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Programme Information & PLOs
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This document forms part of the Programme Design Document and is for use in the roll-out of the York Pedagogy to design and capture new programme statement of purpose (for applicants to the programme), programme learning outcomes, programme map and enhancement plan. Please provide information required on all three tabs of this document.
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Title of the new programme – including any year abroad/ in industry variants
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BA in Global Development (with optional 3+1 Study Abroad)
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Level of qualification
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Please select:Level 6
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Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y		No
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Year Abroad
Please select Y		Yes
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Department(s):
Where more than one department is involved, indicate the lead department
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Lead Department Politics
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Other contributing Departments: History, Environment, Education, Language and Linguistics, Economics, SPSW
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Programme leadership and programme team
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Please name the programme leader and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Jappe Eckhardt (PL), Henrice Atlink, Ingrid Kvangraven, Jean Grugel, Phil Roberts, Piran White (programme developers)
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Particular information that the UTC working group should be aware of when considering the programme documentation (e.g. challenges faced, status of the implementation of the pedagogy, need to incorporate PSRB or employer expectations)
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Who has been involved in producing the programme map and enhancement plan? (please include confirmation of the extent to which colleagues from the programme team /BoS have been involved; wheather student views have yet been incorporated, and also any external input, such as employer liaison board)
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We have consulted with representatives of the Careers team on how programme design can improve employability and will continue our dialogue with them as we develop the programme. We have consulted with the Open Door team on how teaching and assessment, combined with broader programme design, can support student well-being. Further, we have consulted the International Development Society, part of the York Student Union (YUSU) on how the interests of their members can be reflected in the degree. Careers have stated that they will also organize further focus groups for the new degree as the programme design process continues. We have also consulted with the Business Intelligence Unit and Marketing.
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Purpose and learning outcomes of the programme
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Statement of purpose for applicants to the programme
Please express succinctly the overall aims of the programme as an applicant facing statement for a prospectus or website. This should clarify to a prospective student why they should choose this programme, what it will provide to them and what benefits they will gain from completing it.
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The BA in Global Development is a unique programme that offers an interdisciplinary, problem-based approach to understanding global development and creating and evaluating novel solutions to some of the fundamental challenges facing the world. The programme provides the opportunity to explore a range of disciplinary approaches to expand your understanding of global inequalities, and to develop valuable practical skills readily applicable in careers relevant to global development, further study at MA and PhD level, or more generally in the world of work. You will develop an awareness of the ways in which states, international organisations, private sector, non-government organisations and social movements interact in contributing to, and resolving, problems such as global exploitation, environmental degradation and injustice. You will develop a deeper understanding of the roles of individual and collective responsibilities in moving towards a fairer world. You will gain practical skills in leadership, communication, collaborative working, cross-cultural fluency, building strategic partnerships, problem-solving, decision-making and operational project management.

The programme takes a novel approach to global development, based around a core of problem-based learning (PBL) that runs throughout the programme, building your understanding of key concepts, theories and methods. PBL is a student-centred approach to learning in which students take a highly active role in their own development by working to define and solve open-ended problems in small groups. The PBL core is complemented by optional modules from a range of disciplines across the natural sciences, social sciences and humanities. A range of learning techniques including teamwork, debates, active learning and project work will enable you to deepen and widen your understanding of global development and develop your skill sets throughout the programme.

