Universiteit Leiden

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History (MA)

About the programme

The programme offers five specialisations

Overview of History specialisations

You can choose one out of five specialisations that the master in History offers. Within these specialisations, a flexible format allows you to further tailor your qualification to reflect your interests.

The general structure of the programme is as follows.

  • Literature Seminar (10 EC)
  • Research Seminar (10 EC)
  • Optional Courses (10 EC)
  • Thesis and exam (30 EC)
  • Thesis Seminar

For a more detailed programme overview, please check the specialisation of your interest.

The one-year Master of Arts in History (study load 60 EC) aims to bring you state-of-the-art knowledge in your subject area of choice. You will pay specific attention to the analysis of historical process, the study of primary sources, conducting historical research, historiography and methodology.

The acquisition of advanced academic skills in the interpretation of texts and the analysis of complex conceptual problems, and the ability to independently conduct high-quality scientific research are key goals of the programme.

Latest knowledge

All courses are taught by academics who are active researchers. The curriculum is regularly updated to reflect contemporary academic debates and the very latest insights. Regular seminars are held presenting students with our researchers' latest findings. Your research thesis is often linked to one of the research projects of our faculty members, who play an active role in every individual's education, acting as mentors and community builders.

Detailed programme

For a detailed programme, please check the Prospectus. Please note that this guide applies to the current academic year, which means that the curriculum for next year may slightly differ.

Prof.dr. Gert Oostindie

Professor of Colonial and Postcolonial History

Prof.dr. Gert Oostindie

“The least any professor of History can do beyond simply teaching students the methods, contents and ethics of the discipline is to help them reflect on why all of this might be helpful for understanding not simply the past, but also the present. As a frequent contributor to the mass media I feel historians have something substantial to add to public debates and in my teaching I do attempt to stimulate my students to think about this, and to develop the requisite skills.”

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