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1. Admissions/ Management Information
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Title of the programme – including any lower awards
Please provide the titles used for all awards relating to this programme. Note: all programmes are required to have at least a Postgraduate Certificate exit award.

See guidance on programme titles in:
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Masters MSc Development Economics and Emerging Markets
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Postgraduate Diploma N/APlease indicate if the Postgraduate Diploma is available as an entry point, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.N/A
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Postgraduate Certificate
PGCert Development Economics and Emerging Markets
Please indicate if the Postgraduate Certificate is available as an entry points, ie. is a programme on which a student can register, is an exit award, ie. is only available to students exiting the masters programme early, or both.Exit
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Level of qualificationLevel 7
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This document applies to students who commenced the programme(s) in:2022/23
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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 Economics and Related StudiesGSB Economics
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Other contributing Departments:
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Route code
(existing programmes only)
PMDEMSDEM1
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Admissions criteria
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Minimum entry criterion is the equivalent of an upper-second class degree primarily in Economics from a UK university. If you do not have a strong background in economics, but have other relevant qualifications or experience, you may be access the programme conditional on taking a Summer Session course in Economics and Quantitative Methods, offered by the University of York.
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Length and status of the programme(s) and mode(s) of study
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ProgrammeLength (years/ months) 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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MSc Development Economics and Emerging Markets1 yearFull-timeN/APlease select Y/NYesPlease select Y/NNoIn time for the start of the academic year 2021/22, we returned to in-person teaching activities as we know it is a really important part of our campus-based courses. We will be continuing with that approach going forward into 2022/23, and beyond.
Even before the Covid pandemic, we used a combination of in-person and online learning, and we will continue to do this across teaching activities, especially as student feedback welcomes the flexibility of this approach and ease of access.
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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 leadership and programme team
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4.a. Please name the programme leader for the year to which the programme design applies and any key members of staff responsible for designing, maintaining and overseeing the programme.
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Thilo Huning
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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 Masters 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 masters 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 intellectually-challenging MSc in Development Economics and Emerging Markets is designed to equip you with the crucial skills to pursue a career in development economics, whether at academic and research institutions, or in more policy oriented institutions (e.g., NGOs, multilateral donor institutions). You will join a vibrant programme which provides a structured transition to independent research. We'll equip you with the advanced knowledge, techniques, skills and confidence to deal with development economics problems in a rapidly changing and increasingly interconnected world.
Taught by leading researchers in the field, you will gain a solid grounding in best-practice methods of theory and applications in development economics. The course's special emphasis on emerging market economies makes it unique in the UK. The programme offers specialist pathways, focusing on areas of research excellence at the University of York, for instance finance and health.
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5.a.i Statement of purpose for applicants registering for the Postgraduate Diploma 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 diploma 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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NA
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5.b.i. Programme Learning Outcomes - Masters
Please provide six to eight statements of what a graduate of the Masters programme will be able to do.
If the document only covers a Postgraduate Certificate or Postgraduate Diploma please specify four to six PLO statements in the sections 5.b.ii and 5.b.iii as appropriate.
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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1Systematically search, understand and critically evaluate contemporary contributions in development economics with the aim of informing policy and practice.
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2Effectively communicate with professional economists and development specialists about relevant debates in development economics and the state-of-art economic methods used by professional economists and academic researchers to analyse development-sensitive problems.
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3Select, evaluate and apply the techniques and quantitative methods widely used in the field to analyse economic problems faced by households, firms, governments, and organisations in developing economies
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4Identify economic problems constraining human development and come up with sensible practical solutions, with a solid understanding of how factors such as incentive, (private or public) information, risk and uncertainty, environment, institutions and policies influence economic performance.
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5Formulate a research proposal, identify a testable hypothesis and the methodology appropriate to test it and carry out the proposed research in an efficient, timely manner with minimal supervision to present persuasive conclusions.
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6Generate, manage, organise and present complex data in accessible formats to inform policy and practice.
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5.c. 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) ... in what way will these PLOs result in an ambitious, challenging programme which stretches the students?
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The PLOs reflect the ambitious aim of the programme, which is to equip students with the best skills available for understanding the economic world and the operation of the development-oriented professions. The programme and modules offered present a high standard of tuition which is competitive against the best competitor programmes in the UK and around the world. The PLOs are designed to help students gain confidence through problem-solving and discussion, and their learning is assessed through examination and the writing of a 10,000 word dissertation.
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ii) ... in what way will these PLOs produce a programme which is distinctive and advantageous to the student?
