MSc Impact Evaluation for International Development

Article

Impact evaluation is a growing area of research strength and teaching capacity in the School of International Development. We have been doing evaluation since our inception in the late 1960s, in our undergraduate, postgraduate, research and consultancy activities, including traditional cost-benefit studies, monitoring and evaluation (M&E), and qualitative as well as quantitative research.

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Watch our video and hear why our Postgraduate students are so pleased they chose UEA’s School of International Development.

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“I would highly recommend this course to students who want to gain applicable skills and tools which a rapidly growing number of employers in the development sector are looking for.”

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Tiina Pasanen, Research Officer, Overseas Development Institute (ODI)

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2015 Guardian League Table in Geography and Environmental Studies

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Impact evaluation has become an important tool in development policy making. Multilateral and bilateral donor agencies and developing country governments are now widely committed to funding and utilising high quality impact evaluation evidence. Watch our film.

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This Master's is for those who are in interested in designing and implementing development projects and programmes and/or in researching development effectiveness, and who need to develop and enhance their skills for undertaking high-quality rigorous impact evaluations.

Impact evaluation has become an important tool in development policy making. Multi-lateral and bi-lateral donor agencies and developing country governments are now widely committed to funding and utilising high quality impact evaluation.

The course offers familiarisation with and skills in the basics of modern evidence-based policy-making and impact evaluation, including the contexts and practices of evaluation, research design and data production for evaluation, and basic and more advanced methods of quantitative and qualitative analysis.

Overview

Impact evaluation has become an important tool in development policy making. Multilateral and bilateral donor agencies and developing country governments are now widely committed to funding and utilising high quality impact evaluation evidence.

The MSc Impact Evaluation for International Development degree offers familiarisation with and skills in the basics of modern evidence-based policy-making and impact evaluation, including the contexts and practices of evaluation, research design and data production for evaluation, and basic and more advanced methods of quantitative and qualitative analysis. Teaching materials are drawn from the development literature and iconic impact evaluation case studies.

The course has been designed for students who are interested in designing and implementing development projects and programmes and/or in researching development effectiveness, and who need to develop and enhance their skills for undertaking high-quality rigorous impact evaluations.

This Masters programme:

  • combines theory and practice through its two specialist modules
  • helps students to acquire analytical skills that are important beyond impact evaluation
  • is situated in the School of International Development (DEV) which has world-class reputation for research in international development
  • allows for a unique range of choice and specialisation, with students able to choose module options both from within DEV and from other departments at UEA
  • Lecturers who teach on this course have wide practical experience in Impact Evaluation. Many of them are International Development Economists

Download a promotional poster for the MSc Impact Evaluation for International Development (PDF 1 MB).

Course Profile

At the heart of this Masters programme are two unique modules. Welfare and Evaluation in Development provides students with theoretical frameworks for evidence-based policy and a critical understanding of a broad range of issues relevant to impact evaluation and development. It reviews approaches to wellbeing and their practical application in terms of evaluating the effect of development interventions. It exposes students to cost-benefit analysis and considers policy and evaluation in practice looking at a range of sectors and contexts.

The module Applied Methods in Impact Evaluation provides students with a good basic knowledge of applied methods of impact evaluation that allows them to carry out high quality impact evaluations. For that purpose, it provides a comprehensive overview of the most important methods of impact evaluation. It provides instruction in and hands on experiences of the main quantitative and qualitative impact evaluation methods, through linked lectures and (computer) workshop/seminars.

Careers and Employability

Graduates from this Masters programme are likely to become policy makers, non-governmental officials, consultants or research institute staff who are involved in impact evaluations.

“This course provided me with analytical skills and a broad range of techniques and tools which I have been able to directly apply at my current job. I would highly recommend this course to students who want to gain applicable skills and tools which a rapidly growing number of employers in the development sector are looking for.”

