BA Philosophy Programme Specification 2023-24

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2023-24
3	Revised February 2023
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6	Programme Title			BA Philosophy
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8	This document applies to students who commenced the programme(s) in:			2023		Award type			BA
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10	What level is this qualification?			Level 6		Length of programme			3 years
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12	Mode of study (Full / Part Time)			Full
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14	Will the programme use standard University semester dates?			Yes		For York Online programmes, will standard dates for such programmes be used?			N/A
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16	Awarding institution			University of York		Board of Studies for the programme			Philosophy
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18	Lead department			Philosophy		Other contributing departments			None
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20	Language of study and assessment			English		Language(s) of assessment			English
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22	Is this a campus-based or online programme?			Campus
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24	Partner organisations
25	If there are any partner organisations involved in the delivery of the programme, please outline the nature of their involvement. You may wish to refer to the Policy on Collaborative Provision
26	None
27	None
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29	Reference points
30	Please state relevant reference points consulted in the design of this programme (for example, relevant documentation setting out PSRB requirements; the University's Frameworks for Programme Design (UG or PGT); QAA Subject Benchmark Statements; QAA Qualifications and Credit Frameworks).
31	All of the above
32	All of the above
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34	Credit Transfer and Recognition of Prior Learning
35	Will this programme involve any exemptions from the University Policy and Procedures on Credit Transfer and the Recognition of Prior Learning? If so, please specify and give a rationale
36	No
37	No
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39	Exceptions to Regulations
40	Please detail any exceptions to University Award Regulations and Frameworks that need to be approved (or are already approved) for this programme. This should include any that have been approved for related programmes and should be extended to this programme.
41	No
42	No
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44	Internal Transfers
45	Please use the boxes below to specify if transfers into / out of the programme from / to other programmes within the University are possible by indicating yes or no and listing any restrictions. These boxes can also be used to highlight any common transfer routes which it would be useful for students to know.
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47		Transfers in:	Yes, students may transfer in to or out of the programme in accordance with University Regulations. Transfers will be dependent upon student numbers and available places.			Transfers out:	Yes, students may transfer in to or out of the programme, in accordance with University Regulations and Departmental approval. Transfers will be dependent upon student numbers and available places.
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50	Statement of Purpose
51	Please briefly outline the overall aims of the programme. 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.
52	Philosophers investigate fundamental questions about reality, experience, thought, and value. Studying philosophy involves trying to find answers to deep and difficult problems; along the way, you will engage with ideas from a wide variety of philosophers, and even develop your own. Philosophy combines imagination and creativity (in coming up with potential solutions) with sharp critical reasoning (in evaluating the options through systematic logical argument). Philosophy is a distinctive discipline which subjects fundamental ideas and principles to critical scrutiny, and carefully maps out the possible views on particular issues with care and precision. Over the course of the programme you’ll grow intellectually and develop skills in reasoning, creative problem solving, and communication that have wide applicability outside the discipline. The department offers a wide selection of modules covering topics from ethics to metaphysics, Aristotle to Marx, philosophy of art to logic, philosophy of Christianity to philosophy of Science. (Specific module selection will vary from year to year.) Our academic staff are committed to teaching: friendly and open, enthusiastic about discussing philosophy with students, and constantly exploring new ways to enrich the learning experience. Staff are active in research—developing new ideas and presenting them in journal articles and books—and their engagement with cutting-edge philosophical debates brings richness and excitement to lectures and seminars. The programme is designed to introduce you to a wide range of debates and approaches and develop your skills and abilities step by step, supporting you as you face increasingly difficult intellectual challenges. In your first year, you’ll be introduced to some of the main areas of philosophy and work on core skills: reading and reflecting on texts that address fascinating questions and mind-stretching puzzles; discussing ideas and laying out arguments; and developing your writing so you can present ideas and arguments clearly and accurately in useful ways. In your second year, you will develop a wider breath of knowledge and understanding in key areas of philosophy, which will allow you to build up a stock of ideas and approaches that you can apply to new problems; you will also do more advanced work on writing, and will learn how to structure extended, in-depth discussions of difficult problems. On top of that, you will work with a group of students to prepare a podcast tackling a contemporary issue from a philosophical perspective. In your third year, you’ll take research-led modules, working alongside staff as they work on new ideas and try to tackle cutting-edge questions, and do your own independent work, investigating an issue or issues that fascinate you. Completing the programme successfully will equip you with a powerful range of skills and abilities, putting you in a position to think in a creative and systematic way about new problems, and communicate your ideas clearly and forcefully; it will also enrich your thinking and develop your sense of curiosity and wonder at the world and our place in it.
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63	If there are additional awards associated with the programme upon which students can register, please specify the Statement of Purpose for that programme. This will be most relevant for PGT programmes with exit awards that are also available as entry points. Use additional rows to include more than one additional award. Do not include years in industry / abroad (for which there are separate boxes).
64	Exit Award Title			Is the exit award also available as an entry point?	Outcomes: what will the student be able to do on exit with this award?			Specify the module diet that the student will need to complete to obtain this exit award
65	Certificate of Higher Education			No	Students will meet all PLOs (1-8) to a limited extent.			120 credits; at least 100 credits at C-level or higher.
66	Diploma of Higher Education			No	Students will meet all PLOs (1-8) to a moderate extent.			240 credits; at least 100 credits at I-level or higher.
