanding of both the theoretical perspectives and concepts that have underpinned the field of gender and development; and to enable students to understand the link between gender and key debates within development studies such as poverty, violence, religion and the role of men in gender and development. The module begins by exploring the various approaches to theorising gender and development, as they have evolved in recent decades. It then introduces and explains a range of key concepts as the foundations of gender analysis. The second part of the module applies these concepts in examining a selection of important and policy relevant debates: the nature of the household and kinship, gender roles, power and empowerment, poverty, violence, masculinities, religion and the gendered nature of institutions. The module builds the foundation for the more applied units which follow, and whilst it touches on policy implications as they arise, it does not focus on gender policy as such. | DEV-M015 | 20 |
| GENDER, DIVERSITY AND SOCIAL DEVELOPMENT This module explores relations between social policies (defined broadly) and various forms of identity and difference. It focuses on the experiences of developing countries and pays particular attention to gender issues, although other aspects of diversity (such as ethnicity, disability and age) are also addressed explicitly. The module has both theoretical and more practical components, including sessions on gender planning and mainstreaming analysis. This module has a limit of 40 students. | DEV-M066 | 20 |
| GLOBALISATION, BUSINESS AND DEVELOPMENT This module provides an understanding of the economic, social and environmental impacts of globalisation. It focusses on the role of business, particularly corporate social responsibility, and the changing role of the state in promoting economic development. | DEV-M110 | 20 |
| GLOBALISED AGRICULTURE AND FOOD SYSTEMS The aim of this module is to understand how food security is affected by policies, environmental processes, and actions that occur at the international level. Food security is a central theme, and how it is constructed and contested at international level, involving global institutions, interest groups, and diverse policy agendas. This exploration does not confine itself exclusively to production, but also considers other areas of concern, including: global environmental change, dietary shifts, ���post-production��� concerns with food quality or ecosystem integrity, agribusiness, public versus private agricultural innovation, intellectual property rights, and strategies for technological development. Students will gain critical understanding of these debates and how different policy actors engage with them at both the local and the global level. These actors include firms, public RandD institutions, civil society, farmers��� movements, consumers��� groups, and major donors and philanthropic organizations. The module will help students develop a critical and inter-disciplinary understanding of key international policy debates that have relevance to agriculture. Additionally, students will gain a better understanding of how trends in globalised agriculture affect poor people, particularly smallholder farmers, but also consumers and those involved in value chains. | DEV-M106 | 20 |
| GOVERNANCE DEMOCRACY AND DEVELOPMENT The concept of “good governance” has now come to occupy a central place in development thinking, policy-making and practice. But what does good governance mean and why has it become so important for development? What are the different ways through which good governance can be achieved? What is the relationship between good governance and democracy and a neoliberal international political economy? How has the notion of good governance influenced the policy debate in donor states over the timing and volume of development aid to poor countries? These are some of the key issues and questions that this module will try to address. | DEV-M065 | 20 |
| HEALTH AND DEVELOPMENT This module provides a broad introduction to health issues in a context of development. It reviews different cultural understandings of health, and relationships between health, socio-economic change, livelihoods and poverty. The module also examines health policies of particular relevance to developing countries. While the module looks at health issues in general, it pays particular attention to links between HIV/AIDS and development. | DEV-M070 | 20 |
| INDEPENDENT RESEARCH PROJECT In this module, students will conduct and write up their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD8X | 60 |
| INTERNATIONAL ECONOMIC POLICY This module provides an understanding of the economics of international trade and investment and their implications for development. It analyses the impacts of international trade, foreign investment and technology transfer on developing countries and evaluates the effects of national trade and investment policies and international economic agreements and institutions. It covers both trade theory and more applied topics such as the impact of trade on labour and the environment. | DEV-M056 | 20 |
| INTERNATIONAL RELATIONS AND DEVELOPMENT STUDIES-EXAMINATION This is a 3 hour exam taken by all students on the MA in International Relations and Development Studies. | DEV-M048 | 20 |