Tiina Pasanen, Research Officer (student year 2011-12), Overseas Development Institute (ODI)

 

Students on this course can choose for an internship or work placements at various organisations.

“The MSc in Impact Evaluation has been an excellent choice. Not only was I able to expand my knowledge and acquire new impact evaluation skills, I also had the unique opportunity to apply what I learnt conducting a one month research on the working conditions in the banana plantations in Southwest Cameroon as part of my internship project. Overall, the course definitely marked a before-and-after in my professional and personal life.”

Dafni Skalidou, (student year 2011-12)

 

We have an agreement with CARE, Oxfam GB and Tearfund to explore internship opportunities for students on this course. This would give students the opportunity to work with an NGO alongside evaluation professionals for a period of around 4 months. To be considered for this students will apply once enrolled on the course. The relationship between the student and the NGO would start during the autumn semester, with terms of reference to be agreed by the Christmas break. Students would then undertake the internship upon completion of the taught part of the course.

“I was an intern with Oxfam in Nicaragua where I supported an impact evaluation on resilience among small scale farmers. The MSc Impact Evaluation gave me the knowledge and technical skills I needed to support the data collection and data analysis during my internship.”

Maria Jakobsen (student year 2013-14)

 

"I was an intern with Oxfam after completing the MSc Impact Evaluation. As part of my internship I worked on an impact evaluation on women’s empowerment in Uganda where I spent 2 months collecting and analysing primary data. It was a valuable experience and the knowledge and skills I gained during my studies helped me tremendously to work with the evaluation professionals at Oxfam."

Kanako Yoshikawa (student year 2013-14)

 

"Through the knowledge and practical skills I obtained through the course I found I was valuable to employers even as a recent graduate, which is rare in any sector. Taking the course was definitely one of the best decisions I have made."

Dan Higgins (student year 2013-14), International Fund for Agricultural Development (IFAD)

 

"I was attracted by the course’s holistic approach to teaching impact evaluation. The programme was able to tackle the realities one experiences when doing field work without sacrificing the rigor needed when doing research. The course equipped me with up-to-date practical and statistical knowledge of evaluation methods and processes which has since been an asset when applying for development jobs."

Kristine Briones (student year 2014-15)

 

A range of optional seminars and workshops are offered during this 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. Find out further information about the Skills Training and Development Practice programme.

Further Information

The MSc Impact Evaluation for International Development degree is offered over one year full-time, or two years part-time.

Please contact the course convener, Dr Maren Duvendack, for further information about the course or to arrange a visit to the campus.

Further links:

Course Modules

Students must study the following modules for 120 credits:

Name Code Credits

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-7037B

20

DISSERTATION

Production of a short (8000-12000 words) dissertation on an approved topic.

DEV-7013B

40

ECONOMETRIC METHODS FOR DEVELOPMENT

The aim of this introductory module is to expose students to basic econometric theory and provide them with sufficient knowledge and practical skill for competent use of econometrics in empirical research. The module also enables students to understand and interpret econometric research results. By the end of the module students acquire sufficient knowledge and skill to apply multivariate analysis of cross-sectional and time-series data to a wide range of macro- and micro-economic problems of development. In addition to lectures, the module includes computer workshops on Stata (widely used econometrics software) and seminars.

DEV-7025A

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-7046B

20

WELFARE AND EVALUATION IN DEVELOPMENT

This module provides an introduction to the theory and practice of impact evaluation. The focus of the module will be on issues around evidence-based policy making, approaches to wellbeing, and their practical application in terms of evaluating the effect of development interventions on the quality of people's lives. The first part discusses the notion of evidence-based policy, introduces the students to the area of evaluation and reviews the role of programme theory in evaluation. The second part addresses the theory of welfare, with particular reference to poverty, inequality, and multi-dimensional ill-being as well as cost effectiveness. The third part considers policy and evaluation in practice looking at a range of sectors and contexts.

