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A Master's by Research (MA) allows you to undertake a one year (full time) research degree. It contains little or no formal taught component. Read more
A Master's by Research (MA) allows you to undertake a one year (full time) research degree. It contains little or no formal taught component. Such programmes are attractive to those wanting a briefer research degree than a PhD.

Research Master's students choose a specific project to work on and have a greater degree of independence in their work than is the case with a taught masters course.

You'll be expected to work to an approved programme of work which you will develop in conjunction with your supervisor within the first few months of starting your studies. Whilst undertaking the research project you will also have the opportunity to develop your research skills by taking part in training courses and events.

You will be appointed a main supervisor who will normally be part of a supervisory team, comprising up to three members to advise and support you on your project.

At the end of the project you'll write up your findings in the form of a short thesis of around 25,000 words, which will then be examined.

On successful completion, you will be awarded your degree and if you have enjoyed this taste of research you may then decide to apply for the full research doctoral degree (PhD).
Every member of staff associated with the History Group is an active researcher with research covering a wide range of topics such as:

• Adult masculinity within the Angevin royal family

• Gender and Piety in late medieval England

• Catholicism in Tudor/ Early Stuart England

• Children and childhood in Vichy France: history and memory c. 1940-1944

• Hospital provision before the NHS

• Representations of Madness in the Great War

• English Battlefield archaeology

• Humanitarian organisations in modern war

• The Victorian Press

• Working-Class Gambling

• British Labour History

• Historical Geography of Europe

• Co-Production of historical knowledge.

You are advised to take time to investigate the University's website to find out more details about the research we conduct. Please visit the Research section of the website to take a look at the information there.

To find out about the staff in this subject area please visit the subject area page, or alternatively, to look at profiles of any of our academic staff, you can visit our academic staff profile page.

You will need to complete a research proposal outlining your areas of interest and when this is submitted along with your research degree application form we will look for the academics within the University who have the expertise and knowledge to supervise you and guide you through your research degree.

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The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of English. Read more
The Secondary Postgraduate Certificate in Education is a one academic year (36 week) course that trains graduates to be secondary school teachers of English.

The PGCE programme has been designed to train teachers to practice as a subject specialist teacher for the secondary age range (11-16). Trainees are assessed against the standards for Qualified Teacher Status (QTS) across the age range. Trainees will also often gain experience of the 16-18 age range, although they will not be formally assessed in this phase.

Course detail

The course is creative, active and practical, allowing trainees to develop professional competence through work undertaken in schools and in the University. Trainees work with young people, develop expertise in their specialist subject area, share and discuss educational issues and study relevant educational research.

What does it mean to be an English teacher in twenty-first century classrooms? This course develops new teachers' understanding of English in secondary settings through active workshops, creative projects and joint explorations of texts, language, drama and media. Students are encouraged to develop their own subject knowledge for teaching supported by experienced university tutors who have many years' successful classroom experience themselves. We focus on principled practice, deep and rigorous subject knowledge, and even purposeful playfulness.

You will be supported to create an inclusive, energetic, exciting classroom environment which will appeal to a range of preferred learning styles and draw on a range of resources.


The course is part of the Department of Education's programme for Initial Teacher Training. Units studied are:

• Enabling Learning
• Meeting Curriculum Challenges
• Becoming a Teacher

These units are studied in both the school and the University-based parts of the course, the work on each site being complementary.

You will be supported in university workshops to learn how to teach English through a variety of strategies including:
• Contributing to paired, small group and whole class activities
• Observing and analysing the teaching methods modelled by your course tutors
• Engaging in creative writing, drama and film making sessions
• Participating in peer-led, subject knowledge development seminars on topics as diverse as: madness and fools in Shakespeare's tragedies, the use of the expanded noun phrase in contemporary texts, multicultural fiction written for a teenage audience, reading film.
• Reading and discussing relevant educational theory and subject related research into, for example, how to support the development of reluctant or struggling writers.


