Academic social anthropologists in the U.K. have paid increasing
attention to the importance of teaching in postgraduate courses, both
for course-based master's degree programmes and for research-oriented
doctoral programmes. This reflects not only increasing public attention
to the ethics of anthropological research and the government's growing
concern with 'quality control', but also considerable frustration on
the part of postgraduate students themselves, who have become more
vocal in demanding guidance from their mentors (Watson 1999: 3, 19ff).
When the National Network for Teaching and Learning Anthropology
initiated a wide-ranging series of projects to assess and improve
training methods, it included among them one workshop dedicated to
gathering the viewpoints of students themselves.