MA Media and International Development

Full Time
Degree of Master of Arts


Explore our research themes in international development.

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Key facts

Times and Sunday Times Good University Guide 2017


We actively support our students in finding internships (work placements) with development organisations in fields such as community development, environment, health, education etc. during their Master’s degree.

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Key facts

Key facts

QS World Rankings 2016-17

Key facts

Times Higher Education World Rankings 2016-17 - join one of the world’s top university networks

This Master’s is an innovative programme which addresses current theories, practice and research surrounding the relationship between media and development. Graduates have gone on to work in a range of fields including humanitarian communication, NGO communications, development journalism, media development, journalism and academia.

At the heart of the degree are two unique compulsory modules combining theory and practice: Media and International Development and Media and Development in Practice. Students may also choose from a wide range of specialist optional modules and training courses (eg Ethnographic Film-making for Development Professionals run by Postcode Films).


"A well organised and well taught course which is... acting as a model for other courses being developed in the field."

 - Professor Colin Sparks, former external examiner.

The MA Media and International Development degree is a unique and innovative Masters programme which addresses current theories, practice and research surrounding the relationship between media and development.

This Masters programme;

  • combines theory and practice through its two specialist media and development modules.
  • gives students the opportunity to either write a dissertation in the summer term or take a work-experience module.
  • is embedded in the local community, with strong links to a number of local NGOs and media organisations.
  • is connected with the Public Media Alliance, the largest global association of public broadcasters, who are based within the School and provide teaching and resources.
  • has, in recent years, included seminars, lectures and workshops from Intermedia, The Guardian, Mediae, World View, One World Media, the International Broadcasting Trust, Health Images, BBC Media Action and academics from the London School of Economics, the University of Westminster and City University.
  • contains an optional five-day practical training course entitled, Film-making for Development, run by Postcode Films
  • is situated in the School of International Development (DEV) which has a world-class reputation for research in development studies.
  • allows for a unique range of choice and specialisation, with students able to choose module options from within DEV and from other departments at UEA.

Course structure

At the heart of this Masters programme are two unique modules. Media and international development is a theory module which provides students with theoretical frameworks for critically understanding 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 is one of the most popular modules in the School.

The module Media and Development in Practice provides students with the opportunity to work with one of a range of clients to design, implement and evaluate a media and development related project in the local community. Recent clients have included DFID, Water AidFuture Radio, BBC Radio Norfolk, NEAD, Content Consultants and YourWorldView. Students also use this opportunity to reflect upon their own professional practice and on the role of media in development. More information about this module.

As an alternative to writing a conventional dissertation, students have the opportunity to do a work experience placement relevant to media and development. In the past, students on this course have secured internships and work placements at various organisations including the UN, Inter Press Service, UNESCO, UNRISD, the BBC, the Overseas Development Institute, BBC Media Action, Save the Children and Video Volunteers. Please note - students are responsible for securing their own placements (although support is given) and eligibility criteria apply.

Careers and employability

Graduates from this Masters programme have gone on to work in a range of fields including humanitarian communication, NGO communications, development journalism, media development, journalism and academia. Recent examples include:

  • Assistant Communication Officer, UNICEF, Kenya.
  • Communications Officer, Ministry of Foreign Affairs, International Cooperation Bureau, Japan.
  • Design, Marketing and Communications officer, TACT Fostering and Adoption, UK.
  • Editorial Assistant, Institute of Development Studies, UK.
  • Freelance Communications Consultant, UK.
  • Head of Marketing and Communications, British Council, Bangladesh.
  • Marketing Communications Associate, HOPE International, USA.
  • Marketing Coordinator, Inter Press Service, Uruguay.
  • Media and Communications Coordinator, Oxfam, Malawi.
  • Media Program Coordinator, Open Society Foundation, UK.
  • Media Team Leader, Greenpeace Southeast Asia, Thailand.
  • National News Editor, Diligent Media Corporation, India.
  • PhD student.
  • Project Co-ordinator, Video Volunteers, India.
  • Project Director, Nab'Ubomi Development Project, South Africa.
  • Project Officer, CreditEase, China.
  • Public Information Officer, United Nations Organization Stabilization Mission, DR Congo.

"This MA has been just brilliant. I get to use a lot of what I learnt at my job but more importantly, also in life in general. It's changed the way I see things."

 - Kayonaaz Kalyanwala, Project Co-ordinator at Video Volunteers, India.

"I am really applying what I studied at UEA to my job, especially about communication for development. So most of the time when am working I remember our classes and smile."

 - Daisy Serem, Assistant Communication Officer, UNICEF, Nairobi.