We recognise that embarking on a new course of professional study can be a challenging undertaking. PGCE trainees have three main sources of support and information from the University during the course: firstly there is your Group Tutor in their subject area who will monitor and support your progress. Secondly, each trainee is allocated a subject specialist Personal Tutor who will review progress twice during the year with you. Finally, all trainees can access support on a range of issues from the Department Student Adviser. The course includes contact time when on school/college placement with a Senior Professional Tutor and a Subject Mentor.


24 weeks are spent on placement: a total of eight weeks in one placement during the Autumn term and 16 weeks in a second placement during the Spring and Summer terms.

In June, there is an opportunity for you to spend time in a primary school and some trainees may also visit other institutions, such as special schools or colleges of further education, Museums, Field study centres.


In order to pass the course, trainees are required to pass each unit. You are assessed on a number of written assignments and also on classroom practice against the standards specified by the Secretary of State for the award of QTS.

Careers / Further study

The Postgraduate Certificate in Education (PGCE) programmes now includes 40 credits of assessment at Master's Level (Level M). For candidates who opt not to attempt the requisite credit at Level M, a Professional Graduate Certificate in Education will be available as an alternative award.

How to apply

Information on applications can be found at the following link: http://www1.uwe.ac.uk/study/applyingtouwebristol/postgraduateapplications.aspx


- New Postgraduate Master's loans for 2016/17 academic year –

The government are introducing a master’s loan scheme, whereby master’s students under 60 can access a loan of up to £10,000 as a contribution towards the cost of their study. This is part of the government’s long-term commitment to enhance support for postgraduate study.

Scholarships and other sources of funding are also available.

More information can be found here: http://www1.uwe.ac.uk/students/feesandfunding/fundingandscholarships/postgraduatefunding.aspx

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In this new MSc degree, the first of its kind anywhere in Europe, we tackle these and other issues from an anthropological perspective, looking at the social and cultural dimensions of human experience. Read more
In this new MSc degree, the first of its kind anywhere in Europe, we tackle these and other issues from an anthropological perspective, looking at the social and cultural dimensions of human experience. By engaging with debates on these important topics and through the examination of world ethnography (including the UK), participants will learn about selfhood, emotion, madness and identity in cultural context.

This MSc aims to give candidates a solid grounding in key topics in psychological and psychiatric anthropology. Through detailed consideration of cases from Britain and around the world, we explore the ways in which person, emotion, and subjectivity are shaped through cultural practices. Candidates from backgrounds in health, therapy, social work and psychology will be able to challenge the categories and assumptions inherent in standard approaches to psychological and behavioural issues.

Course content: Modules are subject to variation and students are advised to check with the School on whether a particular module of interest will be running in their year of entry. At the time of printing modules were drawn fro the following areas:

Compulsory Modules: Themes in Psychological and Psychiatric Anthropology ; Ethnographic Research Methods Parts 1 and 2
Optional Modules: Anthropology of Education & Learning; Anthropology of Childhood and Youth; Medical Anthropology in Clinical & Community Settings; Anthropology of Biomedicine and Psychiatry, Anthropology & Global Health; Kinship and New Directions in Anthropology; Anthropology of the Body ; Anthropology of the Person
Anthropology of Disability and Difference
Plus two unassessed reading modules: History and Theory of Social Anthropology; Issues in Social Anthropology .

Assessment is by essay, practical assignment (eg analysis of a short field exercise), and a final 15,000 word dissertation.

Here is what some of our former students have to say:

Eileen: "When I started the MSc in Psychological and Psychiatric Anthropology I did not realize that I was embarking on a course that was to alter my life. My background was in Nursing (General and Psychiatry-specializing in Adolescent Mental Health) and I had just completed a first degree in Anthropology in Ireland. All of these experiences, coupled with travelling as much as I could, had left me with a feeling that somehow there was something missing in my life - both personal and academic. Though my path is still somewhat uncertain, the experience of doing the MSc has given a meaning and a depth to my life that I would not have thought possible.

I commuted every week from Dublin for lectures on Wednesday and Thursday in Brunel while continuing to work fulltime as a Clinical Nurse Specialist. Though this was tiring it was the highlight of my week. The academic focus on emotion, identity, and psychological and psychiatric processes brought together my previous study and experience while encouraging me to think in new ways. This is essential in my area of work if one is to respond to the changing needs of families attending the clinic.

