Global and Planetary Health

A combination of teaching methods will build on and inform students’ self-guided study, the latter supported through the provision of detailed reading lists and personal contact with module convenors and tutors, as follows:

The inductionwill include a skills assessment process for each student, and an introduction to new study skills for students crossing disciplinary boundaries. Using university training already on offer, students will be directed towards appropriate skills modules in essay writing and bibliographic skills, and in elementary skills in quantitative analysis, in particular. The programme director will keep skills assessment records, and these will be updated at regular intervals through an ongoing personal tutorial scheme. Induction will include a short, shared research activity that will set the pattern for collaborative and supportive mutual learning among the student cohort, with the support and guidance of the programme director and individual tutors. Each student will have an Academic Advisor (who will also have contact with the student either as programme director or programme module tutor). The Advisor will assist students with module choices, dissertation planning, study skill development, and pastoral care. Through regular tutorial and seminar meetings with the programme team, students will receive skills assessments, feedback and support, alongside guidance in study skills and towards training offered at faculty and university levels.

Lectures in core modules will be based on planned module outlines, with flexibility to adapt to student needs and interests. A range of methods will be included in lectures, including transfer of information, reflection and debate, problem solving and case study, student-led presentations, and classroom discussions. Lectures provide students with materials and analytical approaches that allow students to transform information into knowledge. They offer students guidance in developing appreciation of theory and its applications, demonstrating how a range of theoretical approaches can be adopted.

Seminars require student participation, offering them opportunities to prepare information, analysis and discussion for presentation to peers under the guidance of an experienced staff member. Students will be able to use seminars to explore subjects of interest in more depth, or develop further understanding of theoretical issues raised in lectures and in their self-guided learning. Seminars will also provide the opportunity to develop students’ abilities in communicating across disciplinary boundaries and working in inter-disciplinary groups.

Tutorials, held either individually or in small groups (<5) can be more focused on individual student needs, including a focus on study skills, communication skills, writing and essay or report structuring. Particularly where students have little experience of social science study skills, tutorials and seminars will focus on nurturing students’ literature-review and writing skills. Careful attention will be paid to confidence-building, by setting smaller experiential tasks, enabling students to develop their skills cumulatively and building towards more sustained written discussions and argumentation in different formats.

Self-guided learning allows students to deepen and broaden the scope of their knowledge and skills and to direct their learning beyond the core curriculum into areas of particular interest. Self-guided learning includes the general and specific reading for core and optional modules, and requires students to manage access to a range of library and other resources. From induction onwards, students will be encouraged to work together as a peer group to form study-groups, to advise each other on helpful resources, to provide moral support, and to learn to explain and articulate their learning to each other.

Fieldwork and practical research skills are embedded in some of the methods modules; particularly Field Study, which entails 5 days of intensive student-led fieldwork; also Fieldwork & Interpretation, which involves a series of shorter practical exercises in ethnographic research. Students will also be encouraged to develop and practise these skills further through undertaking primary empirical research for their dissertations.

Dissertation supervision can be seen as a form of guided student learning. Whether they choose to do independent research or work-placement based research, all students will receive regular supervision. Students will be supported in identifying relevant research fields, developing research questions and applying suitable methodologies. Students will be advised on time-management and other aspects of project management and will receive feedback on improving their written research outputs. Guidance and advice on evaluating and articulating relevant ethical issues and debates is included in the dissertation supervision.

Normally a minimum 2:1 Honours degree from a UK institution (or the overseas equivalent) in a relevant subject. This requirement may be waived for applicants with particularly high levels of relevant practical or professional experience

Strength of personal statement, experience in a non-academic engagement with sustainability or development issues (whether salaried, volunteer or self-directed) and quality of references will be taken into consideration.

IELTS at least 6.5* (and with no component under 6*) or equivalent scores in an alternative accepted English language test. Details of alternative accepted tests and the requirements for your subject and level of study can be found here. In some cases, English language proficiency can also be evidenced in other ways. You can find further information regarding this, here.

English language requirements

Full Time Fees

Part Time Fees

The tuition fees shown are for one complete academic year of study, are set according to the academic year of entry, and remain the same throughout the duration of the programme for that cohort (unless otherwise stated).

Please also check costs for colleges and accommodation.

Students with a postgraduate qualification in Anthropology pursue a diverse array of careers in areas such as conservation, tourism, public health, health research and management, captive primate care and zoological research management, local government research and management, education (secondary, further and higher), social care, social research, in addition to academia.

For further information on career options and employability, student and employer testimonials and details of work experience and study abroad opportunities, please visit our employability pages.

Anthropology at Durham is now one of the largest integrated anthropology departments in the UK, carrying out cutting-edge research across social and evolutionary anthropology, and the anthropology of health.

For more information see our department pages.

Rankings

• Top 30 in the QS World University Subject Rankings 2022
• Top 5 in The Complete University Guide 2023

Staff

For a current list of staff, please see the Anthropology pages.

Research Excellence Framework

• 45% of our research was rated as world-leading (REF 2021)

Facilities

The Department of Anthropology hosts a range of state-of-the-art research facilities that are used and run by academic members of staff and their postgraduate students. Given our commitment to research-led teaching, undergraduates and taught postgraduates frequently conduct research projects using these facilities.

More information on our facilities and equipment.

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