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Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
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BSc in Economics Econometrics and Finance
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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/N		Yes
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Year Abroad
Please select Y/N		Yes
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This document applies to students who commenced the programme(s) in:2020
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Awarding institutionTeaching institution
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University of York University of York
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Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
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Lead Department EconomicsEconomics
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Other contributing Departments:
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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.
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Certificate of Higher Education (Level 4/Certificate)
Diploma of Higher Education (Level 5/Intermediate)
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UCAS codeRoute code
(existing programmes only)
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L124UBECOSEMF3, UBEEFSABD4, placement route code does not currently exist as no student on this programme has taken the placement option.
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Admissions criteria
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AAB at A-level, or equivalent, including Mathematics
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (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
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Face-to-face, campus-basedDistance learningOther
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BSc in Economics Econometrics and Finance3Full-timePlease select Y/NYesPlease select Y/NNo
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Language(s) of study
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English
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Language(s) of assessment
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English
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2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
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2.a. Is the programme recognised or accredited by a PSRB
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Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
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3. Additional Professional or Vocational Standards
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Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
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Please Select Y/N: Noif Yes, provide details
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4. Programme leader
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John Bone
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5. Purpose and learning outcomes of the programme
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5.a. Statement of purpose for applicants to the programme
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The four undergraduate programmes within the Department of Economics at York (we also provide programmes jointly with other Departments) share a common purpose in aiming to equip you with the best analytical and statistical tools available for understanding the economic world around us, and with an appreciation of the scope and limitations of those tools. Each programme draws in its distinctive way on the teaching and research strengths of our Department. Which of them is right for you will depend on your own interests and aptitudes, and perhaps also on your career aspirations.

Finance and Econometrics are two of our major and complementary strengths in the Department. Finance covers areas such as financial planning and decision-making, risk-management, financial markets and regulation, financial instruments and derivatives. Econometrics is the application of specialist statistical techniques to the analysis of economic and financial data. The BSc in Economics, Econometrics and Finance provides a rigorous training in Economics alongside additional core modules in each of these specialisms. The programme also allows you some scope, in year 3, to choose from the broad selection of option modules on offer across all our programmes.