My thesis project was 'Personal, Social and Sexual identity amongst and between women in Cairo'. This was greatly supported by my supervisor Dr Andrew Beatty. Despite, as yet, speaking little Arabic, I was welcomed into mosques, hammams, and family homes in Cairo. I was privileged to be included in many intimate conversations and personal scenes.

Though at present I remain in my previous line of work, the experience of the MSc, fieldwork in Cairo, beginning Arabic and spending last summer in a refugee camp in Palestine working with children who are experiencing trauma every day of their lives, has allowed me to see the endless possibilities that open up from taking such a course. (See pictures below)

All of this would not have been possible without the absolute dedication and amazing knowledge and experience of the academic staff. That they were always available to answer questions and talk over ideas, no matter how small we felt they were, meant a lot. It encouraged one to pursue a connection with the world of anthropology. Whether that is just by ongoing reading, a different way of thinking and being in the world, or as I plan, to undertake a PhD or by travelling as I did to Palestine and experiencing the privilege of sharing a way of life and forming life long connections from this, the path of anthropology and the doors and possibilities are endless. They add so much to one’s daily life that I would have to say that taking part in the MSc in Psychological and Psychiatric Anthropology is the best move I have ever made."

Fatima: "I chose this Masters because of its structure – the range of modules and the opportunity to conduct fieldwork abroad impressed me. The fieldwork experience has challenged me to reflect and question my approach to the subject. Furthermore, the main advantages of my MSc studies are the solid research skills, as well as the prestige of doing a Master's in one of the best UK Universities.

The academic staff in the Department are regarded as world leaders in their field. They presented anthropology in a way which was both inspiring and thought provoking. Even the most eminent professors will take the time to discuss research with postgraduates and the help is invaluable.

I also found the lunch time seminars particularly beneficial as they are a great way to meet other postgraduate students and to exchange experiences. I’d advise prospective students to embrace the 'whole' experience as you only get out of it what you put in and if you’re prepared to get involved, the MSc in Psychological and Psychiatric Anthropology is brilliant!

My postgraduate degree at Brunel has caught employers' interest and, in terms of a career, the opportunities are endless. I am currently working in Mental Health in Karachi and hope to secure enough funding for a PhD."

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The Philosophy, Politics and Economics of Health MA aims to equip students with the skills necessary to play an informed role in debates concerning distributive justice and health. Read more
The Philosophy, Politics and Economics of Health MA aims to equip students with the skills necessary to play an informed role in debates concerning distributive justice and health. It explores the central ethical, economic and political problems facing health policy in the UK and globally, especially in relation to social justice.

Degree information

The programme covers relevant areas of moral and political theory, comparative policy analysis, and health economics, to allow students to come to a wide understanding of background issues, history and constraints, in order to be able to make a positive contribution to current debates in this field.

Students undertake modules to the value of 180 credits.

The programme consists of three core modules (45 credits), five optional modules (75 credits) and a research dissertation (60 credits). A Postgraduate Diploma of 120 credits is available, consisting of three core modules (45 credits), and five optional modules (75 credits).

Core modules
-Philosophy Politics and Economics of Health
-Health Policy and Reform
-Key Principles of Health Economics

Optional modules
-Bioethics Governance
-Comparative Human Rights Law
-Law and Governance of Global Health
-Global Justice and Health
-Conflict, Humanitarianism and Health
-Ethics and Regulation of Research
-Contemporary Political Philosophy
-Normative Ethics
-Public Ethics
-Health Inequalities over the Life-course
-From Imperial Medicine to Global Health, 1860s to Present
-Death, Dying and Consequences
-Disability and Development
-Introduction to Deafhood
-Global Health and Development
-Anthropology and Psychiatry
-Medical Anthropology
-Modules from other UCL Master's-level programmes, subject to approval from the Course Director and timetabling constraints.
-Or any other suitable module from other UCL Master's-level programmes, subject to approval from the course Director and timetabling constraints

All students undertake an independent research project which culminates in a dissertation of up to 12,000 words.