As part of the broader opportunities offered by the University, you can opt to spend a year abroad on a work placement or at a University, including partner institutions in the Global South. You will benefit from support from the Interdisciplinary Global Development Centre, which provides opportunities to engage with leading researchers, connect with partner organisations and undertake internships, underpinned by the core values of innovation, fairness, partnership and responsibility. As a graduate of the programme, you will be prepared for a range of careers in the private and public sectors in international and national non-governmental organisations, advocacy, journalism and the media, and research and consultancy.
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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.
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PLOOn successful completion of the programme, graduates will be able to:
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1Draw on a critical and reflective understanding of key principles, theories, and historical debates relevant to issues in global development. [Knowledgeable Agent]
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2Deal confidently with unfamiliar problems, working towards solutions through the creative application of appropriate theoretical and practical perspectives, and analysis of quantitative and qualitative data. [Problem Solver]
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3Critically evaluate views and positions on global development, arriving at balanced judgements on the basis of well-reasoned and creative arguments. [Critical Thinker]
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4Communicate effectively to achieve collective aims in global development contexts, integrating and adapting practical, academic and interpersonal skills to engage with a wide range of stakeholders and provide evidenced, structured and well-supported advice. [Engaged Communicator]
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5Apply a broad awareness of interdisciplinary perspectives in dealing with problems in global development, taking into account ethical, social, political, geographical, environmental, historical, and financial factors, human rights, ethnicity, gender, and other interest considerations. [Interdisciplinary Thinker]
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6Work efficiently and effectively, independently, as part of a team, and in leadership roles, and negotiate professionally with others to achieve collective aims. [Resourceful Worker]
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7Set future learning and professional development requirements and career goals by recording, reflecting upon and evaluating individual strengths, weaknesses and progress in personal learning and development. [Reflective Practitioner]
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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.
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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.
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Global Development graduates who study for a year abroad will be able to:
1. Draw on a critical and reflective understanding of key principles, theories, and historical debates relevant to issues in global development. [Knowledgeable Agent]
2. Deal confidently with unfamiliar problems in different national contexts, working towards solutions through the creative application of appropriate theoretical and practical perspectives, and analysis of quantitative and qualitative data. [Problem Solver]
3. Critically evaluate views and positions on global development, arriving at balanced judgements on the basis of well-reasoned and creative arguments. [Critical Thinker]
4. Develop cross-cultural knowledge for effective communication to achieve collective aims in global development contexts whilst studying abroad, integrating and adapting practical, academic and interpersonal skills to engage with a wide range of stakeholders and provide evidenced, structured and well-supported advice. [Engaged Communicator]
5. Apply a broad awareness of interdisciplinary perspectives developed through experience of a foreign university in dealing with problems in global development, taking into account ethical, social, political, geographical, environmental, historical, and financial factors, human rights, ethnicity, gender, and other interest considerations. [Interdisciplinary Thinker]
6. Work efficiently and effectively, independently, as part of a team, and in leadership roles, and negotiate professionally with others in unfamiliar cultural settings to achieve collective aims. [Resourceful Worker]
7. Set future learning and professional development requirements and career goals by recording, reflecting upon and evaluating individual strengths, weaknesses and progress in personal learning and development. [Reflective Practitioner]
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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:
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i) Why the PLOs are considered ambitious or stretching?
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These PLOs reflect the key and unique strengths of the programme, and frame an ambitious pedagogical project that is integrated in terms of building an in-depth understanding of inter-disciplinary theories and concepts relevant to global development at the same time as developing key practical skills. The programme aims stretch students, preparing graduates to engage with a range of stakeholders outside the university system (PLO4), stretch the search for practical solutions to development problems beyond disciplinary boundaries (PLO5), and emphasise the role of leadership and collaboration as preparation for employment outside academia (PLO6). This is facilitated using problem-based learning which implicitly and explicitly facilitates this integration of different disciplines and the fostering of interpersonal skills. The core curriculum is based around the spiral concept where learning occurs by visting and revisiting ideas, principles and skills across the full three years of the programme.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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These outcomes are primarily informed by the skills shortages identified by relevant employers in sectors relevant to global development. They set out to provide students with the knowledge, understanding, skills and abilities that are applicable across a wide range of roles and situations that directly address the needs of prospective employers and provide students with a toolkit for creating and exploiting new and innovative opportunities and practices within the global development sector. The outcomes are also advantageous to the student because they bring togther a focus on inter-disciplinary knowledge and an in-depth development of a wide range of practical and personal skills, providing a wider range of possibilities in terms of future career choices and opportunities, within the global development sector or more generally. They also combine theoretical and contextual understanding of processes relevant to global development through practical application in individual and collaborative group work (eg conflict resolution and project management).
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iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
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Digital literacy will be embedded in the outcomes as the learning materials for all modules, the research, writing/production and submission of all assessments will all rely heavily on digital resources and technologies inlcuding the VLE and other on-line resources. In particular PBL relies heavily upon a digital resources 'bank' which is made available to support active student learning (as compared to say a digital reading list). Where relevant, students will use specialist software packages for research methods, project management and marketing. There will be flexibility in assessment that will alow for the creation of digital outputs such as blogs, social media campaigns and website design.
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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 employablity objectives should be informed by the University's Employability Strategy:
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As noted above, the starting point for this programme and its learning outcomes is the development of the knowledge and skills needed to work in the global development sector and the wider world of work. Thus, employability is a key consideration informing all of the outcomes. The opportunity for students to apply their learning in a real life setting is intended to be provided by internship opportunities that the IGDC may facilitate. But all students will apply their skills in practical ways throughout the core modules which will provide the opportunity for them to work with their colleagues during PBL sessions and associated skills development exercises.