DEV-7038A

20

Students will select 60 credits from the following modules:

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-7036B

20

CLIMATE CHANGE AND DEVELOPMENT II: GOVERNANCE, POLICY AND SOCIETY

This module critically examines international/national climate change governance and policy and societal impacts from and responses to climate change and climate change policy. The first half of the semester (Section A) will discuss the history and politics of the international climate change negotiations and then critically examine the way the climate regime (UNFCCC) operates. The following three lectures will look in detail at two items under negotiation with significant implications for developing countries. Finally we will discuss global carbon markets. The second half of the semester (Section B) will turn to the interface of climate change and society. It will start by discussing urban responses to climate change before critically examining geoengineering and other ethical/justice related debates before examining the role of energy demand and lifestyle in tackling climate change and ending with a session on conflict and human security implications from climate change. The seminars will be interactive and enable students to better understand the international negotiating process and ways to engage positively with climate change.

DEV-7051B

20

CONCEPTUALISING 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, and examines the process and procedural aspects of social science research. The module is the core module for MRes Social Science Research (Faculty-wide). The module focuses on social science research in terms of research impact and complements other modules being offered in DEV and other schools on social science research methods and tools.

PSY-7000A

20

CONFLICT, CIVIL WARS AND PEACE

The number of violent intrastate conflicts has outweighed the number of violent interstate conflicts for more than five decades. Yet it was only with the end of the Cold War that academics and policy-makers started paying more attention to the possible causes and consequences of large-scale intrastate violence. Today, questions of effective conflict management, especially of large-scale civil wars, are among the top priorities of international development agencies. The aim of CCP is to critically assess the possible causes and consequences of violent intrastate conflicts as well as their implications for the wider development agenda. Key topics to be discussed in the module include distinctions of different types of conflict (week 1), core theories in the current civil wars literature (week 2), strategies and causes of terrorism (week 3), the role of gender during and after violent intrastate conflicts (week 4), the (contested) relationship(s) between natural resource wealth and civil wars (week 5), institutional approaches to conflict management, including power-sharing and territorial self-governance arrangements (weeks 7 and 8), the rationale and possible effects of third-party intervention in civil wars (week 9), and post-conflict reconstruction efforts, including state- and peace-building as well as transitional justice (weeks 10 and 11). Throughout the module, students will be expected to assess the strengths and limitations of central concepts and theories from the academic debate by applying them to relevant empirical evidence, such as e.g. the role of gender during the Rwandan genocide in 1994, the performance of Bosnia and Herzegovina's post-civil war power-sharing arrangement and the likely effects of federalism in Iraq.

DEV-7015B

20

CONTEMPORARY WORLD DEVELOPMENT

The objective of Contemporary World Development is to examine key debates around development objectives, processes and agencies. While issues discussed here are of contemporary significance, references will be made to the historical contexts in which these debates have arisen. Concerns central to development policy making will be reviewed through theoretically grounded critical perspectives. Topics covered include the Millennium Development Goals, donors and aid politics, state and NGOs, and poverty.

DEV-7000B

20

EDUCATIONAL POLICY AND PRACTICE FOR DEVELOPMENT

The aim of the module is to enable students to understand current debates on education and development and their implications for international and national education strategies. Students will critically examine education policy documents (including web-based literature), investigate policy development processes and develop the ability to locate global, national and local levels policies and practices within a range of discourses and theoretical frameworks. These processes will be investigated in relation to particular policy agendas including access and quality, educational governance, social justice and school choice, as well as areas such as education and conflict, poverty and marginalisation, gender and HIV and AIDS.