Teaching and learning
The programme is taught through a combination of lectures, seminars and tutorials. Student performance is assessed through examinations, presentations and coursework (depending on the options chosen), and the dissertation.


Graduates have gone on to funded research in bioethics and in health policy, and to jobs in the health service, law, journalism, as well as medical education.

Top career destinations for this degree:
-Journal development manager, London School of Hygiene & Tropical Medicine
-Doctorate of Medicine, Harvard Medical School
-Health Policy Adviser, Doctors of the World UK
-PhD Critical Theory, University of Brighton
-Policy Officer, WHO (World Health Organization) and studying Medicine, The University of Western Australia

The programme gives students the ability to think precisely and rigorously about complex problems in health systems and beyond; to work with others to explore solutions; and to write cogently and concisely. Public and private sector health employers and NGOs particularly prize these skills in graduates. The skills that the course teaches also provide an ideal springboard to further academic study.

Why study this degree at UCL?

This MA is the only Master's programme in the world of its type. The compulsory modules provide necessary core skills, while the wide range of options enables students to further their own particular interests.

UCL is at the forefront of research in interdisciplinary research and teaching in philosophy, health humanities and global health through units such as the Health Humanities Centre, the Institute for Global Health and the Institute of Health Equity. The programme draws on highly regarded researchers in a range of UCL departments, and students benefit by instruction from some of the leaders in their fields.

Students further benefit from UCL's location in London, which is one of the world centres of philosophical activity, home of a number of internationally renowned journals - Philosophy; Mind & Language; Mind - and which enjoys regular visiting speakers from across the world. London has over 60 active philosophers making it one of the largest and most varied philosophical communities in the world.

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Health humanities seeks novel ways of understanding health and illness in society, and how methods from the humanities and social studies may be brought to bear on biomedicine, clinical practice, and the politics of healthcare. Read more
Health humanities seeks novel ways of understanding health and illness in society, and how methods from the humanities and social studies may be brought to bear on biomedicine, clinical practice, and the politics of healthcare. Experiences and portrayals of health and illness in literature, film and contemporary culture are also studied.

Degree information

The programme enables students to approach issues relating to health and illness from both a historical and contemporary perspective and from a variety of a disciplines, including anthropology, history, philosophy, sociology, science and technology studies, global health, literature and film studies. Students will also learn to work in an interdisciplinary manner.

Students undertake modules to the value of 180 credits.

The programme consists of two core modules (60 credits), elective modules of 15 or 30 credits each (up to a total of 60 credits) and a research dissertation (60 credits). A Postgraduate Diploma (120 credits), two core modules (60 credits) and two electives (60 credits) is also offered. A Postgraduate Certificate (60 credits), two core modules is also offered.

Core modules

Optional modules - students may choose from the list of recommended modules below, or other relevant modules in UCL, with the approval of the convenors.
-Anthropology and Psychiatry
-Classical Chinese Medicine
-Clinically Applied Cultural Psychiatry
-Conflict, Humanitarianism and Health
-Cultural Memory
-Death, Dying and Consequences
-Disease in History
-German Literature and Psychology
-Global Health and Development: Emerging Policy Debates
-Global Justice and Health
-Health Inequalities Over the Lifecourse
-Health Policy and Reform
-Medical Anthropology
-Medieval Science and Medicine in Global Perspective
-Science, Technology, and Identity
-Social Value and Public Policy, Health and the Environment
-From Imperial Medicine to Global Health, 1860s to present
-Medicine on Screen

All students undertake an independent research project which culminates in a dissertation of 10,000-12,000 words.

Teaching and learning
The programme is delivered through a combination of lectures and seminars. Assessment is through essays and a dissertation. There is no unseen examination.


This MA provides an exceptional foundation for those hoping to undertake PhD research and pursue an academic career, ranging from interdisciplinary work in the health humanities to a broad spectrum of more specialised disciplines, such as medicine, the philosophy of medicine, history of medicine, medical sociology or medical anthropology, among others. It is also a suitable preparation for a range of careers including science and medical journalism, bioethics, healthcare policy, NGOs and museum and heritage.

