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1. Admissions/ Management Information
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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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BA in Philosophy, Politics and Economics (PPE)
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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		No
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Year Abroad
Please select Y/N		No
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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 School of Philosophy, Politics and EconomicsPhilosophy, Politics and Economics
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Other contributing Departments: Departments of Philosophy, Politics and Economics and Related Studies
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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) generic
Diploma of Higher Education (Level 5/Intermediate) generic
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UCAS codeRoute code
(existing programmes only)
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L0V0
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Admissions criteria
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TYPICAL OFFERS
A levels
A*AA/AAA for L0V0,
AAA for LVI5, LL12 and VL52
IB Diploma Programme
37/36 points
BTEC Extended Diploma
D*DD"
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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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BA in Philosophy, Politics and Economics3Full-timeN/APlease select Y/NYesPlease select Y/NNoN/A
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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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N/A
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4. Programme Leader
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Dominic Spengler
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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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Tackling complex societal problems requires the multi-layered competencies that are developed by studying key related disciplines with a strong emphasis on interdisciplinarity. Taking a degree in PPE (Philosophy, Politics, and Economics) counters the trend to ever narrowing specialisation and equips you to take a broad but nuanced view of difficult issues. We educate researchers, policy makers and professionals who can examine an issue from different angles and who can combine different perspectives in a constructive way. The three disciplines require different skills—the mathematical precision of the economist, the insistence on logical argument and the probing of key principles and concepts found in philosophy and the need for solid evidence typical of all social sciences. As a PPE student, you will become a versatile and persuasive communicator of complex ideas.

Whether you are examining the lessons to be learned from the financial crisis of the last decade, the challenges of a globalizing world, or the appropriate response to environmental questions, a proper analysis of such complex questions draws on expertise from philosophy, political science and economics rather than relying exclusively on one of these perspectives. At York, there is a long-standing tradition of interdisciplinary teaching and a suite of exciting interdisciplinary modules. These modules, which are jointly taught by researchers from the different disciplines, bring interdisciplinarity to life and show you the dynamic and complex interrelationship between the different perspectives of the three PPE disciplines. As a result of taking this degree, graduates of the PPE programme are able to probe social issues and phenomena from different angles, using different methodologies and intellectual frameworks, and are therefore some of the most sought after graduates in the areas of policy making, social and economic research and professional consultancy.
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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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1Draw upon the conceptual tools and methods of philosophy, politics, and economics, including the mathematical methods necessary to understand and apply economic theory, in order to analyse problems and issues that arise within their respective domains.
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2Propose and evaluate creative solutions to complex problems by gathering and analysing a variety of information (where this includes statistical, mathematical, and interpretative data) and drawing upon the concepts, methods, and theories of the three disciplines.
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3Communicate the issues, methods and results of the three disciplines in a clear and accessible way, demonstrating a sound understanding of the relevant disciplines and showing, where appropriate, how they can illuminate each other.
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4Critically engage with, and, when necessary, synthesize academic and professional research in all three disciplines, thereby becoming a versatile and multi-skilled analyst.
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5Appreciate and articulate the role of philosophical assumptions in different methodologies pursued in the social sciences.
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6Use interdisciplinary thinking to reflect upon and engage with issues arising in modern societies, thereby acquiring a deeper understanding of the connections between the PPE disciplines by drawing on the complete set of skills developed in these disciplines.
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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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N/A
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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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N/A
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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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Our graduates will become capable analysts and problem-solvers as well as effective communicators. Our PLOs cover a unique set of skills developed in the three disciplines. They combine versatility with in-depth knowledge of some main areas of all three disciplines. They are supplemented by the ability to see appropriate and potentially fruitful relations between these disciplines.
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ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
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To be able to combine knowledge of the tools and results of economics with a good understanding of political institutions and processes whilst being trained in careful assessment of arguments and perspectives provides a unique skill-set that puts our students in a strong position to pursue interesting and important careers.
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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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The School makes extensive use of the VLE from pre-registration to module choices. All of our modules have a VLE presence which allows students to listen download teaching material, and participate in various learning activities, for example, via the use of wikis and the VLE discussion board. Essays are now standardly submitted electronically. Learning for all modules requires the efficient use of online resources. The PPE modules have no explicit focus on teaching digital literacy. PLO 4, which is about students' engagement with academic research, requires familiarity with discipline specific online resources and search engines. Teaching of these skills is provided by the library. Library tours and subject librarians are resources for acquiring this knowledge. All PPE students take Beginning Philosophy, which has sections on resources and study skills.
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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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Our programme PLOs specify abilities and competencies that are highly relevant to the problems and issues faced by contemporary societies and, as a consequence, highly desirable to potential employers. A student who completes the PPE programme will possess a formidable and flexible skill set that equips them for a variety of careers. The way in which our PLOs support and enhance students' employability is evidenced by the success of our graduates, many of whom find employment in NGOs, the public sector, and in prominent financial institutions. It is part of regular supervision meetings to focus on addressing employability issues and on encouraging supervisees to participate in relevant activities. The School works with the Careers Service to provide information and opportunities to meet potential employers. The School supports the Club of PEP, which also organises careers events.
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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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Support for mathematical skills is provided by the University Maths Skill Centre. In addition, the School supports a highly successful peer-assisted mathematical skills development programme. (For those strong in Maths, this programme provides students with an opportunity to acquire valuable teaching skills.) The School runs an effective system of supervision, which allows students who need additional support to be identified and referred to the University's relevant support structures, like writing skills or presentation workshops. In addition to Student Support Services and student-led skills teaching, supervisors may refer students to module tutors to address module-specific learning deficits.
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vii) How is teaching informed and led by research in the department/ centre/ University?
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Students benefit from the research-led approach to teaching in all three departments. The School's own modules are taught by academics at the forefront of research across the relevant disciplines.
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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:
On completion of Stage 1, students will be able to use the tools of logic in the assessment and construction of arguments and proofs; they will have acquired the necessary mathematical skills in order to engage seriously with economics; they will have developed necessary research skills in philosophy and politics; they will be able to analyse, solve problems, and communicate (PLO1-PLO3) in the subject areas in a limited way by having been introduced to these subjects and their methods and results in some core areas. They will have started to engage with research in all three subjects which lays the foundation for achieving PLO4. Students will develop their awareness of philosophical thinking and its contrast with the methodologies in place in economics and politics is a basis for achieving PLOs 5 and 6.
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Analyse
Problem-solving …
Communicate…
Research…
Philosophical awareness…
Interdisciplinary Thinking…
N/AN/A
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Stage 2
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On progression from the second year (Stage 2), students will be able to:On completion of Stage 2, students will have acquired a broader and more sophisticated understanding of the PEP disciplines by taking modules in each of them. They will have a greater ability to analyse problems and issues that arise within the disciplines' respective domains (PLO1), to gather and analyze discipline-specific information, and to contribute meaningfully to the solution of problems (PLO2). In virtue of their formative and summative work, and participation in seminars, they will have acquired a greater confidence and facility in communicating their ideas (PLO3). They will be able to engage critically with academic and professional research in the PEP disciplines, and will be able to draw upon it to develop their own arguments and positions (PLO4). By studying all of the PEP disciplines, they will have acquired an understanding of how they interrelate (PLO6) and a grasp of the philosophical assumptions that underpin methodologies (PLO5).
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PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
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Analyse
Problem-solving …
Communicate…
Research…
Philosophical awareness…
Interdisciplinary Thinking…
N/AN/A
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Stage 3
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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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N/A
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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: Yes
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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 individual 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.