UDD BA in Economics and Politics 2018/2019 Programme Design Document

	A	C	F	G	I	J	K	M	P	Q	U	Z	AB	AE	AG	AH	AI	AJ
1	1. Admissions/ Management Information
2	Title of the new programme – including any year abroad/ in industry variants See guidance on programme titles in Appendix V:
3	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
4	BA in Economics and Politics
5	Level of qualification
6	Please select:				Level 6
7	Please indicate if the programme is offered with any year abroad / in industry variants											Year in Industry Please select Y/N				No
8												Year Abroad Please select Y/N				No
9	This document applies to students who commenced the programme(s) in:											2018
10	Awarding institution										Teaching institution
11	University of York										University of York
12	Department(s): Where more than one department is involved, indicate the lead department										Board of Studies
13	Lead Department		School of Politics, Economics and Philosophy								Politics, Economics and Philosophy
14	Other contributing Departments:		Departments of Politics, Economics and Related Studies, and Philosophy								Politics, Economics and Philosophy
15	Interim awards available Interim awards available on undergraduate programmes (subject to programme regulations) will normally be: Certificate of Higher Education (Level 4/Certificate), Diploma of Higher Education (Level 5/Intermediate), Ordinary Degree and in the case of Integrated Masters the Bachelors with honours. Please specify any proposed exceptions to this norm.
16	Certificate of Higher Education (Level 4/Certificate) generic. Diploma of Higher Education (Level 5/Intermediate) generic
17	UCAS code										Route code (existing programmes only)
18	LL12										N/A
19	Admissions criteria
20	TYPICAL OFFERS A levels AAA/AAA for L0V0, AAA for LVI5, LL12 and VL52 IB Diploma Programme 37/36 points BTEC Extended Diploma DDD
21	Length and status of the programme(s) and mode(s) of study
22	Programme			Length (years)		Status (full-time/part-time) Please select		Start dates/months (if applicable – for programmes that have multiple intakes or start dates that differ from the usual academic year)			Mode
23											Mode
24											Face-to-face, campus-based		Distance learning				Other
25	BA in Economics and Politics			3		Full-time		N/A			Please select Y/N	Yes	Please select Y/N		No		N/A
26	Language(s) of study
27	English
28	Language(s) of assessment
29	English
30	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
31	2.a. Is the programme recognised or accredited by a PSRB
32	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
33	3. Additional Professional or Vocational Standards
34	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
35	Please Select Y/N:		No		if Yes, provide details
36	4. Programme Leader
37	Werner Bonefeld (Director of PEP and Chair of BoS) and Dominic Spengler (Programme Leader) in consultation with single subject PLs
38	5. Purpose and learning outcomes of the programme
39	5.a. Statement of purpose for applicants to the programme
40	The Economics and Politics degree programme aims to train researchers, policy makers, and professionals who will be able to combine different perspectives in an instructive way. As a student on the programme you will master the different skills associated with the two disciplines (for example, the ability to apply economic principles and concepts, especially within formal models; the ability to select and analyse appropriate empirical data; the ability to analyse poltical processes and institutions) and you will be able to communicate complex ideas in an accessible and persuasive way. Whether we are examining lessons to be learned from the financial crisis of the last decade, the welfare state, or environmental policy, a proper analysis of such complex issues draws on expertise from economics, political theory, and political science rather than relying exclusively on one of these perspectives. At York, we have a long-standing tradition of interdisciplinary teaching and a suite of exciting interdisciplinary modules. These modules, which are jointly taught by researchers from the different disciplines, examine social issues from different perspectives and encourage you to reflect upon the dynamic and complex interrelationship between those perspectives. As a graduate of this degree, you will be able to probe social issues and phenomena from different angles, using different methodologies and intellectual frameworks, and are therefore amongst the most sought after of graduates in the areas of policy making, social and political research, and professional consultancy.
41	5.b.Programme Learning Outcomes Please provide six to eight statements of what a graduate of the programme can be expected to do. Taken together, these outcomes should capture the distinctive features of the programme. They should also be outcomes for which progressive achievement through the course of the programme can be articulated, and which will therefore be reflected in the design of the whole programme.
42	PLO	On successful completion of the programme, graduates will be able to:
43	1	Draw upon the conceptual tools and methods of economics, political theory and political science, including the mathematical methods necessary to understand and apply economic theory, in order to analyse problems and issues that arise within their respective domains.