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Taken together these PLOs will provide the skills and tools needed to work in development-oriented professions, notably in emerging markets. They give the student access to a set of analytical and digital skills to address economic, and social problems in the real world and to communicate their findings. By combining theory and empirical evidence, the programme offers advanced and comprehensive training which is valued by the wide range of employers of our graduates around the world as well as those recruiting into doctoral programmes.
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iii) ... how the design of the programme enables students from diverse entry routes to transition successfully into the programme? For example, how does the organisation of the programme ensure solid foundations in disciplinary knowledge and understanding of conventions, language skills, mathematics and statistics skills, writing skills, lab skills, academic integrity
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While all routes guarantee a solid foundation in all relevant skills, they do so by giving a particular emphasis to either more theoretical or more practical aspects of development economics. A special feature of the York postgraduate programme is the availability of the Summer Session for students who, in the opinion of the Graduate School, have the ability to successfully complete the one-year Masters programme, but whose background is not a first degree in economics or with a significant economics content. Such candidates may possess a relevant professional qualification, a degree in another social science, or a science or engineering degree with a high quantitative and analytical content. The Summer Session is also available as a free-standing course of instruction for any graduate interested in acquiring greater knowledge of economics and quantitative techniques. Some candidates have attended the Summer Session as a condition of their offer of a place on one of our MSc programmes.
All MSc students have access to a mathematics and statistics review taught over a week before the programme starts to help reduce the impact of heterogeneity of background. An innovative element of the statistics review is the inclusion of a test that students can take before coming to York to help them identify areas they need to brush up on, a formative examination at the end of the review to serve as a diagnostic tool, and additional tutorial support for the first few weeks of the Autumn Term for those students who are likely to need the help. In addition, students are directed to the excellent service provided by the Maths Skills Centre to fill gaps in their mathematics and statistics background which they can access throughout their programme.
We work with CELT to provide bespoke English language training. We provide an intensive pre-sessional language course followed up with lectures, concentrated in the first half of the term, and one-on-one drop-in sessions through the rest of the Autumn Term. In addition, we have in place a well-received provision in which each student receives a two hour session each week for eight weeks in the Summer Term to develop the language skills they need to write a dissertation.
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iv) ... how the programme is designed to enable students to progress successfully - in a limited time frame - through to the end of the award? For example, the development of higher level research skills; enabling students to complete an independent study module; developing competence and confidence in practical skills/ professional skills. See QAA masters characteristics doument http://www.qaa.ac.uk/en/Publications/Documents/Masters-Degree-Characteristics-15.pdf
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The programme is designed to provide the technical skills required during the first term to then proceed towards more specialised modules, addressing specific aspects of development economics. The combination of formative and summative assessment will enable students to progress successfully. The dissertation cultivates the ability to arrive at carefully reasoned conclusions. Time management skills, including efficient search and assessment of relevant literature, are an essential component of this process. The Department provides a suite of extracurricular support for the module. There is a one hour “Introductory Lecture” delivered by the Dissertation Coordinator (or another senior member of academic staff) which provides guidance and a lot of detail, e.g. expectation of kind of output, looking for and choosing a topic, time line, bibliographic search, plagiarism, etc. In addition, a one hour lecture entitled “Data Resources and Econometric Software” is delivered in early February to each of three groups of students; these lectures provide information on data sources, econometric packages, mathematical packages, and word processing programmes---how to access them, search them, and use them---all of which are available through the University. There is also a one hour presentation by the Liaison Librarian for DERS later in February. The material for all three lectures is available on the module’s VLE site. Finally, there is a Dissertation Library on the VLE which is a useful source for dissertations submitted in the past which helps with topics and as a general guide.
A matching process under the direction of the Dissertation Coordinator is used and it is expected that by mid-March most students will have found a supervisor and settled on a topic. The role of the supervisor is to help define the research task more precisely, to advise on relevant reading, data, if relevant, and what sort of econometric technique to use, or what model to use and what questions to use it to analyse. Work on the dissertation starts in earnest after the examinations with the supervisor expected to read and comment on a preliminary draft of the dissertation but to refrain from a lot of detailed supervision since that would defeat the purpose of learning to work independently.
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v) ... how this programme (as outlined in these PLOs) will develop students’ digital literacy skills and how technology-enhanced learning will be used to support active student learning through peer/tutor interaction, collaboration and formative (self) assessment opportunities (reference could be made to such as blogging, flipped classroooms, response 'clickers' in lectures, simulations, etc).
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Students are taught a number of digital literacy skills through introduction to specific pieces of econometric statistical software and how to collect data suitable for study from a leading provider of research data in economics and finance (Datastream). Students are encouraged to interrogate the library provided collections of academic journal articles. Students will be supported in computer lab tutorials and their digital competence will be assessed through formative and summative assessments and in their dissertation.
