2022-23 BSc Economics and Mathematics Programme Design Document

	A	C	F	G	I	K	L	M	N	O	P	Q	R	S	T	U	V	W	X	Y	Z	AA	AB	AC	AD	AE	AF	AG	AH	AI	AJ	AK	AL	AM	AN
1	Programme Information and PLOs
2	Title of the new programme – including any year abroad/ in industry variants
3	BSc (Hons) Economics and Mathematics
4	Level of qualification
5	Please select:				Level 6
6	Please indicate if the programme is offered with any year abroad / in industry variants																				Year in Industry Please select Y/N								No
7																					Year Abroad Please select Y/N								No
8	Department(s): Where more than one department is involved, indicate the lead department
9	Lead Department		Mathematics
10	Other contributing Departments:		Economics
11	Programme Leader
12	Dr Evgeniy Zorin (Mathematics)
13	Purpose and learning outcomes of the programme
14	Statement of purpose for applicants to the programme
15	In our competitive, fast-moving economic environment, skilled analysts are highly sought-after and command high salaries. The BSc in Economics and Mathematics has been designed for students interested in careers in this field, such as actuarial analysts, chartered accountants, data analysts, financial risk analysts, investment analysts and stockbrokers. The programme provides you with an outstanding opportunity to pursue and relate studies from both disciplines resulting in mastery in Mathematics - and therefore understanding of sophisticated systems and how to find the best strategy in complicated situations - and understanding of applications in Economics and how these reveal the rationales for various abstract mathematical techniques. In addition, this degree has a flexible design, with a very wide choice of optional modules, so you can tailor your studies according to your needs, interests and career plans. Throughout the programme you will be guided by dedicated staff, all of whom are engaged in current research and many of whom are world leaders in their field. By the end of your studies, you will have knowledge and expertise in two disciplines which are of vital importance in the modern world and a qualification valued by employers such as banks, hedge funds and financial consultants. The excellence of our programme, combining the strengths of both the departments of Economics and Mathematics, with York’s reputation as a top university, make a BSc degree in Economics and Mathematics at York an outstanding choice.
16	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.
17	PLO	On successful completion of the programme, graduates will be able to:
18	1	confidently identify those problems that can be analysed by standard mathematical techniques, and those situations in society where economic principles can provide insight, and be able to apply those techniques and principles successfully.
19	2	recognise when an unfamiliar problem is open to pure mathematical investigation and/or mathematical modelling, and be able to adapt and/or synthesise a range of mathematical approaches (including abstraction or numerical approximation) to investigate the problem.
20	3	deploy the methods of logical and mathematical reasoning used by economists, especially within formal models, with an understanding of the purpose and scope of such models.
21	4	use logical reasoning to critically analyse statements, arguments or conjectures made by others, and be able to justify the mathematical principles they choose for such a critique.
22	5	use statistical, econometric and computer-based techniques for analysing data, in applying and testing economic models or in economic and financial forecasting.
23	6	engage with, and draw on, academic and professional research in Economics, with an ability to distinguish different themes within it, and to synthesise ideas from it.
24	7	analyse and critically evaluate economic policies, of government and/or other institutions
25	8	communicate complex mathematical and economic ideas clearly, at a level appropriate for the intended audience.
26	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.
27	N / A
28	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.
29	N / A
30	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:
31	i) Why the PLOs are considered ambitious or stretching?
32	Each PLO represents a challenge to the student to develop existing skills to a higher level. Through each stage the level of challenge is raised, as more depth or complexity is encountered. In studying economics and mathematics each stage builds naturally on the attainments of the previous one, as foundational ideas are developed into fully fledged theories or methodologies. Those who fully rise to this challenge will be capable of understanding economics and mathematics at the research frontier.
33	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
34	These PLOs 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. At the same time, more broadly, they provide abilities and understanding to function in any environment where the precision and clarity of mathematical thinking are valuable. They also represent the development of analytical skills proven to be valued by employers across a wide range of occupations.
35	iii) How the programme learning outcomes develop students’ digital literacy and will make appropriate use of technology-enhanced learning (such as lecture recordings, online resources, simulations, online assessment, ‘flipped classrooms’ etc)?
36	The communication elements require students to master digital literacy for visual presentations and for producing projects. In addition, all students will learn some programming, and a number of modules include the opportunity to use mathematics software (such as R, Maple and MatLab).
37	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:
38	The PLOs cover a list of skills which are desired by employers in a wide range of occupations: analytical reasoning, confidence with high level mathematics, clarity of communication, flexible thinking, the ability to learn complex ideas quickly and precisely. Employability skills are also embedded in the curriculum in Mathematical Skills 1 and Mathematical Skills 2
39	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
40	For first year students regular "drop-in" academic support sessions are scheduled into the timetable, as optional support for all first year students. These are run by our Transition Officer. The Mathematics Society runs weekly "Cake and Calculus" sessions in the Department's undergraduate social space (Maths Student Study Centre) during Autumn and Spring term. These sessions are an opportunity for later year students to help first year students, but also a place where all years can come together to work in groups on weekly homework. Mathematical Skills 1 has optional timetabled drop-in sessions (fortnightly) during Spring term to help with the written assignments (particularly the use of LaTeX). Specific student needs related to disability are identified through statements of needs, with the oversight of the department's Disability Coordinator and each student's academic supervisor.
41	vii) How is teaching informed and led by research in the department/ centre/ University?
42	The vast majority of teaching staff are active in research, and through lectures, tutorials and seminars communicate the influence foundational ideas have on making progress in research. Many Stage 2 and Stage 3 option modules include, on their reading lists, research published by the module teachers. Students also explicitly connect with the principles of research through projects (in Math Skills 1 & 2) as well as having the option to choose modules which lie close to the research frontier in their final year.