44	2	Propose and evaluate creative solutions to complex problems by gathering and analysing a variety of information (where this includes statistical, mathematical, and interpretative data) and drawing upon the concepts, methods, and theories of both disciplines.
45	3	Communicate the issues, methods and results of the two disciplines in a clear and accessible way, demonstrating a sound understanding of the relevant disciplines and showing, where appropriate, how they can illuminate each other.
46	4	Critically engage with, and when necessary, synthesize academic and professional research in both disciplines, thereby becoming a versatile and multi-skilled analyst.
47	5	Use interdisciplinary thinking to reflect upon and engage with issues arising in modern societies, thereby acquiring a deeper understanding of the connections between Economics and Politics By drawing on the complete set of skills developed in these disciplines.
48	6	Locate, compile and present social, economic and financial data with an understanding of their strength and weaknesses and be able to use them in analysing and testing economic models.
49	5.c. Programme Learning Outcome for year in industry (where applicable) For programmes which lead to the title ‘with a Year in Industry’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year in industry b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year in industry by alteration of the standard PLOs. (See also section 10)
50	n/a
51	5.d. Programme Learning Outcome for year abroad programmes (where applicable) For programmes which lead to the title ‘with a Year Abroad’ – typically involving an additional year – please provide either a) amended versions of some (at least one, but not necessarily all) of the standard PLOs listed above, showing how these are changed and enhanced by the additional year abroad or b) an additional PLO, if and only if it is not possible to capture a key ability developed by the year abroad by alteration of the standard PLOs. (See also section 11)
52	n/a
53	5.e. Explanation of the choice of Programme Learning Outcomes Please explain your rationale for choosing these PLOs in a statement that can be used for students (such as in a student handbook). Please include brief reference to:
54	i) Why the PLOs are considered ambitious or stretching?
55	Our graduates will become capable analysts and problem-solvers as well as effective communicators. Our PLOs cover a unique set of skills developed in the two disciplines. They combine versatility with in-depth knowledge of the main areas of both disciplines. They are supplemented by the ability to see appropriate and potentially fruitful relations between these disciplines.
56	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
57	To be able to combine knowledge of the tools and results of economics with a good understanding of political institutions and processes whilst being trained in careful assessment of arguments and perspectives provides a unique skill-set that puts our students in a strong position to pursue interesting and important careers.
58	iii) How the programme learning outcomes develop students’ digital literacy and use technology-enhanced learning to achieve the discipline and pedagogic goals which support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classrooms, response 'clickers' in lectures, simulations, etc).
59	The School makes extensive use of the VLE from pre-registration to module choices. All of our modules have a VLE presence which allows students to listen to recorded lectures, download teaching material, and participate in various learning activities, for example, via the use of wikis and the VLE discussion board. Essays are now standardly submitted electronically. Learning for all modules requires the efficient use of online resources. The PEP modules have no explicit focus on teaching digital literacy. PLO 4, which is about students' engagement with academic research, requires familiarity with discipline specific online resources and search engines. Teaching of these skills is provided by the library. Library tours and subject librarians are resources for acquiring this knowledge. All PEP students take Beginning Philosophy which has sections on resources and study skills. All first-year Politics modules will assist skills development. The PEP BoS considered making this module compulsory but the Politics Department (Chair of Bos and HoD) confirmed that all first-year Politics module will provide students with the necessary digital literacy skills.
60	iv) How the PLOs support and enhance the students’ employability (for example, opportunities for students to apply their learning in a real world setting)? The programme's employability objectives should be informed by the University's Employability Strategy:
61	http://www.york.ac.uk/about/departments/support-and-admin/careers/staff/
62	Our programme PLOs specify abilities and competences that are highly relevant to the problems and issues faced by contemporary societies and, as a consequence, highly desirable to potential employers. A student who completes this programme will possess a formidable and flexible skill set that equips them for a variety of careers. The way in which our PLOs support and enhance students' employability is evinced by the success of our graduates, many of whom find employment in NGOs, the public sector, and in prominent financial institutions. It is part of regular supervision meetings to focus on addressing employability issues and on encouraging supervisees to participate in relevant activities. The School works with the Careers Service to provide information and opportunities to meet potential employers. The School supports the Club of PEP, which also organises careers events.
63	v) Consultation with Careers The programme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686) Please provide details of Careers' comments and your response.