| INTRODUCTION TO DEVELOPMENT FIELDWORK This module will help prepare students for development fieldwork and focus on practical and ethical issues. Topics covered will include understanding the local context and culture, working with marginalised, vulnerable and privileged groups, negotiating access to field sites and power relations. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD3X | 20 |
| INTRODUCTION TO EDUCATION FOR DEVELOPMENT The aim of the unit is for students to understand current debates on the principles and theories linking education to development in a range of social contexts. The unit will introduce students to theories of education and development (including international and comparative education). These are examined in relation to the broader challenges of development. Topics in the unit may include: theories of human development and human capital, schooling and de-schooling, the challenges of linguistic and cultural diversity, schooling in contexts of chronic poverty, Islamic education, gender in education, adult literacy and non-formal education, the education of nomads and other migratory groups. | DEV-M007 | 20 |
| INTRODUCTION TO RESEARCH METHODS The module will provide an overview of different research methods and how they can be applied within the context of development practice. Among other things, it will cover the following topics: interviewing, mixed methods approaches, participatory research methods and basic statistical analysis. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD2Y | 20 |
| INTRODUCTION TO SOCIAL SCIENCE RESEARCH This module provides students at school and faculty level with a generic introduction to social science research. This includes introductory material on the nature of social science research, research design, the nature of quantitative and qualitative research methodology, and examines the process and skills needed for social science research. The module is the core module for DEV’s 3 MRes programmes: MRes International Development; MRes Development Practice and MRes Social Science Research (Faculty-wide). The module focuses on social science research in terms of design and methodology and complements other modules being offered in DEV and other schools on social science research methods and tools. | DEV-M087 | 20 |
| INTRODUCTION TO SOCIAL SCIENCE RESEARCH (MRES DP) This module provides students with a generic introduction to Social Science research. This includes introductory material on the nature of Social Science research, research design and the nature of quantitative and qualitative research methodology. It also examines the skills needed for Social Science research. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD1Y | 20 |
| MA IN INTERNATIONAL SOCIAL DEVELOPMENT:EXAM This is a 3 hour exam taken by all students on the MA in International Social Development. | DEV-M038 | 20 |
| MA IN RURAL DEVELOPMENT:EXAM This is a 3 hour exam taken by all students on the MA in Rural Development. | DEV-M030 | 20 |
| MA IN EDUCATION AND DEVELOPMENT - EXAM This is a 3 hour exam taken by all students on the MA in Education and Development. | DEV-M036 | 20 |
| MA IN GENDER ANALYSIS IN INTERNATIONAL DEVELOPMENT:EXAM This is a 3 hour exam taken by all students on the MA in Gender Analysis in International Development. | DEV-M034 | 20 |
| MA IN GLOBALISATION BUSINESS AND SUSTAINABLE DEVELOPMENT: EXAM This is a 3 hour exam taken by all students on the MA Globalisation Business and Sustainable Development: Exam. | DEV-M114 | 20 |
| MA IN INTERNATIONAL DEVELOPMENT: EXAM This is a 3-hour exam taken by all students on the MA in International Development. | DEV-M112 | 20 |
| MA IN MEDIA AND INTERNATIONAL DEVELOPMENT: EXAM This is a 3 hour exam taken by all students on the MA in Media and International Development. | DEV-M084 | 20 |
| MACROECONOMICS OF DEVELOPMENT Why are some countries richer than others? The objective of the module is to provide a rigorous analysis of economic growth issues and examine macroeconomic models that describe determinants of long-term growth and income. We will study the role of capital accumulation, initial income, population growth, education, technological progress, and institutions in determining different patterns of economic development. Theory and data analysis will jointly help explain why some countries embark on divergent development paths. | DEV-M076 | 20 |
| MASTER IN RESEARCH DISSERTATION 15,000 to 20,000 words on an approved topic. | DEV-M05X | 80 |
| MEDIA AND DEVELOPMENT IN PRACTICE In this module students will be working in the university and in the local community to design, implement and evaluate their own âliveâ media and development project. This module is taught and facilitated by lecturers from DEV and by a team of professionals from a media and development organisation, called New Media Networks (NMN). NMN is a creative industries company that works in the UK and internationally for lasting social change. Students will also be working with staff (and possibly volunteers) from the local organisations we collaborate with. | DEV-M099 | 20 |