43	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.
44	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
45	Stage 1
46	On progression from the first year (Stage 1), students will be able to:											n/a
47	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
48	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. Competently use foundational mathematical techniques		adapt foundational techniques to unfamiliar situations			apply some logical and mathematical methods, including within a range of relatively simple formal models.					create and critique elementary mathematical reasoning and understand the importance of sound reasoning					use some statistical, including computer-based (principally spreadsheet) techniques for analysing economic and financial data.					show familiarity with some important broad themes within economic research, with some knowledge of relevant data and analytical techniques.					understand the basic principles of analysing and evaluating microeconomic and macroeconomic policy, and in broad terms how to apply those principles.					communicate elementary mathematical ideas clearly and concisely, present clear analysis of concepts and data relevant to Stage 1, in a variety of modes including verbal/written and technical.
49	Stage 2
50	On progression from the second year (Stage 2), students will be able to:											n/a
51	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
52	Building on Stage 1, identify a wider range of issues and situations in society where economic concepts and principles can provide insight, with a developing understanding of the application of those concepts and principles. Confidently perform calculations, or use methods, which require the combination of several foundational mathematical techniques, and identify which of those techniques is appropriate.		recognize when some foundational techniques can be applied outside the standard context, and put together two or more techniques to analyse a problem.			building on Stage 1, apply a more sophisticated range of logical and mathematical methods, and with a developing understanding of the purpose and scope of formal models.					reproduce, with understanding and some insight, important examples of logical reasoning or mathematical argument, and create their own arguments for similar situations					building on Stage 1, use econometric techniques and specialist computer applications for analysing economic and financial data, including in applying and testing models.					building on Stage 1, develop further understanding of important broad themes within economic research, with deeper knowledge of relevant data and analytical techniques.					building on Stage 1, a deeper understanding of the principles of analysing and evaluating economic policy, and the range and application of those principles.					building on Stage 1, present clear analysis of concepts and data relevant to Stage 2, in a variety of modes including verbal/written and technical. Write clearly and concisely, with an appropriate balance between mathematics and English, about well-understood mathematical ideas
53	Stage 3
54	(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:											n/a
55	PLO 1		PLO 2			PLO 3					PLO 4					PLO 5					PLO 6					PLO 7					PLO 8
56	n/a		n/a			n/a					n/a					n/a					n/a					n/a					n/a
57	Programme Structure
58	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. ‘Option module’ can be used in place of a specific named option. If the programme requires students to select option modules from specific lists these lists should be provided in the next section. 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 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.
59	Stage 0 (if you have modules for Stage 0, use the toggles to the left to show the hidden rows)
60	Stage 1
61	Credits	Module				Autumn Term										Spring Term										Summer Term
62		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
63	30	MAT00001C		Calculus			S									A													E	A
64	20	MAT00010C		Algebra			S									A													E	A
65	10	MAT00011C		Mathematical Skills 1: Reasoning and Communication			S									A									EA	A
66	20	MAT00004C		Introduction to Probability and Statistics			S								EA	A
67	30	ECO00015C		Economics 1			S									A											E			A
68	10	ECO00017C		Economic Data Analysis 1													S								EA
69	Stage 2
70	Credits	Module				Autumn Term										Spring Term										Summer Term
71		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
72	40	MAT00035I		Probability & Statistics			S									A														EA
73	10	MAT00026I		Linear Algebra			S								E	A
74	10	MAT00037I		Mathematical Skills II			S								A										E	A
75	20	ECO000025I		Economics 2 - Microeconomics			S								E	A
76	20	ECO000026I		Economics 2 - Macroeconomics													S								E					A
77	20	ECO00003I		Econometrics 2													S								EA
78	Stage 3
79	Choose 60 credits of Mathematics modules and 60 credits of Economics modules. The Mathematics modules should come from Lists A, B, C or the other listed optional modules, and the Economics modules should come from List D.
80	Credits	Module				Autumn Term										Spring Term										Summer Term
81		Code		Title		1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10	1	2	3	4	5	6	7	8	9	10
82	10			Autumn - List A			S								E	A
83	10			Spring - List B													S								E					A
84	20	MAT00041H		Option: Numerical Analysis			S						A										A		EA					A
85	10	MAT00058H		Option: Practical Data Science with R													S	A		A		A		A	EA
86	10	MAT00021M		Option: C++ Programming with Applications in Finance (only available for students whose Stage 2 average is 55 or higher)			S						A										A		EA					A
87	20			Select three further modules from List C, subject to certain constraints			S																				E			A
88	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.
89	Option List A		Option List B			Option List C					Option List D					Option List E					Option List F					Option List G					Option List H
90	Survival Analysis (H Level) MAT00018H		Mathematical Finance II MAT00016H			Macroeconomics III ECO00001H
91	Mathematical Finance I MAT00015H		Cryptography MAT00034H			Alternative Perspectives in Economics ECO00011H
92	Stochastic Processes MAT00030H		Time Series MAT00045H			Macroeconomics III ECO00002H
93	Statistical Pattern Recognition MAT00031H		Multivariate Analysis MAT00021H			Applied Economics ECO00003H
94	Bayesian Statistics MAT00003H		Linear Optimization and Game Theory MAT00050H			Mathematical Economics ECO00007H
95	Generalised Linear Models MAT00017H					Applied Econometrics ECO00014H
96						International Economics ECO00009H
97						Monetary Economics ECO00010H
98						Econometric Methods for Research ECO00015H
99						Industrial Economics ECO00008H
100						Principles of Corporate Finance and Derivative Securities ECO00012H