UNIVERSITY OF KENT
Confirmation that this version of the module specification has been approved by the School
Learning and Teaching Committee:
25 March 2015
MODULE SPECIFICATION
1.
Title of the module
Extended Economics Essay (EC565)
2.
School or partner institution which will be responsible for management of the
module
Economics
3.
Start date of the module
September 2007 / Revised September 2015
4.
The number of students expected to take the module
80-100
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
None
5.
6.
The level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M])
Level H (FHEQ Level: 6)
7.
The number of credits and the ECTS value which the module represents
15
8.
Which term(s) the module is to be taught in (or other teaching pattern)
Autumn and Spring (the module will run independently in each term)
9.
Prerequisite and co-requisite modules
EC500 Microeconomics EC502 Macroeconomics
10. The programmes of study to which the module contributes
For single honours Economics BScs, either EC541 Dissertation or EC564 Applied
Economics Project and/or EC565 Extended Economics Essay are compulsory.
For joint Honours Economics the module EC565 Extended Economics Essay is optional.
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UNIVERSITY OF KENT
11. The intended subject specific learning outcomes
On successfully completing the module students will have:
11.1 Improved their ability to analyze economic problems
11.2 Deepened their knowledge of one particular area of economics
11.3 Carried out an in-depth critical investigation of a topic
11.4 Completed a written critical review of the literature of one area of economics
12. The intended generic learning outcomes
On successfully completing the module students will have:
12.1 Improved their ability to retrieve information efficiently from library and web-based
sources
12.2 Learned to manage their time well so as to complete the various stages of the
critical review on time
12.3 Learned how to write a report of medium length
12.4 Improved their graphic, oral and written communication skills
13. A synopsis of the curriculum
The module provides an alternative to students carrying out an economics research
project in the dissertation module. Some students lack the necessary analytical,
quantitative and research skills necessary for a piece of original research. This module
will give such students the opportunity to investigate an area of economics in depth by
critically reviewing the literature on a chosen subject.
Students will be given a set of questions with readings. They can also construct their
own question so long as it is approved. Each student would write a different essay.
Examples of questions are: what evidence exists on the success(es) of micro lending
schemes? Can active labour market policies reduce long term unemployment? Can
economists explain voting behaviour? Students are taught about what is required for an
extended critical review of the literature and advised about what should be contained in
an essay on their topic. They are also advised about how to present a poster session.
14. Indicative Reading List
B. Atkinson and S. Johns, Studying Economics, Palgrave, 2001
Other general books and advice on undergraduate extended essays are held by the
library and Student learning Advisory Service. Additional readings will be given for the
selected topics/questions. The information for individual topics will be accessed from the
periodicals and books held in the economics section of the library and the Internet where
appropriate. No additional books or journals will be required for the library.
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UNIVERSITY OF KENT
15. Learning and Teaching Methods, including the nature and number of contact hours
and the total study hours which will be expected of students, and how these relate to
achievement of the intended module learning outcomes
There are six lectures which will take place in the first two weeks of term. The first four
lectures cover research skills, what is required from an extended essay and what is a
poster session. Two lectures/talks are dedicated to library and information skills. There
are two 20 minute one to one sessions. The first gives direct advice on planning and
writing of the chosen extended essay and the second later on in the term considers a
first draft of the extended essay. In the last two weeks of term, the students produce a
poster session and discuss their poster with two members of staff. These methods
achieve all the learning outcomes listed in sections 11 and 12.
The direct contact time and the work involved in writing the extended essay and
producing the poster are expected to take 150 hours of student work time.
16. Assessment methods and how these relate to testing achievement of the intended
module learning outcomes
The final mark is assessed on the basis of a final report (80%) and a poster session
(20%). The final report is a (up to) 5,000 word critical review of the economic literature
on a chosen topic handed in the first week of the next term. The review is assessed on
the range of literature considered, the reading, knowledge and understanding shown,
the structure and presentation and the extent to which the review addresses the set
question. In the last fortnight of the term, the students produce a poster on their review.
This is assessed on content (10%), presentation (5%) and discussion with members of
staff (5%).
The students receive feedback on these three elements of assessment. The marking of
the review and poster assess all the learning outcomes listed in sections 11 and 12.
17. Implications for learning resources, including staff, library, IT and space
The Library will be required to purchase no new books or resources for this module.
Existing paper and electronic resource are sufficient to provide for the chosen topic. IT is
possible that some resources may have to be provided through Inter-Library loan (a limit of
two per students) or students travelling at their own expense to other libraries. All staff in
the School of Economics could teach the one to one sessions. Timetabling issues are not
major and have been discussed with the Timetabling Office.
18. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the University’s
disability/dyslexia support service, and specialist support will be provided where
needed.
19. Campus(es) or Centre(s) where module will be delivered:
Canterbury
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Module Specification Template (v.October 2014)