| MEDIA AND INTERNATIONAL DEVELOPMENT Students will gain a broad understanding of the role and potential role of media in international development. Course participants will develop the skills to analyse and compare the efficacy and impacts of different media (broadcast/print/new media) when applied to a variety of development issues. Students will be encouraged to share and debate relevant media/development experiences and will be enabled to link knowledge from media research with research data from international development. The unit has several themes:- The role of media in development: An analysis of the role played by the media in international development. How are audiences in the developing worlds reached by and impacted on by the media. Global versus local: The impact of global media reach on audiences in the developing world. Can local media empower and influence citizens in the face of global media competition. The role of public service broadcaster in the digital era: An analysis of current trends in and influences on PSB globally. Democracy and the transition from state to public. Media ownership in the developing world. The role of the grass roots movement on broadcast organizations. The broadcast media as a campaigning tool: A comparative analysis of media efficacy in delivering health, education, environmental, conflict and gender equality messages to citizens. Shifts, trends and impacts of global media technology. | DEV-M082 | 20 |
| MICROECONOMICS OF DEVELOPMENT The course consists of lectures, seminars / computer-based workshops, and an essay assessment. Topics include: • Poverty, inequality and economic performance • Individual and household decisions about consumption, adult and child labour supply, agricultural production, education, fertility, migration, etc. (Household and intra-household models) • Household surveys and their analysis • Markets for human capital - education, health and nutrition • Understanding rural, agricultural, urban and industrial institutions and organisations • Regulation • Collective choice, public goods, public order and corruption • Individual and household risk and insurance behaviour - e.g. AIDS in Africa • Infrastructure and development • Micro-economic analysis of liberalisation, privatisation and regulation | DEV-M057 | 20 |
| MSC IN CLIMATE CHANGE AND INTERNATIONAL DEVELOPMENT: EXAM This is a 3 hour exam taken by all students on the MSC in Climate Change and International Development. | DEV-M086 | 20 |
| MSC IN DEVELOPMENT ECONOMICS: EXAM This is a 3 hour exam taken by all students on the MSC in Development Economics. | DEV-M116 | 20 |
| MSC IN ENVIRONMENT AND INTERNATIONAL DEVELOPMENT:EXAM This is a 3 hour exam taken by all students on the MSC in Environment and International Development. | DEV-M042 | 20 |
| MSC IN IMPACT EVALUATION FOR INTERNATIONAL DEVELOPMENT: EXAM This is a 3 hour exam taken by all students on the MSc in Impact Evaluation for International Development. | DEV-M108 | 20 |
| MSC IN WATER SECURITY AND INTERNATIONAL DEVELOPMENT: EXAM This is a 3-hour exam taken by all students on the MSc in Water Security and International Development. | DEV-M104 | 20 |
| PERSPECTIVES ON GLOBALISATION This module is designed to introduce students to different conceptualisations of globalisation from different disciplinary perspectives (economic, political and sociological/cultural). It will discuss the history of globalisation and a number of key current debates about globalisation. These will include the impacts of globalisation on poverty and inequality, and the relationship between globalisation and democracy. The unit will also discuss social movements and resistances to globalisation. | DEV-M071 | 20 |
| POLITICAL ECOLOGY OF ENVIRONMENT AND DEVELOPMENT This module seeks to provide students with a solid understanding of political ecology theory and enable them to apply this theory for analysing environment and development problems. After a brief introduction to the origins and beginnings of political ecology, students review key contributions to major policy fields in environment and development in a series of reading seminars, covering agriculture and biotechnology, climate change, conservation, fisheries, forestry, and water. Students also perform political ecology analyses of particular natural resource problems in small groups. The course ends with a workshop on contemporary theoretical debates in political ecology. | DEV-M090 | 20 |
| RESEARCH PROJECT 1 In this module, students will conduct an organisational and policy analysis for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD4Y | 20 |
| RESEARCH PROJECT 2 In this module, students will design and pilot their own research instruments for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD5Y | 20 |
| RESEARCH PROJECT 3 In this module, students will develop a detailed research proposal for their Final Independent Research Project. THIS MODULE IS ONLY AVAILABLE FOR MRES DEVELOPMENT PRACTICE STUDENTS. | DEV-MD6Y | 20 |
| RESEARCH SKILLS WORKSHOP: DESIGN AND WRITING RSW:DW will be research questions and focus; scoping existing knowledge and finding literature; critical reading, writing, writing and editing your work; and linking concepts, theory and data. | DEV-M091 | 10 |
| RESEARCH TECHNIQUES AND ANALYSIS The course lectures and seminars will include the following topics: • Development research & research ethics • Research design and method; sampling, questionnaire design, interviews • The role of qualitative methods in quantitative research and mixed methods • Participatory and action research • Design and implementation of household surveys on various topics, e.g. income, consumption, employment, health, nutrition, education, etc. Basic data processing and statistical analysis and presentation | DEV-M027 | 20 |
| RSW: ELABORATING RESEARCH DESIGN The course provides students with the opportunity to develop specific skills such as articulating arguments, both verbally and in writing, researching specific topics, working in a team environment and presenting information in an accessible and interesting manner. | DEV-M092 | 10 |