DEV-7011B

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-7024B

20

GLOBALISED AGRICULTURE AND FOOD SYSTEMS

The aim of this module is to understand how forces operating at the global scale affect food and agriculture. These forces include trends in farming and trade, environmental change, policy developments, and social movements. Food security is a central theme: we explore different ways food security is defined, and how it is contested internationally, considering global institutions like FAO, interest groups, and diverse policy agendas (e.g. food sufficiency, nutrition, sustainability). The module considers a range of issues currently affecting food and farming systems: environmental change, changing diets (more meat, processed foods), `post-production' concerns with food safety or farming's impact on ecosystems, global agribusiness, agricultural innovation systems, and global-scale changes in food prices. Students will gain critical understanding of debates around these issues and of how different policy actors engage with them. These actors include firms, public RandD institutions, farmers' movements, and major donors and philanthropic organizations. An abiding concern is understanding impacts for the poor and vulnerable, particularly smallholder farmers, but also consumers in the North and South, and those involved in value chains. The module will help students develop a critical and inter-disciplinary understanding of key international policy debates that have relevance to agriculture.

DEV-7045B

20

GOVERNANCE, DEMOCRACY AND DEVELOPMENT

"Good governance" and durable democracy are key items on the international development agenda. However, despite their prominence in the development discourse, it remains contested not only how to achieve these political development goals, but also how to define them in the first place. The aim of GDD is to critically assess the possible definitions, contested causes and arguable consequences of "good governance" and democracy. Key topics to be discussed in the module include how to define and measure democracy and "good governance" (week 3), explanations for the emergence of democracy (week 4), theories on the survival of democracy and dictatorship (week 5), the relationships between media, good governance and democracy (week 7), aid and governance (week 8), trust and cooperation (week 9), the effects of democracy and dictatorship on prospects of economic development (week 10), and the impact of different democratic and authoritarian institutions on countries' economic performance (week 11). Throughout the module, students will be expected to assess the strengths and limitations of central concepts and theories from the academic debate by applying them to relevant empirical evidence, such as e.g. political regime trends in Venezuela, the political outcomes of the Arab Spring and the economic effects of recent elections in Kenya.

DEV-7023A

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-7027B

20

INTRODUCTION TO EDUCATION FOR DEVELOPMENT

The aim of the module is for students to understand current debates on the principles and theories linking education to development in a range of social contexts. The module 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 module may include: theories of human development and capabilities, human capital and rights based approaches, theories of equity, social justice and inclusive education. We will examine schooling in contexts of chronic poverty, models of schooling and de-schooling, formal and non-formal education, the challenges of linguistic and cultural diversity, inclusive education and disability, gender inequalities, and the education of nomads and other migratory groups.

DEV-7002A

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-7029B

20

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 'live' media and development project. The aim of this module is not only to provide students with the opportunity to gain experience of media and development in practice but also to provide the opportunity to reflect on that experience. Past projects have involved content production, audience research, social media strategy, project design and capacity building. This module is not taught through conventional lectures and seminars. Instead, there are opportunities to talk, listen and reflect on our work and the issues and processes encountered. An important element of this process is peer review.

DEV-7039B

20

MEDIA AND INTERNATIONAL DEVELOPMENT

The media play an increasingly important role in international development - from promoting mass mobilisation and participation to facilitating the flow of information locally, nationally and internationally. Media are also central to encouraging charitable donations, promoting democracy and human rights, and delivering public health messages during emergencies. The aim of this module is to provide a critical introduction to the broad range of issues relevant to the relationship between media and development. It addresses the fields of development communication, media development and media representations of development as well as considering the relevance of media to conflict and environmental change and the importance of social media. This module is accessible to DEV students who have not studied media before and to students on degrees relevant to media, with no previous experience of studying international development.

DEV-7030A

20

MICROECONOMICS OF DEVELOPMENT

The module provides the building blocks for microeconomic analysis of development. Topics include: #Poverty, inequality and welfare #Agricultural household production #Intra- household allocation #Risk, uncertainty and insurance #Markets and Institutions: credit #Markets and institutions: labour #Human capital : education, health and nutrition #Public goods, collective action #Institutions, transaction costs #Policy reforms #Household surveys and their analysis. The module consists of lectures, seminars and workshops. Students are assessed by essay and exam.

