ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMAN
1
 Admissions/ Management Information
2
Title of the new programme – including any year abroad/ in industry variants

See guidance on programme titles in Appendix V:
3
4
BSc in Economics
5
6
Please select:Level 6
7
Please indicate if the programme is offered with any year abroad / in industry variants Year in Industry
Please select Y/N		Yes
8
Year Abroad
Please select Y/N		Yes
9
This document applies to students who commenced the programme(s) in:2022/23
10
Awarding institutionTeaching institution
11
University of York University of York
12
Department(s):
Where more than one department is involved, indicate the lead department		Board of Studies
13
Lead Department EconomicsEconomics
14
Other contributing Departments: N/A
15
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.
16
Certificate of Higher Education (Level 4/Certificate)
Diploma of Higher Education (Level 5/Intermediate)
17
UCAS codeRoute code
(existing programmes only)
18
L100UBECOSECO3, UBECOSPLC4, UBECOSABD4
19
Admissions criteria
20
AAB at A-level, or equivalent, including Mathematics
21
Length and status of the programme(s) and mode(s) of study
22
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
23
24
Face-to-face, campus-basedDistance learningOther
25
BSc in Economics3Full-timePlease select Y/NYesPlease select Y/NNoN/A
26
Language(s) of study
27
English
28
Language(s) of assessment
29
English
30
2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
31
2.a. Is the programme recognised or accredited by a PSRB
32
Please Select Y/N: Noif No move to section 3
if Yes complete the following questions
33
2.b. Name of PSRB
34
N/A
35
2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
36
N/A
37
2.d. Does/ will approval or recognition require exceptions to University rules/practices?
Please select Y/N		if Yes, provide details
38
N/A
39
2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
40
N/A
41
3. Additional Professional or Vocational Standards
42
Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
43
Please Select Y/N: Noif Yes, provide details
44
N/A
45
4. Programme Leader
46
John Bone
47
5. Purpose and learning outcomes of the programme
48
5.a. Statement of purpose for applicants to the programme
49
The four undergraduate programmes within the Department of Economics at York (we also provide programmes jointly with other Departments) share a common purpose in aiming to equip you with the best analytical and statistical tools available for understanding the economic world around us, and with an appreciation of the scope and limitations of those tools. Each programme draws in its distinctive way on the teaching and research strengths of our Department. Which of them is right for you will depend on your own interests and aptitudes, and perhaps also on your career aspirations.

Our BSc in Economics provides a rigorous training in Economics, but with a clear view to real-world applications, including an awareness of historical context. All of our students have Maths at A-level or equivalent, and within a broad selection of option modules the programme offers scope to develop your technical skills to a high level. Fundamentally, though, Economics is a study of people: their decision-making, what determines their material well-being, and how government policy impacts on these. The aim of the programme is to give you a rounded and balanced understanding of these important questions.

