BA (Hons) in Global Development Programme Specification 2024-25

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1	ACADEMIC QUALITY TEAM
2	Programme Specifications 2024-25
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5	Programme Title			BA (Hons) in Global Development.
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7	This document applies to students who commenced the programme(s) in:			Sept 2024		Award type			BA
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9	What level is this qualification?			Level 6		Length of programme			3 (4) years
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11	Mode of study (Full / Part Time)			Full time
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13	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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15	Awarding institution			University of York		Board of Studies for the programme			Politics
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17	Lead department			Politics		Other contributing departments			History, Environment and Geography, Education, Language and Linguistics, Economics, School of Business and Society.
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19	Language of study and assessment			English		Language(s) of assessment			English
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21	Is this a campus-based or online programme?			Campus
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23	Partner organisations
24	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
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26	N/A
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28	Reference points
29	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).
30	University Framework for Programme Design.
31	University Framework for Programme Design.
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33	Credit Transfer and Recognition of Prior Learning
34	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
35	No
36	No
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38	Exceptions to Regulations
39	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.
40	No
41	No
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43	Internal Transfers
44	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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46		Transfers in:	Transfers in to the programme can only occur up to end week 3 in Semester 1, or in exceptional circumstances at a later point.			Transfers out:	Transfers out will be allowed in the instance that a receiving programme can be found, and that it is early enough in the student's progression that they will be able to catch up on core materials on the receiving course. Transfers into other programmes may be limited by the receiving Department to the first 4 weeks of stage 1. After this period, the student may need to request to start stage 1 again.
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49	Statement of Purpose
50	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.
51	The BA in Global Development is a unique programme that offers an interdisciplinary, problem-based approach to understanding global development and addressing some of the fundamental challenges facing our world today. How do we tackle climate change? Why is there so much inequality between and within countries? Why do racism and colonial thinking persist? In our interconnected age, making a difference requires understanding and cooperation across diverse knowledges, backgrounds and geographies. Our BA Global Development programme, designed and delivered by the Departments of Environment & Geography, History and Politics, taps into York's research and teaching excellence to help you build valuable practical skills readily applicable in careers relevant to global development, further study at Master's and PhD level, and in the world. The programme takes a novel approach to global development, based around a core of problem-based learning (PBL) that runs throughout the programme. PBL is a student-centred approach to learning in which students take a highly active role in their own development by working in small groups to define and address open-ended problems centred on social justice, sustainability, and wellbeing and equality, fostering a learning community. PBL is complemented by other core modules which will build your understanding of key concepts, theories and methods, and a vast range of optional modules from natural sciences, social sciences and humanities through which you can tailor the degree to your interests. You will develop an awareness of the ways in which states, international organisations, private sector, non-governmental organisations and social movements interact in contributing to, and resolving, problems such as global exploitation and environmental change. You will identify individual and collective responsibilities in moving towards a fairer and more sustainable world across all difference. You will gain skills in leadership, communication, collaborative working, cross-cultural fluency, and project management. Real-world assessments including group presentations, project work and blogs will 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 seminars organised by the Interdisciplinary Global Development Centre with leading practitioners and academics, as well as field trips and masterclasses organised for BA Global Development students to facilitate real-world learning from experts in research, the charity or public sector from across the world. As a graduate of the programme, you will be prepared for a range of careers in international and national governmental and non-governmental organisations, private sector, advocacy, journalism and the media, and research and consultancy.
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62	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).
63	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
64	Certificate of Higher Education (Level 4/Certificate) Generic.			Exit award only	Students exiting with a Certificate will have achieved PLOs 1 and 2 and made some progress towards PLOs 3,4,5, 6 and 7			120 cr including 90 at Certificate Level (Stage 1).
65	Diploma of Higher Education (Level 5/Intermediate) Generic.			Exit award only	Students exiting with a Diploma will have achieved PLOs 1 and 2 and made substantial progress towards PLOs 3,4,5, 6 and 7.			In the past followed Guide to Assessment - 240cr including 90 at level I or higher.
66	Ordinary Degree			Exit award only	Students exiting with an Ordinary Degree will have achieved PLOs 1 and 2 and made substantial progress towards PLOs 3,4,5, 6 and 7			In the past followed Guide to Assessment - 300cr including 60 at level H.
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68	Programme Learning Outcomes
69	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...'
70	1	Draw on a critical and reflective understanding of key principles, theories, and historical debates relevant to issues in global development. [Knowledgeable Agent].
71	2	Deal 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].
72	3	Critically evaluate views and positions on global development, arriving at balanced judgements on the basis of well-reasoned and creative arguments. [Critical Thinker].
73	4	Communicate 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].
74	5	Apply 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].
75	6	Work efficiently and effectively, independently, as part of a team, and in leadership roles, and negotiate professionally with others to achieve collective aims. [Resourceful Worker].
76	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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78	Diverse entry routes
79	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.
80	The First Year of the programme provides a foundation in disciplinary knowledge and conventions of the discipline, academic and writing skills, and academic integrity. All students are assigned a supervisor in the first week of Stage 1. That member of staff typically remains the student's supervisor for the three years of their degree. Supervisors meet with students regularly to discuss progress, both academic and pastoral, and address any concerns students may wish to raise. Supervisors also have access to their students' marks to provide additional support regarding the development of academic skills over the course of the programme. Students are also signposted to other support services both in the department and the University for further support if needed. All students in Stage 1 and 2 will complete core modules which develop their academic and professional skills (e.g. Foundational Issues in Global Development and Research Skills in Global Development). These modules will ensure all students are well positioned to succeed on their programme, regardless of their prior experience when arriving at York.
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89	Inclusion
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91	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.									TRUE
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93	Employability
94	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.
95	Students will be trained how to think, act, engage, reflect and communicate as a researcher in Global Development. As well as developing subject-specific knowledge, a Global Development degree will equip students with the following transferable skills: Logical thinking; Analysis of complex ideas, arguments and theories; Problem-solving; The ability to present succinct reports; Intellectual independence; Communication skills. In doing so, students gain the skills and knowledge to work in diverse teams and play a part in solving some of the world’s most pressing problems and are prepared for a variety of different careers, ranging from government, the civil service, research and policy-making, international organisations and NGOs, business and the financial sector. As part of the broader opportunities offered by the University, students 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 seminars organised by the Interdisciplinary Global Development Centre with leading practitioners and academics, as well as field trips and masterclasses organised for BA Global Development students to facilitate real-world learning from experts in the charity sector, research or the public sector.
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