| RURAL LIVELIHOODS AND AGRARIAN CHANGE Rural Livelihoods and Agrarian Change is a core module for all MAARD and MAGAID students and is an option for all other masters students. It is an inter-disciplinary module that uses a social relations perspective to understand how people make a living in contexts of poverty and vulnerability. It aims to provide an overview of rural livelihoods and approaches to their analysis as well as a critical assessment of the implications of gender relations and poverty, for livelihood building. The interconnections between the wider context within which livelihoods are built, including national policies and the character of specific locations, the social structure and rules that determine entitlements, the assets or resources available to individuals and groups, and their livelihood strategies, will be examined. The links between rural and urban, farm and non-farm for the livelihoods of rural people, over time, will also be explored. | DEV-M061 | 20 |
| RURAL POLICIES & POLITICS Around three-quarters of the world's poor live in rural areas and the gap between poor and rich continues to widen. The fate of the rural poor can be greatly influenced by policy choices in areas such as trade, agriculture, land, social protection and the environment. This module analyses policy-making processes and key policy decisions in these and other areas. There are many critical policy choices, including decisions relating to the roles of the state and markets in planning and resource allocation; decisions about whether to allocate resources to subsidising production, or to provision of safety nets; whether to prioritise agriculture as the key to poverty alleviation, or to back diversification away from farm-based incomes. The answers to these and other critical policy decisions have to be explored within specific contexts. Policy choices that were made 20 or 30 years ago often appear ill-conceived today, partly because the context (including our knowledge and experience) has changed. Rural Policies recognises the importance of understanding context by exploring policy choices in relation to important trends that are impacting on rural areas: globalisation, urbanisation, de-agrarianisation, rural-urban linkages, conflict, HIV/AIDS, decentralisation, climate change and the strengthening geographical association between poverty and areas of low agricultural potential. | DEV-M016 | 20 |
| SOCIAL ANALYSIS FOR INTERNATIONAL DEVELOPMENT Over the last few years, social development has become a leading focus in international development policy. Most international agencies and many of the larger NGOs have their own departments or divisions of social development. This module offers a detailed theoretical analysis of key concepts issues in social development, such as power relations, social capital, social exclusion, participatory development and different understandings of poverty. It focuses on the experiences of developing countries. | DEV-M063 | 20 |
| TOOLS AND SKILLS IN ENVIRONMENT AND DEVELOPMENT This module aims to introduce a range of tools and frameworks used by researchers, government agencies, businesses and NGOs to inform and develop their environmental management strategies in a sustainable development context. Students will gain familiarity with the most important available approaches and an understanding of the key assumptions and ideas in environment-development research, monitoring and management systems. The module is taught through workshops and practical sessions, lectures and field or study visits within Norfolk. There is an emphasis on putting concepts into practice and understanding how environmental assessments guide management actions. Both individual and team projects will be important. Tools and frameworks covered may include environmental and social impact assessments, survey techniques for land, water or biodiversity, GIS and modelling of social-ecological systems, sustainable livelihoods analysis and integrated conservation and development. | DEV-M064 | 20 |
| UNDERSTANDING GLOBAL ENVIRONMENTAL CHANGE This module provides an interdisciplinary introduction to the analysis and understanding of issues of environmental change, and of the relationships between environment and development. Students will have a critical understanding of social constructions of cause and effect relationships in environment and development issues, including a critical understanding of scientific assessments. They will be able to link these understandings to topics encountered in other courses, and to develop their own perspectives on environment and development issues. In particular they should understand the somewhat different perspectives in ‘less developed countries’ on environment and development issues. The course consists of weekly workshops and seminar sessions, which include videos and discussions oriented around core issues and readings. Assessment is based on coursework and written examination. | DEV-M051 | 20 |
| WATER SECURITY FOR DEVELOPMENT - THEORY AND CONCEPTS The aim of ‘Water Security Theory and Concepts’ is to investigate the theory and conceptual frameworks that underpin research and policy work on ‘water security’. It will explore the background to rising concerns regarding the protection and use of water, and outline key problematics regarding its current treatment in research centres, in the literature and in practice. The module will examine the differences between water security and water resources security, and moreover, study the connections between water security with food, climate or energy security, and international, state and individual concerns regarding military security. | DEV-M101 | 20 |