Many graduates from this programme go on to careers as economists, or to related careers such as analysts of business, taxation, or public policy. But the skills and insights you will develop through each of our programmes are highly valued by employers in a wide range of other professions. With an excellent graduate employment record, York’s BSc Economics provides a foundation for successful careers right across the public and private sectors.
50
5.b.Programme Learning Outcomes
51
PLOOn successful completion of the programme, graduates will be able to:
52
1identify issues and situations in society where economic concepts and principles can provide insight, and confidently apply those concepts and principles as appropriate.
53
2apply flexibly the methods of logical and mathematical reasoning used by economists, including within formal models, with an understanding of the purpose and scope of such models.
54
3independently locate, compile and present social, economic and financial data, with an understanding of the strengths and weaknesses of such data.
55
4use proficiently statistical, econometric and computer-based techniques for analysing data, including in applying and testing economic models.
56
5engage 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.
57
6recognise contemporary and historical economic episodes and phenomena, and confidently analyse their causes and significance.
58
7analyse and critically evaluate economic and financial policies, of government and/or other institutions.
59
8clearly present, explain and communicate their analysis, drawing on PLOs 1-7, in a variety of modes including verbal/written and technical.
60
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)
61
PLO2 apply flexibly the methods of logical and mathematical reasoning used by economists and econometricians, including within formal models and especially in the analysis of risk, using the experience gained from working in industry, with an understanding of the purpose and scope of such models. PLO4 opportunities to use proficiently statistical, econometric and computer-based techniques for analysing data, gained from first-hand practical experience and training during a placement year in a relevant industry, in applying and testing models or in economic and financial forecasting. PLO7 opportunities to analyse and critically evaluate economic and financial policies, of government, companies and/or other institutions gained during a placement year.
62
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)
63
PLO1 Identify issues and situations in society and business where economic or financial concepts and principles can provide insight, using the experience and perspective gained from study abroad and confidently apply those concepts and principles as appropriate.
PLO5 engage with, and draw on, academic and professional research in economics, econometrics and finance, with an ability to distinguish different themes within it, and to synthesise ideas from it, using the experience and perspective gained from a period of study abroad.
PLO7 Analyse and critically evaluate economic and financial policies, of government, companies and/or other institutions, using the experience and perspective gained from a year of study abroad.
64
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:
65
i) Why the PLOs are considered ambitious or stretching?
66
They reflect the ambitious overall purpose of the programme, which is to equip graduates with the best analytical tools available for understanding the economic world around them. They match and in some respects exceed the ambition of the current QAA subject benchmarks.
67
ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
68
They 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. But they also represent the development of analytical skills proven to be valued by employers across a wide range of occupations.
69
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).
70
Our PLOs do not explicitly mention technology such as lecture recordings or online resources, which are or soon will be commonplace across all programmes and universities. Our PLOs focus on digital literacy specifically with regard to computational skills in the collation, processing and interrogation of data, including using Excel at a basic level, and more specialist packages at a more advanced level. Within the programme map mention is made of computer-based or online testing etc within some modules.
71
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:
72
As asserted in our Statement of Purpose, our graduate employment evidence indictates that the subject-specific skills developed in our programme, and reflected in our PLOs, are valued by employers in a wide range of occupations beyond that of a professional economist. We have deliberately kept a clear and explicit focus on these skills in our PLOs and SoP, although of course we are aware of the value also of the more generic and implicit skills developed in this any many other programmes.
73
v) Consultation with Careers
The programme proposal should be discussed with Careers (tom.banham@york.ac.uk, ext. 2686)
Please provide details of Careers' comments and your response.
74
n/a
75
vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
76
Normally identified through supervisors and module tutors, and supported by existing University services such as the Maths Skills Centre, with which the Department collaborates closely.
77
vii) How is teaching informed and led by research in the department/ centre/ University?
78
Every module in the programme, including in Stage 1, is taught by academic staff with research interests cognate to the module. Many Stage 2 and Stage 3 option modules include, on their reading lists, research published by the module teachers.
79
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.
80
Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
81
On progression from the first year (Stage 0), students will be able to:
N/A
82
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
83
N/AN/AN/AN/AN/AN/AN/AN/A
84
Stage 1
85
On progression from the first year (Stage 1), students will be able to:
N/A
86
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
87
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.
apply some logical and mathematical methods, including within a range of relatively simple formal models.
locate, compile and present a selected range of economic data (e.g. especially GDP data), with some understanding of its strengths and weaknesses.
use some statistical, including computer-based (principally spreadsheet) techniques for analysing economic and financial data.
show familiarity with some important basic themes within economic research, with some knowledge of relevant data and analytical techniques.
recognise some important types of episodes and phenomena, such as growth and inflation.understand the basic principles of analysing and evaluating microeconomic and macroeconomic policy, and in broad terms how to apply those principles.
clearly present, explain and communicate their analysis, drawing on Stage 1 learning outcomes, in a variety of modes including verbal/written and technical.
88
Stage 2
89
On progression from the second year (Stage 2), students will be able to:N/A
90
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
91
identify a broader range of issues and situations in society where economic concepts and principles can provide insight, with a developing and more critical understanding of the application of those concepts and principles.
apply a wider range of logical and mathematical methods, with a developing and more critical understanding of the purpose and scope of formal models.
work more independently and with a broader range of economic data, with a developing understanding of its strengths and weaknesses.
use econometric techniques and specialist computer applications for analysing economic and financial data, including in applying and testing models. (Although further development is possible through selected optional modules in Stage 3, all students will have achieved this PLO at the end of Stage 2.)
recognise and distinguish a wider and more advanced range of research themes, primarily as synthesised in textbooks, but also engaging directly with some economic research in selected areas.
analyse the causes and significance of some important types of episodes and phenomena, such as development, transition, recession and financial crisis.
analyse and evaluate economic policy, with a deeper and more critical understanding of the principles involved and their range of application.
clearly present, explain and communicate their analysis, drawing on Stage 2 learning outcomes, in a variety of modes including verbal/written and technical.
92
Stage 3
93
(For Integrated Masters) On progression from the third year (Stage 3), students will be able to:Global statement
94
PLO 1PLO 2PLO 3PLO 4PLO 5PLO 6PLO 7PLO 8
95
96
5.g. Other features of the programme
97
i) Distance Learning
Does the programme involve distance learning:
98
Please Select Y/N: Noif Yes, you are required to submit to Teaching Committee:
99
Checklist for distance learning programmes
100
ii) Involvement of partner organisations
Are any partner organisations involved in the delivery of the programme?