64	n/a
65	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
66	Support for maths skills is provided by the University Maths Skill Centre. In addition, the School supports a highly successful peer-assisted maths skills development programme. (For those strong in Maths, this programme provides students with an opportunity to acquire valuable teaching skills.) The School runs an effective system of supervision, which allows students who need additional support to be identified and referred to the university's relevant support structures, like writing skills or presentation workshops. In addition to Student Support Services and student-led skills teaching, supervisors may refer students to module tutors to address module-specific learning deficits.
67	vii) How is teaching informed and led by research in the department/ centre/ University?
68	Students benefit from the research-led approach to teaching in all three departments. The School's own modules are taught by academics at the forefront of research across the relevant disciplines.
69	5.f. Stage-level progression Please complete the table below, to summarise students’ progressive development towards the achievement of PLOs, in terms of the characteristics that you expect students to demonstrate at the end of each year. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules. Note: it is not expected that a position statement is written for each PLO, but this can be done if preferred (please add information in the 'individual statement' boxes). For a statement that applies across all PLOs in the stage fill in the 'Global statement' box.
70	Stage 1
71	On progression from the first year (Stage 1), students will be able to:									On completion of Stage 1, students will have a strong foundation in both disciplines. They will have developed the mathematical skills necessary for serious engagement with economic theorising. They will have acquainted themselves with the conceptual apparatus and the main approaches to some important areas in both Economics and Politics. They will have acquired the study skills necessary for appreciating research in politics and economics. They will have acquired the fundamental means of statistical analysis of data.They will have made progress towards concise and clear expression of their ideas and they have started to see interrelations between the two disciplines.
72	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5	PLO 6		PLO 7				PLO 8
73	Analyse		Problem-solving …				Communicate…		Research…		Philosophical awareness…	Interdisciplinary Thinking…		Compile and present data...				N/A
74	Stage 2
75	On progression from the second year (Stage 2), students will be able to:									On completion of Stage 2, students will have acquired a broader and more sophisticated understanding of both disciplines. They will have a greater ability to analyse problems and issues that arise within the disciplines' respective domains (PLO1), to gather and analyze discipline-specific information, and to contribute meaningfully to the solution of problems (PLO2). In virtue of their formative and summative work, and participation in seminars, they will have acquired a greater confidence and facility in communicating their ideas (PLO3). They will be able to engage critically with academic and professional research in the both disciplines more independently, and will be able to draw upon it in developing their own arguments and positions (PLO4). They can use statistical econometric tools for analysing data and apply and test economic models (PLO 7). By studying both disciplines, they will have a more in-depth understanding of how they interrelate (PLO6) and a grasp of the philosophical assumptions that underpin different methodologies (PLO5).
76	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5	PLO 6		PLO 7				PLO 8
77	Analyse		Problem-solving …				Communicate…		Research…		Philosophical awareness…	Interdisciplinary Thinking…		Compile and present data...				N/A
78	5.g. Other features of the programme
79	i) Distance Learning Does the programme involve distance learning:
80	Please Select Y/N:		No		if Yes, you are required to submit to Teaching Committee:
81	Please Select Y/N:		No		Checklist for Distance Learning Programmes
82	ii) Involvement of partner organisations Are any partner organisations involved in the delivery of the programme?
83	Please Select Y/N:		No		if Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
84	Please Select Y/N:		No		University guidance on collaborative provision
85	n/a
86	iii) Internationalisation/ globalisation How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
87	n/a
88	iv) Inclusivity How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
89	This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
90	n/a
91	v) Summer term weeks 8-10 Please summarise the activities that students will be expected to undertake during Weeks 8-10 of the Summer Term in each stage of the programme.
92	n/a
93	6. Reference points and programme regulations
94	6.a. Relevant Quality Assurance Agency benchmark statement(s) and other relevant external reference points Please state relevant reference points consulted (e.g. Framework for Higher Education Qualifications, National Occupational Standards, Subject Benchmark Statements or the requirements of PSRBs): See Undergraduate Modular Scheme: Framework for Programme Design:
95	https://www.york.ac.uk/media/staffhome/learningandteaching/documents/policies/Framework%20for%20Programme%20Design%20-%20UG.pdf
96	http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements
97	http://www.qaa.ac.uk/publications/information-and-guidance/publication?PubID=2843#.VthM1fmLS70
98	6.b. University award regulations
99	The University’s award and assessment regulations apply to all programmes: any exceptions that relate to this programme are approved by University Teaching Committee and are recorded at the end of this document.
100	6.c. Are students on the programme permitted to take elective modules?