MA Historical Research Methods and Intensive Language
Duration: Full-time: 2 years; Part-time: 4 years
Minimum Entry Requirements: Minimum upper second class honours degree (or equivalent); relevant background in the region of specialism
Start of programme: September
Mode of Attendance: Full Time or Part Time
Who is this programme for?:
The programme is tailored for students who wish to proceed to further research on the doctoral level on a topic related to the history of the Near and Middle East, South Asia, South East Asia, East Asia and Africa, but it also makes sense as a stand-alone programme for those who wish to explore a specific topic or question within a shorter period of time.
The two-year intensive language pathway is directed at students who want to engage with a country in a professional as well as academic way, as the intensive language course would enable them to reach a near proficient knowledge of the language.
Career opportunities include:
- Further historical research (PhD)
- Research positions in government institutions, NGOs, journalism, etc.
This is the only Master-level programme in Historical Research Methods focusing on the study of Asia and Africa in the UK. It provides the unique opportunity to develop and carry out a research project under the guidance of regional specialists and thus an ideal preparation for a research degree.
It can also be taken with an intensive language pathway over two years, therefore making this programme unique in Europe.
The Japanese pathway is available for students who have an intermediate level of Japanese. Students will be required to take a placement exam in the week before classes begin in order to determine if their level is suitable. Please contact Professor Drew Gerstle (firstname.lastname@example.org) for further information.
The Korean pathway is designed for beginner learners of Korean. Students with prior knowledge of Korean are advised to contact the programme convenor, Dr Anders Karlsson (email@example.com). Students will take four course units in the Korean language, one of them at a Korean university during the summer after year 1.
The Arabic pathway is designed for beginner learners of Arabic. Students will take four units of Arabic, one of them at the Qasid Institute in Jordan or another partner institution during the summer after year 1. Programme convenor: Dr Mustafa Shah (firstname.lastname@example.org)
Students take 4 course units over the period of their programme of study. This includes the core course Sources and Research Design in Historical Research (1 unit), which is taught on a one-to-one basis by the dissertation supervisor, the compulsory course Research Methods in History with Special Reference to Asia and Africa (1 unit), a minor course or courses (to the value of 1 unit) from a list of approved options and/or a language course from the Faculty of Languages and Cultures, and a 10,000 word dissertation (1 unit).
In the two-year intensive language pathway, students take 2 Intensive Language units and one discipline unit in their first year. During the summer, they will participate in a summer school abroad (location dependant on language). Upon their return, they will take one unit of Japanese in their second year and two discipline units. They would also be expected to choose a Major in which to write the dissertation. In the intensive-language pathway, the same rules apply as for the usual MA.
Teaching & Learning
Yes (Summer of first year)
Teaching & Learning
Aims and Outcomes
- Knowledge of a variety of theoretical issues and methodological approaches relevant for the study of historical problems
- Practical research and writing skills, developed through the study of primary and secondary sources related to Asian and African history
- A sound grounding for further research, either in a doctoral programme or in a professional environment
- A near proficient ability in the a language.
- How to locate materials and use research resources (particularly research library catalogues, archival hand lists, and digital resources), assess data and evidence critically from manuscripts, printed, and digital sources, and solve problems of conflicting sources and conflicting interpretations.
- How to formulate and carry out a research project, based on a thorough knowledge and understanding of the particular field of study chosen by the student, the relevant literature and current debates.
- Language skills appropriate to chosen region of study.
Intellectual (thinking) skills
- Students should become precise and cautious in their assessment of evidence and understand what the different types of historical sources can and cannot tell us.
- Students should question interpretations, however authoritative, maintain an open-minded attitude to interpretations that challenge older interpretations, and reassess evidence for themselves.
- Students should be able to think critically about the nature of the historical discipline, its methodology, historiography, and openness for interdisciplinary approaches.
- Students should be able to reflect about the potential of historical research on non-Western societies and civilizations for the advancement of the historical discipline and human civilization in general.
Subject-based practical skills
- Effective writing and referencing skills, attention to detail and accuracy in presentation.
- Effective oral presentation of seminar papers, articulation of ideas, and constructive participation in seminar discussions.
- Ability to retrieve, sift and select information from a variety of sources, effective note-taking, record keeping and planning of projects.
- Effective use of relevant professional databases.
- In the two year intensive language pathway, to acquire/develop skills in a language to Effective Operational Proficiency level, i.e., being able to communicate in written and spoken medium in a contemporary language
- Critical thinking.
- Ability to communicate effectively in oral and written forms.
- Information gathering skills from conventional and electronic sources.
- Effective time-management, writing to word limits, and meeting deadlines.
A Student's Perspective
It’s a global experience and, thankfully, everyone is included, no matter what their colour, religion, or ‘class’.