DEV-7018A

20

PERSPECTIVES ON GLOBALISATION

The module is designed to provide a broad overview of the debates on globalisation and its implications for developing countries. It is taught from a variety of different disciplinary perspectives and considers a range of views and critiques. It addresses key issues such as the impact of globalisation on poverty and inequality, the role of the state, and conflict and security, as well as addressing the resistance to globalisation and the rise of global social movements.

DEV-7028A

20

POLITICAL ECOLOGY

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-7033B

20

RESEARCH TECHNIQUES AND ANALYSIS

The course lectures and seminars will include the following topics: # Development research and 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 are taught using SPSS.

DEV-7005A

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-7020A

20

RURAL POLICIES and 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 policies in areas such as agriculture, land, social protection, natural resources, health, education and trade. This module reviews key policies and issues in these and other areas. It also guides students to critically analyse policy choices within specific contexts. Rural Policies recognises the importance of looking at rural policies with consideration of particular socio-economic contexts and in relation to larger-scale trends that are affecting rural areas: globalisation, urbanisation, de-agrarianisation, rural-urban linkages, conflict, HIV/AIDS and decentralisation. At the same time, it is based on the premise that rural areas require particular policies because of the distinct conditions characterizing them.

DEV-7004B

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-7021A

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-7022B

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-7014A

20

WATER SECURITY FOR DEVELOPMENT - THEORY AND CONCEPTS

The module 'Water Security - Tools and Policy' examines some of the ways that water security and international development challenges may be examined, unpacked and solved. The course is constructed around the belief that scientists can employ deliberative and participatory tools such as games to put water users (e.g. drawers, irrigators, households, abstractors) at the very centre of water security policy. The course will be part-experiential: we will confront and address problems and solutions through the use of models, games, role-playing and other dialogue and thinking-support tools. The emphasis is on applying the theory that has already been acquired, plus ideas through games and analytical frames, to draw up water policy and practice. Students will be expected to construct their own models or games to test and explore ideas. As such, the module also will continue to include lecture material that will support the theory introduced in the Autumn Semester and draw students into the policy sphere.

DEV-7040A

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 Science
  • Degree Classification 2.1 or equivalent
  • Special Entry Requirements Basic statistics skills are essential

Entry Requirement

Basic statistics skills are a requirement.  A pre-sessional 2-week long statistics course, offered by the university, is mandatory for all students and the cost is included in the overall fee for the course.

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. All applicants are required to have a statistical background.

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)
  • PTE (Pearson): 62 (minimum 55 in all components)

Test dates should be within two years of the course start date.

Other tests, including Cambridge English exams and the Trinity Integrated Skills in English are also accepted by the university. The full list of accepted tests can be found here: Accepted English Language Tests

INTO University of East Anglia

If you do not meet the academic requirements for this course, you may be able to study one of the International Graduate Diploma programmes offered by our partner INTO UEA. These programmes guarantee progression to selected masters degrees if students achieve the appropriate grade. For more details please click here:

International Graduate Diploma in International Development

INTO UEA also 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

Special Entry Requirements

A 2-week long pre-sessional course is mandatory for all students to attend. This is designed to enhance and develop existing statistical skills to the required level.  For entry in September 2016 this course will commence on 7th September and registration will take place on 6th September 2016.

Fees and Funding

Fees for the academic year 2016/17 are:

  • UK/EU Students: £6,000 (full-time)
  • International Students: £14,500 (full-time)

International applicants from outside the EU may need to pay a deposit.

Living Expenses
Approximately £9,135 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.

How to Apply

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.

    Next Steps

    Need to know more? Take a look at these pages to discover more about Postgraduate opportunities at UEA…

    We can’t wait to hear from you. Just pop any questions about this course into the form below and our enquiries team will answer as soon as they can.

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    admissions@uea.ac.uk or
    telephone +44 (0)1603 591515

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