“I am proud to be a product of this department because the skills acquired are being applied in my present position at the United Nations. Due to my training at UEA, I now understand the complexities of the role of the media, especially in peacekeeping operations in the world.”

 - Sam Howard, Public Information Officer, United Nations Organization Stabilization Mission, DR Congo.

Further information

The MA Media and International Development degree is offered over one year full-time, or two years part-time.

This Masters will be relevant to those who have recently completed undergraduate study with an interest in the relationship between media and development as well as those who have already worked in the media or in the field of development. Applicants should have a good first degree in the social sciences. Some relevant work experience would be desirable.

Please contact the course convener, Martin Scott, for further information about the course or to arrange a visit to the campus.

Course Modules

Students must study the following modules for 60 credits:

Name Code Credits


This is a 3 hour exam taken by all students on the MA in 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.




This module is intended to provide all students studying media related postgraduate degrees with a broad, current and inter-disciplinary understanding of the media today. Our guiding philosophy is that in order properly to understand the media, whether as a lawyer, economist, development studies professional, media studies specialist or political scientist, it is essential to have a wide-ranging and multi-disciplinary understanding of the modern media. What we shall be doing over the year, therefore, is to look at the structure of media today in the UK and globally. We will consider, from several different academic perspectives, how media content is constructed, what shapes content and how content may be controlled and even censored. We will also look at the media industry, examining how it is currently organised and managed, what factors influence its current organisation and consider how it might develop. We will examine how media affects peoples and societies, particularly with the rise of social media, and review the debates about media influence and power. Finally, we will seek to draw together key aspects of modern media.



Students will select 40 credits from the following modules:

Name Code Credits


THIS MODULE IS RESERVED FOR STUDENTS ON THE FOLLOWING ROUTES ONLY; Media and International Develpment, Clmate Change and International Development and Environment and International Development. This module is offered as an alternative to the 40 credit dissertation module (DEV-M04X) that all MA/MSc students in DEV currently take. Whilst an academic dissertation will benefit most master's students, for others there may be more benefit to be gained from an appropriate, challenging work experience placement that is then linked to theory and reflected on critically in a report. Students will be responsible for finding a suitable placement but will be given a range of support from DEV which includes: giving the students access to the DEV internship host data base compiled over nearly a decade; advice on identifying appropriate placements; advice on CV design, fund-raising (where necessary), health and safety, ethical considerations etc.; facilitate communication between student and potential host, in some cases acting as a mediator. Whilst we cannot guarantee a placement we are confident that most students who take this module and apply themselves to identifying an internship, will be successful. If there are any students who cannot find a suitable internship then they will automatically transfer to the standard dissertation module.




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



Students will select 80 credits from the following modules:

Students are required to take an additional 80 credits, 60 of which MUST be from DEV (DEV-7039B Media and Development in Practice is recommended). Modules taken outside of DEV should be with the permission of the Course Director.

Name Code Credits


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.




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.




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.




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.




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.




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.




The objective Critical Issues in development Practice is to set out and critically assess the stages of a development intervention design, intervention and evaluation cycle ('project cycle management'). It will situate critical and practical approaches to the development of 'project'-type interventions within the historical, contemporary and emerging field of development paradigms, the diversity of development actors and agencies (and how their interactions shape interventions and affect their ability to have positive impact), the inherent tensions between actors within a development agency, and the role financial aid plays in determining the trajectory and orientation of development interventions over time. Assessment is by group-based development of a comprehensive written project proposal.




The objective of this module is to explore different theoretical ideas and debates about development, and place these in their historical and political contexts. We will critically assess the various ways in which development has been conceptualized, from the end of the Second World War to the present day. Topics covered will include modernisation theory; dependency theory; the role of the state; neo-liberalism and the Washington Consensus, neo-institutionalism and the post-Washington Consensus; poverty and basic needs; human development and capabilities; equity and justice; rights and empowerment; and sustainable development. A key point of the module is to show how ideas in development emerge and how they shape policies and practice in development in the present day.




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.




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.




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.




This module provides an analysis of the way in which global production is organized and the roles played by the state, business and civil society and the relations between them. It focuses on key business actors including transnational corporations and small and medium enterprises. It looks in depth at issues of resource extraction in developing countries and various aspects of Corporate Social Responsibility including relations with local communities and workers, as well as the impacts on the environment and human rights.




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.




"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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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.




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, preferably media or development
  • Degree Classification 2.1 or equivalent
  • Special Entry Requirements Relevant work experience desirable

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)
  • 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

Fees and Funding

Fees And Funding

Fees for the academic year 2017/18 are:

  • UK/EU Students: £6,100 (full-time)
  • International Students: £14,800 (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

International candidates are also encouraged to access the International Students section of our website.

    Next Steps

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