67	Ordinary Degree			No	Students will meet all PLOs (1-8) to a substantial extent.			300 credits; at least 60 credits at H-level.
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69	Programme Learning Outcomes
70	What are the programme learning outcomes (PLOs) for the programme? (Normally a minimum of 6, maximum of 8). Taken together, these outcomes should capture the distinctive features of the programme and represent the outcomes that students progressively develop in the programme and achieve at graduation. PLOs should be worded to follow the stem 'Graduates will be able to...'
71	1	Understand and explain key problems, issues, and debates across a wide range of areas of philosophy and its history—including some at the forefront of contemporary work—and communicate complex and difficult ideas in clear, precise, and accessible terms in a variety of formats.
72	2	Develop and articulate ranges of alternative solutions to problems and issues in an open-minded and imaginative way, and establish ways of making progress in answering questions even where it is unclear in the first instance how to proceed or what the standards for a good answer to the question might be.
73	3	Develop and articulate systematic, logical arguments for and against the alternative solutions considered in relation to a particular problem, subjecting key concepts and principles to critical scrutiny and presenting the best case that can be made for each proposal.
74	4	Make a measured judgement about what is the best view on a particular problem and present a sustained line of argument in defence of this judgement based on careful consideration of what can be said for and against the proposed solutions.
75	5	Work effectively and productively as a thinker and learner, individually and in collaboration with others—planning and scheduling, seeking help where appropriate, initiating and pursuing projects, and working collaboratively with others in the pursuit of knowledge and understanding.
76	6	Amend and develop their practice as thinkers and learners in the light of critical reflection, advice, and feedback—identifying their strengths and weaknesses, and developing strategies for making improvements in performance.
77	7	Demonstrate informed sensitivity to cultural and historical context in interpreting and responding to the work and ideas of others.
78	8	Critically engage with social, political, cultural, ethical, and value issues to contribute to the solution of key contemporary problems by applying philosophical methods and insights.
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80	Diverse entry routes
81	Detail how you would support students from diverse entry routes to transition into the programme. For example, disciplinary knowledge and conventions of the discipline, language skills, academic and writing skills, lab skills, academic integrity.
82	We give significant support to students who need additional support in developing academic and transferable skills. Our Director of First Year Programme helps to monitor performance in first year and support students who need it. Our first year Philosophical Analysis module introduces key philosophical skills and concepts, without assuming any prior knowledge. Students continue to develop their core skills throughout their first year: they learn to read texts closely, and discuss the ideas and arguments they contains with their peers; and they learn how to plan and write philosophy essays. This skills work is largely integrated into seminar activities and is pitched to help all students, not just those who need additional support, to enhance their skills in these areas. In addition, students are warmly encouraged to make use of module tutors’ office hours where they are struggling with material. Supervisors identify students in difficulty by reviewing attendance (through email notifications from seminar tutors), looking at feedback and Personal Development Planning forms (recently redesigned to highlight thinking about skills), and through supervision discussions. This is followed up, where appropriate, in office-hour meetings and specially made appointments. (Where disabilities are an issue, appropriate arrangements are made in line with the recommendations on the support plan and in consultation with the student. We are also looking to enhance our practice in this area. Potential developments include (a) using mid-term supervision meetings in Spring to provide an early opportunity to review marks and feedback, check whether these are in line with the student’s aspirations, and plan action on any issues, and (b) asking out adminstrative staff to provide supervisors with stage mark averages (which e:vision does not currently supply) to help them to identify students who need additional support.)
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91	Inclusion
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93	Please confirm by ticking the box on the right that the design, content and delivery of the programme will support students from all backgrounds to succeed. This refers to the University's duties under the Equality Act 2010. You may wish to refer to the optional Inclusive Learning self-assessment tools to support reflection on this issue.
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95	Employability
96	Please give a brief overview - no more than 5 sentences - of how the programmes helps develop students' employability. Your Faculty Employability Manager can help reflection on this issue. This statement will be used by Marketing as the basis for external content with respect to employability.
97	The PLOs focus attention on valuable skills developed by study in philosophy in a way that will be (a) clear and motivating for students and (b) clearly understood by and appealing to prospective employers. There is a very good match between the skills highlighted and what research shows employers want university-level education to emphasize: evidence-based evaluation and judgement (PLO 4); problem solving (PLO 2); analysis and critical reflection on key concepts and principles (PLO 3); logical argument and dispassionate laying out of pros and cons (PLOs 3 and 4); communication skills (PLO 1); recovery and organization of complex information (PLO 1); creativity (PLO 2); capacity to innovate and adapt as a reflective practitioner (PLO 6); capacity for collaboration (PLO 5); cultural awareness and sensitivity (PLO 7); ethical awareness and application of skills to real-world issues (PLO 8). (Compare the list of areas employers said required most emphasis in 'Employer Priorities' (Hart Research Associates, 2013, <https://aacu.org/sites/default/files/files/LEAP/2013_EmployerSurvey.pdf>): Critical thinking and analytical reasoning skills, 82%; the ability to analyze and solve complex problems, 81%; effective communication 80%; application of skills and knowledge to real-world issues, 78%; extraction and organization of information, 72%; the ability to innovate and be creative, 71%; teamwork skills applicable to diverse settings, 67%; ethical awareness, 64%.)
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