| WATER SECURITY FOR DEVELOPMENT - TOOLS AND POLICY The aim of ‘Water Security Tools and Policy’ is to investigate and provide a working familiarity with established and cutting-edge analytical, decision-making, and development tools (such as water footprinting or climate impacts assessment) for effective water security policy. It will utilise case study material, physical models, computer exercises and material brought or sourced by students to audit the water security of a system of interest (e.g. city, region, country, irrigation scheme). The students will record and assess the factors that affect water security such as laws and legal frameworks; water supply and demand volumes; institutions for managing water; climate change science and models; climate risks and adaptation; and future projections regarding societal change. Actions to address security will be discussed and formulated. | DEV-M102 | 20 |
| WELFARE AND EVALUATION IN DEVELOPMENT This module aims to provide an introduction to the theory and practice of Impact Evaluation. For that purpose, the first part intends to address the theory of welfare, with particular reference to poverty, inequality and multi-dimensional ill-being. The second part of the module intends to provide an introduction the theories and practices of evidence based policy making, and the third part to cost-benefit and cost-effectiveness analysis. | DEV-M097 | 20 |
Disclaimer
Whilst the University will make every effort to offer the modules listed, changes may sometimes be made arising from the annual monitoring, review and update of modules and regular (five-yearly) review of course programmes. Where this activity leads to significant (but not minor) changes to programmes and their constituent modules, there will normally be prior consultation of students and others. It is also possible that the University may not be able to offer a module for reasons outside of its control, such as the illness of a member of staff or sabbatical leave. Where this is the case, the University will endeavour to inform students.
Entry Requirements
- Degree Subject:
- Social Sciences
- Degree Classification:
- 2.1 or equivalent
Entry Requirement
Applicants should normally have a good first degree from a recognised higher education institution. The University will also take into account the employment experience of applicants where relevant.
It is normal for undergraduate students to apply for entry to postgraduate programmes in their final year of study. Applicants who have not yet been awarded a degree may be offered a place conditional on their attaining a particular class of degree.
Students for whom English is a Foreign language
We welcome applications from students whose first language is not English. To ensure such students benefit from postgraduate study, we require evidence of proficiency in English. Our usual entry requirements are as follows:
- IELTS: 6.5 (minimum 6.0 in all components)
- TOEFL: Internet-based score of 92 (minimum 19 listening, 21 speaking, 19 writing and 20 reading)
- PTE (Pearson): 62 (minimum 55 in all components)
Test dates should be within two years of the course start date.
Other tests such as TOEIC and the Cambridge Certificate of Advanced English are also accepted by the university. Please check with the Admissions Office for further details including the scores or grades required.
INTO UEA and INTO UEA London run pre-sessional courses which can be taken prior to the start of your course. For further information and to see if you qualify please contact intopre-sessional@uea.ac.uk (INTO UEA Norwich) or pseuealondon@into.uk.com (INTO UEA London).
Fees and Funding
Fees for the academic year 2013/14 will be:
- UK/EU Students: £5,900 (full-time), £2,950 (part-time)*
- International Students: £12,500
* for each year of the course.
International applicants from outside the EU may need to pay a deposit.
Living Expenses
Approximately £7,500 living expenses will be needed to adequately support yourself.
Scholarships and Funding
A variety of Scholarships may be offered to UK students. Please click here for more detailed information about UK/EU Scholarships and Funding.
The University offers around £1 million of Scholarships each year to support International students in their studies. Scholarships are normally awarded to students on the basis of academic merit and are usually for the duration of the period of study. Please click here for further information about funding for International students. International candidates are also actively encouraged to access the University's International section of our website.
Applications for Postgraduate Taught programmes at the University of East Anglia should be made directly to the University.
You can apply online, or by downloading the application form.
Further Information
To request further information & to be kept up to date with news & events please use our online enquiry form.
If you would like to discuss your individual circumstances prior to applying please do contact us:
Postgraduate Admissions Office
Tel: +44 (0)1603 591515
Email: admissions@uea.ac.uk
International candidates are also encouraged to access the International Students section of our website.