The programme gives students the opportunities to work in an interdisciplinary manner, and to engage in debate and develop their presentation skills. Students will gain experience of writing essays and training in conducting original research and applying the appropriate methodology. There are many additional activities available, both within the UCl Health Humanities Centre and the Institute of Advanced Studies, and the wider UCL community, to help students develop employability skills.

Why study this degree at UCL?

Health Humanities MA is based in UCL's new Health Humanities Centre which draws together world-leading researchers from different disciplines including medicine and health in history, philosophy, sociology, anthropology, and cultural and film studies.

Leading clinicians at UCL's acclaimed Medical School and Division of Psychiatry, who are engaged in humanities and social science research, are also actively involved with the centre. The centre was formed through the merger of the Centre for Philosophy, Justice and Health and the Centre for the History of Psychological Disciplines.

UCL Health Humanities Centre forms part of the new UCL Institute of Advanced Studies, which showcases and fosters multidisciplinary research within the humanities and the social sciences, with an active programme of events and visiting international scholars.

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The distinctive emphasis of Goldsmiths' Department of History is a theorised, interdisciplinary and comparative approach to research- http://www.gold.ac.uk/pg/mphil-phd-history/. Read more
The distinctive emphasis of Goldsmiths' Department of History is a theorised, interdisciplinary and comparative approach to research- http://www.gold.ac.uk/pg/mphil-phd-history/

The culture of the Department of History is open, friendly and accessible, and research students are encouraged to be innovative in their use of sources and methodologies.

Our staff is young and we are on the cutting-edge of our fields and the student-teacher ratio allows us to devote an unmatched amount of time to individual supervision. Find out more about staff in the department.

MPhil and PhD topics in the department currently include:

The Song of the Pen: Penny Romantic Literature 1839-89
The Freak Show in Nineteenth-Century Britain
British Women and German Prisoners of War in the 1940s
Decoding Dress in Interwar Detective Fiction
The British Diaspora - Race Return Migration and Identity in 20th Century Britain
Atatürk and his Cult - A Visual History, 1918-1968
Another Balkan Myth? The Extreme Right Wing in Serbia: Indigenous Phenomenon or Foreign Adaptation?
London Schools and Children, 1870-1920
The Seekers Found: Radical Religion during the English Revolution
Find out more about research degrees at Goldsmiths.

The MPhil programme offers the opportunity for the student to continue their research to a PhD.

Assessment is by thesis and viva voce.

Contact the department

If you have specific questions about the degree, contact Professor Jan Plamper.


History at Goldsmiths is ranked 11th in the UK for the quality of our research**

**Research Excellence Framework 2014, Times Higher Education research intensity subject rankings

From the occult to dictators, from war to revolution, from madness to medicine, and from the body to ideas – this is history at Goldsmiths.

As a department we have a wide range of expertise covering all these areas and more. So as a student here you’ll be able to explore how people in past societies lived, loved, worked and worshipped.

For us, history isn’t just a sequence of events. We study the past thematically as well as chronologically. You’ll be thinking about the way history is informed by a wide range of other subjects and how knowledge of the past can help you to understand the world we live in today.

Skills & Careers

Our students have taken up academic posts in history and related fields around the world; others are employed in the media and as researchers and teachers.

How to apply

Before you apply for a research programme, we advise you to get in touch with the programme contact, listed above. It may also be possible to arrange an advisory meeting.

Before you start at Goldsmiths, the actual topic of your research has to be agreed with your proposed supervisor, who will be a member of staff active in your general field of research. The choice of topic may be influenced by the current research in the department or the requirements of an external funding body.

If you wish to study on a part-time basis, you should also indicate how many hours a week you intend to devote to research, whether this will be at evenings or weekends, and for how many hours each day.

Research proposals

Along with your application and academic reference, you should also upload a research proposal at the point of application.

This should be in the form of a statement of the proposed area of research and should include:

delineation of the research topic
why it has been chosen
an initial hypothesis (if applicable)
a brief list of major secondary sources


Please visit http://www.gold.ac.uk/pg/fees-funding/ for details.

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