2019-20 BA in Economics and Politics Programme Design Document

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1	Some understanding of how underlying trends in data can be characterised mathematically, in particular exponential growth
2	Title of the new programme – including any year abroad/ in industry variants See guidance on programme titles in Appendix V:
3	BA in Economics and Politics
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	This document applies to students who commenced the programme(s) in:												2019
9	Awarding institution										Teaching institution
10	University of York										University of York
11	Department(s): Where more than one department is involved, indicate the lead department										Board of Studies
12	Lead Department		School of Philosophy, Politics and Economics								Philosophy, Politics and Economics
13	Other contributing Departments:		Departments of Politics, Economics and Related Studies, and Philosophy								Philosophy, Politics and Economics
14	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.
15	Certificate of Higher Education (Level 4/Certificate) generic. Diploma of Higher Education (Level 5/Intermediate) generic
16	UCAS code										Route code (existing programmes only)
17	LL12
18	Admissions criteria
19	TYPICAL OFFERS A levels AAA/AAA for L0V0, AAA for LVI5, LL12 and VL52 IB Diploma Programme 37/36 points BTEC Extended Diploma DDD
20	Length and status of the programme(s) and mode(s) of study
21	Programme			Length (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
22											Mode
23											Face-to-face, campus-based				Distance learning				Other
24	BA in Economics and Politics			3		Full-time					Please select Y/N		Yes		Please select Y/N		No		N/A
25	Language(s) of study
26	English
27	Language(s) of assessment
28	English
29	2. Programme accreditation by Professional, Statutory or Regulatory Bodies (PSRB)
30	2.a. Is the programme recognised or accredited by a PSRB
31	Please Select Y/N:		No		if No move to section 3 if Yes complete the following questions
32	2.b. Name of PSRB
33	N/A
34	2.c. Please provide details of any approval / accreditation event needed, including: timescales, the nature of the event, central support / information required:
35	N/A
36	2.d. Does/ will approval or recognition require exceptions to University rules/practices? Please select Y/N											No		if Yes, provide details
37	N/A
38	2.e. Any additional information (e.g. student attainment required to achieve accreditation) that are required by the PSRB should be recorded here
39	N/A
40	3. Additional Professional or Vocational Standards
41	Are there any additional requirements of accrediting bodies or PSRB or pre-requisite professional experience needed to study this programme?
42	Please Select Y/N:		No		if Yes, provide details
43	N/A
44	4. Programme Leader
45	Dominic Spengler
46	4.b. How are wider stakeholders such as students/ alumni, professional bodies and employers involved in the design of the programme and in ongoing reflection on its effectiveness?
47	Single subject programme leaders and PPE students have been consulted at various stages of the development of this document. The programme's effectiveness is secured by the university's quality assurance mechanisms, like Annual Programme Review and Periodic Review. The School has an effective model of student representation at all programme levels. A central feature of the PPE programme - and one of its selling points - is that it is a flexible, interdisciplinary programme that enables students to develop their skills in a wide variety of ways. All students study all three subjects at every stage of the programme. (Hereafter, the three subjects - Philosophy, Politics and Economics - will be referred to as "the three PPE disciplines".) Students take a minimum of 20 credits in each PPE discipline in their third year. Thus, they all achieve what is distinctive for Stage 3 single subject students (although the breadth of their knowledge in each of the PPE disciplines will be smaller than those of single subject students). One of the distinctive features of the School of PPE is its exciting suite of modules. At present, the School offers five modules: In stage 1, it offers Topics in PPE, which introduces students to interdisciplinary thinking about the three PPE disciplines; in stage 3, it offers the PEP dissertation (in which students write a thesis that draws upon two of the PPE disciplines), and three interdisciplinary modules, each of which looks at the interrelationship between two of the PPE disciplines. The stage 3 interdisciplinary modules are: The Democratic Economy (Politics and Economics); Rationality, Morality, and Economics (Philosophy and Economics); Ethics and Public Policy (Politics and Philosophy). All PPE students are required to take one stage 3 interdisciplinary module. Since the education of PPE students is done mainly by taking modules from the three collaborating departments, this document should be read in conjunction with the documents produced by the three departments, which will contain important information about the individual modules PPE students are offered.
48	5. Purpose and learning outcomes of the programme
49	5.a. Statement of purpose for applicants to the programme
50	The Economics and Politics degree programme aims to train researchers, policy makers, and professionals who will be able to combine different perspectives in an instructive way. As a student on the programme you will master the different skills associated with the two disciplines (for example, the ability to apply economic principles and concepts, especially within formal models; the ability to select and analyse appropriate empirical data; the ability to analyse political processes and institutions) and you will be able to communicate complex ideas in an accessible and persuasive way. Whether we are examining lessons to be learned from the financial crisis of the last decade, the welfare state, or environmental policy, a proper analysis of such complex issues draws on expertise from economics, political theory, and political science rather than relying exclusively on one of these perspectives. At York, we have 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, examine social issues from different perspectives and encourage you to reflect upon the dynamic and complex interrelationship between those perspectives. As a graduate of this degree, you will be able to probe social issues and phenomena from different angles, using different methodologies and intellectual frameworks, and are therefore amongst the most sought after of graduates in the areas of policy making, social and political research, and professional consultancy.