The skills and insights you will develop through each of our programmes are highly valued by employers in a wide range of professions, both economics-related and beyond. But in its degree title the BSc Economics, Econometrics and Finance signals your particular combined expertise in Finance and Econometrics, and graduates have gone on to successful careers as financial analysts and forecasters, risk analysts and actuaries.
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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.
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PLOOn successful completion of the programme, graduates will be able to:
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1identify issues and situations in society and business where economic or financial concepts and principles can provide insight, and confidently apply those concepts and principles as appropriate.
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2apply flexibly the methods of logical and mathematical reasoning used by economists and econometricians, including within formal models and especially in the analysis of risk, with an understanding of the purpose and scope of such models
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3independently locate, compile and present social, economic and financial data, with an understanding of the strengths and weaknesses of such data.
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4use proficiently statistical, econometric and computer-based techniques for analysing data, including in applying and testing models or in economic and financial forecasting.
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5engage with, and draw on, academic and professional research in economics, econometrics and finance, with an ability to distinguish different themes within it, and to synthesise ideas from it.
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6recognise contemporary and historical economic and financial episodes and phenomena, confidently analyse their causes and significance, and understand the implications of future financial innovation
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7analyse and critically evaluate economic and financial policies, of government, companies and/or other institutions.
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8clearly present, explain and communicate their analysis, drawing on PLOs 1-7, in a variety of modes including verbal/written and technical.
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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)
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PLO2 apply flexibly the methods of logical and mathematical reasoning used by economists and econometricians, including within formal models and especially in the analysis of risk, using the experience gained from working in industry, with an understanding of the purpose and scope of such models. PLO4 opportunities to use proficiently statistical, econometric and computer-based techniques for analysing data, gained from first-hand practical experience and training during a placement year in a relevant industry, in applying and testing models or in economic and financial forecasting. PLO7 opportunities to analyse and critically evaluate economic and financial policies, of government, companies and/or other institutions gained during a placement year.
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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)
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PLO1 Identify issues and situations in society and business where economic or financial concepts and principles can provide insight, using the experience and perspective gained from study abroad and confidently apply those concepts and principles as appropriate.
PLO5 engage with, and draw on, academic and professional research in economics, econometrics and finance, with an ability to distinguish different themes within it, and to synthesise ideas from it, using the experience and perspective gained from a period of study abroad.
PLO7 Analyse and critically evaluate economic and financial policies, of government, companies and/or other institutions, using the experience and perspective gained from a year of study abroad.
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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:
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i) Why the PLOs are considered ambitious or stretching?
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They reflect the ambitious overall purpose of the programme, which is to equip graduates with the best analytical tools available for understanding the economic world around them. They match and in some respects exceed the ambition of the current QAA subject benchmarks.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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They give the student the ability to understand and to critically assess arguments and debates about economics and economic policy, which is of value to any citizen. But they also represent the development of analytical skills proven to be valued by employers across a wide range of occupations.
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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).
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Our PLOs do not explicitly mention technology such as lecture recordings or online resources, which are or soon will be commonplace across all programmes and universities. Our PLOs focus on digital literacy specifically with regard to computational skills in the collation, processing and interrogation of data, including using Excel at a basic level, and more specialist packages at a more advanced level. Within the programme map mention is made of computer-based or online testing etc within some modules.
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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 employability objectives should be informed by the University's Employability Strategy:
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As asserted in our Statement of Purpose, our graduate employment evidence indictates that the subject-specific skills developed in our programme, and reflected in our PLOs, are valued by employers in a wide range of occupations beyond that of a professional economist. We have deliberately kept a clear and explicit focus on these skills in our PLOs and SoP, although of course we are aware of the value also of the more generic and implicit skills developed in this any many other programmes.
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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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Normally identified through supervisors and module tutors, and supported by existing University services such as the Maths Skills Centre, with which the Department collaborates closely.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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Every module in the programme, including in Stage 1, is taught by academic staff with research interests cognate to the module. Many Stage 2 and Stage 3 option modules include, on their reading lists, research published by the module teachers.
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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.
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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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Stage 1
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On progression from the first year (Stage 1), students will be able to:
Global statement
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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identify a range of issues and situations in society where economic concepts and principles can provide insight, with some understanding of the application of those concepts and principles.
apply some logical and mathematical methods, including within a range of relatively simple formal models.
locate, compile and present a selected range of economic data (e.g. especially GDP data), with some understanding of its strengths and weaknesses.
use some statistical, including computer-based (principally spreadsheet) techniques for analysing economic and financial data.
show familiarity with some important basic themes within economic research, with some knowledge of relevant data and analytical techniques.
recognise some important types of episodes and phenomena, such as growth and inflation.understand the basic principles of analysing and evaluating microeconomic and macroeconomic policy, and in broad terms how to apply those principles.
clearly present, explain and communicate their analysis, drawing on Stage 1 learning outcomes, in a variety of modes including verbal/written and technical.
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Stage 2
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On progression from the second year (Stage 2), students will be able to:Global statement
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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identify a broader range of issues and situations in society where economic or financial concepts and principles can provide insight, with a developing understanding of the application of those concepts and principles.
apply a wider range of logical and mathematical methods, including in the analysis of risk, with a developing and more critical understanding of the purpose and scope of formal models.
work more independently with a broader range of data, with a developing understanding of its strengths and weaknesses.
use econometric techniques and specialist computer applications for analysing economic and financial data, including in applying and testing models.
recognise and distinguish a wider and more advanced range of research themes, primarily as synthesised in textbooks, but also engaging directly with some economic research in selected areas.
analyse the causes and significance of some important types of episodes and phenomena, such as recession and financial crisis.
analyse and evaluate economic policy, with a deeper and more critical understanding of the principles involved and their range of application.
clearly present, explain and communicate their analysis, drawing on Stage 2 learning outcomes, in a variety of modes including verbal/written and technical.
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5.g. Other features of the programme
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i) Distance Learning
Does the programme involve distance learning:
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Please Select Y/N: Noif Yes, you are required to submit to Teaching Committee:
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Checklist for Distance Learning Programmes
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ii) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?
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Please Select Y/N: Noif Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
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University guidance on collaborative provision
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n/a
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iii) Internationalisation/ globalisation
How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
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n/a
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iv) Inclusivity
How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
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This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010
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n/a
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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.
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n/a
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6. Reference points and programme regulations
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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:
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6.b. University award regulations
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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.
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6.c. Are students on the programme permitted to take elective modules?
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Please Select Y/N: No
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7. Programme Structure
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7.a. 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.

IMPORTANT NOTE:
If the structure of your programme does not fit the usual academic year (for instance students start at the beginning of September or in January) please contact your Academic Quality Team contact in the Academic Support Office for guidance on how to represent the structure in an alternative format.

To clearly present the overall programme structure, include the name and details of each invidual CORE module in the rows below. For OPTION modules, ‘Option module’ or 'Option from list x' should be used in place of specifically including all named options. If the programme requires students to select option modules from specific lists by term of delivery or subject theme these lists should be provided in the next section (7.b).

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 teaching delivery for 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.