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vi) ... how this programme (as outlined in these PLOs) will 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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The students on this programme will leave with a training in development economics at a level which makes them very appealing to employers around the world. The skills that they have developed plus the subject knowledge that they have acquired puts them in a very strong position in the job market or to continue for further study.
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vii) Consultation with Careers
The progamme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686)
Please provide details of Careers' comments and your response.
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Not done. The majority of our students are international and, as we detail in the Enhancement Plan, it would be useful if we could work with the Careers Office and other support services to see how career support can be provided by the University for such students.
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viii) ... how learning and teaching on the programme are informed and led by research in the department/ Centre/ University?
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All of the modules offered to students on this programme are informed by the current research of academic staff in the Department of Economics. Staff offer insights into their own published research in lectures as well as providing advice in the dissertation process based on their own research experience and also specific research tools such as econometric methods or other modelling skills
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5.d. Progression
For masters programmes where students do not incrementally 'progress' on the completion of a discrete Postgraduate Certificate and Postgraduate Diploma, please summarise students’ progressive development towards the achievement of the PLOs, in terms of the characteristics that you expect students to demonstrate at the end of the set of modules or part thereof. This summary may be particularly helpful to students and the programme team where there is a high proportion of option modules and in circumstances where students registered on a higher award will exit early with a lower one.

Note: it is not expected that a position statement is written for each masters PLO, but this can be done if preferred.
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On completion of modules sufficient to obtain a Postgraduate Certificate students will be able to:
If the PG Cert is an exit award only please provide information about how students will have progressed towards the diploma/masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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To obtain the Postgraduate Certificate students need to complete at least 60 credits of taught modules. Any such combination of taught modules available as part of the MSc DEEM meets the PLOs for the Postgraduate Certificate. By the completion of the Certificate students will not have achieved PLO 5, but will have achieved the essential elements of PLOs 1-4 and 6, although their skills and depth of understanding of the material will be substantially lower as compared with students who complete the full MSc programme.
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On completion of modules sufficient to obtain a Postgraduate Diploma students will be able to:
If the PG Diploma is an exit award only please provide information about how students will have progressed towards the masters PLOs. Please include detail of the module diet that students will have to have completed to gain this qualification as an exit award.
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NA
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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 also Taught Postgraduate Modular Scheme: Framework for Programme Design:
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The Quality Assurance Agency for Higher Education
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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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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).

Summative assessment by exams should normally be scheduled in the spring week 1 and summer Common Assessment period (weeks 5-7). Where the summer CAP is used, 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. (NB: An additional resit assessment week is provided in week 10 of the summer term for postgraduate students. See Guide to Assessment, 5.4.a)
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http://www.york.ac.uk/about/departments/support-and-admin/registry-services/guide/

Please note that under University rules you may not study more than six modules simultaneously. The credit weight of the module does not matter for the purposes of this rule.
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Full time structure
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CreditsModuleAutumn TermSpring Term Summer Term Summer Vacation
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CodeTitle12345678910123456789101234567891012345678910111213
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10ECO00014MEmerging Market MacroeconomicsSEA
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10ECO00028MAdvanced Macroeconomics II: International Finance & TradeSEA
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10ECO00031MDevelopment Economics: Theory and EvidenceSEA
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20VariousCore List ASEA
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20VariousCore List BSEA
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30VariousOption Modules from List CSEA
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80ECO00012MDissertationSEA
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Please indicate when any Progression Board and Exam board will be held and when any reassessments will be submitted. NB: You are required to provide at least three weeks notice to students of the need for them to resubmit any required assessments, in accordance with the Guide to Assessment section 4.9
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Progression BoardJune 2023
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ReassessmentAugust 2023 CAP
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Exam BoardNovember 2023
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7.b. 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.
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
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Core List ACore List BOption List COption List D
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 10c Applied Microeconomics 1 AUT 10c Econometrics 1 AUT10c Public Sector Economics: Microeconomic Analysis SPRn/a
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 10c Applied Microeconomics 2 SPR 10c Applied Microeconometrics SPR & SUM WK 2
10c Applied Microeconometrics SPR & SUM WK 2
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20c Advanced Microeconomics AUT & SPR 20c Econometrics 1 & 2 AUT & SPR
10c Design and Analysis of Mechanisms and Institutions SPR
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 20c Statistics and Econometrics AUT & SPR
10c Evaluation of Health Policy SPR
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10c Health and Development SPR
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20c Public Policy Analysis AUT & SPR
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