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v) Consultation with careers
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The Careers group took the view that constructing a degree now will benefit from a close integration with the new Careers Service. This will allow students to have a more structured and continual engagement with Careers resources across the course of the degree. It was also suggested that a relevant employer could be invited to review the whole structure of the degree before it was finalized – that is, after is has been agreed by Politics Board of Studies and University Teaching Committee, but before teaching begins in 2020. Careers also suggested that an alumni strategy should be integrated into the new degree from the beginning, so that the Development group can build a network of contacts in industry. Careers also offered to organize focus groups with 3rd year students to discuss what kind of skills they would like to learn through a degree in order to become more employable. This would take place after the Global Development degree has been approved by BoS and UTC, and would therefore be used to guide the production of content within the existing programme framework. On the broader issue of employability, Careers indicated that the ‘Skills’ component of the PBL Global Development degree is likely to have a great impact on candidates’ careers after university. Alumni regularly report that training in research design was the most important part of their degree in terms of getting a job after graduation. MA students currently report a lack of research design training as a problem. We agree with their comments and will follow up with relevant parties after programme approval.
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vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
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The Politics Department, which has administrative responsibility for the Programme, works closely with supervisors to identify students who require additional support, and the Department's Disability Officer is in close contact with Student Support Services, the Open Door Team and will guide students to find the support they need via the Student Support Hub. Once this is complete, a Student Support Plan is put in place and this is shared with and consulted by all tutors. The student's progress is subsequently monitored via meetings with their personal tutor and action taken if necessary. There is existing guidance on supporting students with disabilities in their approach to seeking placements already in place in a number of other academic departments which will be accessed by Politics through Careers.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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All academic colleagues on the programme are active researchers in fields related to global development. The core PBL curriculum will be taught by a combination of research active colleagues with responsibility for the design of the programme and supporting resources (including interactive plenaries) and by PBL tutors who take responsibility for facilitating learning through the designated study groups.
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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.
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Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
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On progression from the first year (Stage 0), students will be able to:
Global statement
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Individual statements
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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Give a basic explanation of core ideas relevant to global development across a range of interdisciplinary contexts and demonstrate an initial development of a range of applicable practical, academic and inter-personal skills through an introduction to problem-based learning, working in study groups and a range of related skills development exercises.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Obtain a basic understanding of key and core principles and theories relevant to global development across a range of interdisciplinary contexts and plan basic research strategies to identify, evaluate and apply those principles and theories to a broad range of integrated and practical issues relevant to global development.Apply and adapt basic problem-solving skills developed through problem-based learning - analysing facts and identifying theoretical and practical issues - to develop basic mechanisms to address new and unfamiliar problems.Develop a basic approach to constructing arguments, theories and solutions to inter-discplinary issues and problems associated with global development, presenting basic academic arguments that engage with a range of relevant disciplines; supported by evidence.Begin to integrate and adapt practical, academic communication skills both verbally and in writing, adapted to providing practical advice for a variety of stakeholders, through an introduction to problem-based learning. Begin to build an awareness of interdisciplinary perspectives and interests, capable of taking into account ethical, social, political, environmental, historical, financial, policy, human rights, ethnic, gender and other interest considerations when evaluating and dealing with problems relevant to global development. Begin to develop skills to work independently and as part of a group, drawing upon personal and interpersonal skills and attitudes developed as part of a global development study group.Begin to record, reflect on and evaluate individual strengths, weaknesses and progress in personal learning and development, to then be able to have the tools to start to identify and set future learning requirements and career goals to further improve individual knowledge and skills
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Provide a more detailed and expanded explanation of core ideas relevant to global development across a range of interdisciplinary contexts and demonstrate further development of a range of applicable practical, academic and inter-personal skills through problem-based learning, working in study groups and a range of related skills development exercises.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Obtain a more advanced understanding of key and core principles and theories relevant to global development across a range of interdisciplinary contexts and plan more advanced research strategies to identify, evaluate and apply those principles and theories to a broad range of integrated and practical issues relevant to global development.Continue to develop understanding and application of problem-solving skills developed through problem-based learning - analysing facts and identifying theoretical and practical issues - to develop more confidence in utilising mechanisms to address new and unfamiliar problems.Develop reasoned, critical and creative arguments, theories and solutions supported by evidence providing practical advice to address inter-disciplinary issues and problems associated with global development. Further develop the integration of practical, academic interpersonal oral and written communication skills when engaging with stakeholders through a more advanced problem-based and collaborative learning.Further develop an awareness of interdisciplinary perspectives and interests, capable of taking into account ethical, social, political, environmental, historical, financial, policy, human rights, ethnic, gender and other interest considerations when evaluating and dealing with problems relevant to global development. Further develop skills to work independently and as part of a group, drawing upon personal and interpersonal skills and attitudes developed as part of a global development study group.Deveop further in recording, reflecting on and evaluating individual strengths, weaknesses and progress in personal learning and development, in order to clarify and set future learning requirements and career goals to further improve individual knowledge and skills.
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Stage 3
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(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Global statement
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Programme Structure
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Module Structure and Summative Assessment Map
Please complete the summary table below which shows the module structure and the pattern of summative assessment through the programme.

‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section.

From the drop-down select 'S' to indicate the start of the module, 'A' to indicate the timing of each distinct summative assessment point (eg. essay submission/ exam), and 'E' to indicate the end of the module (if the end of the module coincides with the summative assessment select 'EA') . It is not expected that each summative task will be listed where an overall module might be assessed cumulatively (for example weekly problem sheets).

If summative assessment by exams will be scheduled in the summer Common Assessment period (weeks 5-7) a single ‘A’ can be used within the shaded cells as it is understood that you will not know in which week of the CAP the examination will take place.
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Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
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Stage 1
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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30POL00009CFoundational Issues in Global DevelopmentSAAEA
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POL00010CResearch Methods for Global DevelopmentSAAEA
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Choose 70 Cr of Opts from lists A, B and/or C - NB: no more than 5 modules and max 60 credits per term - exceptions made to take 70 credits on case by case basis in disucssion with PL		SEA
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Stage 2
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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30Issues and Skills in Global DevelopmentSAAEA
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30POL00009IPolitics of DevelopmentSAEA
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6060 credits from a combination of lists D, E and FSAAEA
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Stage 3
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CreditsModuleAutumn TermSpring Term Summer Term
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CodeTitle123456789101234567891012345678910
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40Advanced Issues and Skills in Global DevelopmentSAAESA
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40Dissertation in Global DevelopmentSEA
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40Two option modules from list G or one from list HSAEA
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Stage 4
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CreditsModuleAutumn TermSpring Term Summer Term
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Optional module lists

If the programme requires students to select option modules from specific lists these lists should be provided below. If you need more space, use the toggles on the left to reveal ten further hidden rows.
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Options are based on staff research interests and the number and range of topics covered will vary from year to year depending on staff availability. Options for this cohort will be posted during the academic year for the following stage and can be viewed on the departmental websites listed below [provide the web link for the relevant webpage].
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Options stage 1
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List A (30 credits)List B (20 credits)List C (10 credits)
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CodeModule nameCodeModule nameCodeModule Name
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POL00003CIntroduction to International PoliticsENV00020CGlobal GeographiesENV00031CFrontiers in Sustainability Research
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SPY00002CIntroducing Social Policy ENV00002C
Ecological Principles for the Environment
ENV00029CFrontiers in Environmental Research
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SPY00020CExploring Social Policy and Social JusticeENV00027C
Concepts in Environmental Science
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ECO00018C

Historical Perspectives on Economic Growth
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HIS00086CSocieties and Economies in World History