51	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.
52	PLO	On successful completion of the programme, graduates will be able to:
53	1	Draw upon the conceptual tools and methods of economics, political theory and political science, including the mathematical methods necessary to understand and apply economic theory, in order to analyse problems and issues that arise within their respective domains.
54	2	Propose 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 both disciplines.
55	3	Communicate the issues, methods and results of the two 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.
56	4	Critically engage with, and when necessary, synthesize academic and professional research in both disciplines, thereby becoming a versatile and multi-skilled analyst.
57	5	Use interdisciplinary thinking to reflect upon and engage with issues arising in modern societies, thereby acquiring a deeper understanding of the connections between Economics and Politics By drawing on the complete set of skills developed in these disciplines.
58	6	Locate, compile and present social, economic and financial data with an understanding of their strength and weaknesses and be able to use them in analysing and testing economic models.
59	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)
60	N/A
61	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)
62	N/A
63	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:
64	i) Why the PLOs are considered ambitious or stretching?
65	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 two disciplines. They combine versatility with in-depth knowledge of the main areas of both disciplines. They are supplemented by the ability to see appropriate and potentially fruitful relations between these disciplines.
66	ii) The ways in which these outcomes are distinctive or particularly advantageous to the student:
67	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.
68	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).
69	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 to recorded lectures, 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. All first-year Politics modules will assist skills development. The PPE BoS considered making this module compulsory but the Politics Department (Chair of Bos and HoD) confirmed that all first-year Politics modules will provide students with the necessary digital literacy skills.
70	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:
71	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 this 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.
72	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.
73	N/A
74	vi) How will students who need additional support for academic and transferable skills be identified and supported by the Department?
75	Support for maths skills is provided by the University Maths Skill Centre. In addition, the School supports a highly successful peer-assisted maths 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.
76	vii) How is teaching informed and led by research in the department/ centre/ University?
77	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.
78	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.
79	Stage 0 (if your programme has a Foundation year, use the toggles to the left to show the hidden rows)
80	Stage 1
81	On progression from the first year (Stage 1), students will be able to:									On completion of Stage 1, students will have a strong foundation in both disciplines. They will have developed the mathematical skills necessary for serious engagement with economic theorising. They will have acquainted themselves with the conceptual apparatus and the main approaches to some important areas in both Economics and Politics. They will have acquired the study skills necessary for appreciating research in politics and economics. They will have acquired the fundamental means of statistical analysis of data.They will have made progress towards concise and clear expression of their ideas and they have started to see interrelations between the two disciplines.
82	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5		PLO 6			PLO 7				PLO 8
83	Analyse		Problem-solving …				Communicate…		Research…		Philosophical awareness…		Interdisciplinary Thinking…			Compile and present data...				N/A
84	Stage 2
85	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 both disciplines. 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 both disciplines more independently, and will be able to draw upon it in developing their own arguments and positions (PLO4). They can use statistical econometric tools for analysing data and apply and test economic models (PLO 7). By studying both disciplines, they will have a more in-depth understanding of how they interrelate (PLO6) and a grasp of the philosophical assumptions that underpin different methodologies (PLO5).
86	PLO 1		PLO 2				PLO 3		PLO 4		PLO 5		PLO 6			PLO 7				PLO 8
87	Analyse		Problem-solving …				Communicate…		Research…		Philosophical awareness…		Interdisciplinary Thinking…			Compile and present data...				N/A
88	Stage 3
89	5.g. Other features of the programme
90	i) Distance Learning Does the programme involve distance learning:
91	Please Select Y/N:		No		if Yes, you are required to submit to Teaching Committee:
92	Please Select Y/N:		No		Checklist for Distance Learning Programmes
93	ii) Involvement of partner organisations Are any partner organisations involved in the delivery of the programme?
94	Please Select Y/N:		No		if Yes, outline the nature of their involvement (such as contributions to teaching, placement provision). Where appropriate, see also the:
95	Please Select Y/N:		No		University guidance on collaborative provision
96	N/A
97	iii) Internationalisation/ globalisation How does the programme promote internationalisation and encourage students to develop cross-cultural capabilities?
98	N/A
99	iv) Inclusivity How will good practice in ensuring equality, diversity and inclusion be embedded in the design, content and delivery of the programme?
100	This refers to the protected characteristics and duties on the University outlined in the Equality Act 2010