PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
BSc Economics and Geography
Final award (BSc, MA etc):
BSc (ECON)
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
LL17
(where applicable)
Cohort(s) to which this programme
specification is applicable:
Intakes from 2015
(e.g. from 2008 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Social and Historical Sciences
Parent Department:
Geography
(the department responsible for the administration of
the programme)
Departmental web page address:
(if applicable)
www.geog.ucl.ac.uk
Method of study:
Full time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
3 A levels (typical offer A*AA-A*AB) & 1 additional AS pass
excluding General Studies with an A* in Maths and an A in
Geography.
Three Years
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
Level 6
Economics
http://www.qaa.ac.uk/publications/information-andguidance/publication?PubID=2965
Geography
http://www.qaa.ac.uk/publications/information-andguidance/publication?PubID=2873
http://www.ucl.ac.uk/prospective-students/undergraduatestudy/degrees/ubeecoageo05
(see guidance notes)
Board of Examiners:
Name of Board of Examiners:
Board of Examiners in Economics and Geography
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The aims of the programme are to provide education of the highest standard in all major aspects of economics and
geography, preparing students for professional careers and for further academic study. In order to do this, we aim
to provide all students with a sound and worthwhile general education, inculcating important transferable skills of
problem-definition, analysis and self-motivation.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
In Economics, knowledge and
understanding of:
1. the central ideas, concepts and
methods of modern economics;
2. principles of model-building and
problem-solving techniques in
microeconomic and macroeconomic
theory;
3. methods of quantitative empirical
economics, including relevant
mathematical and statistical principles
and analysis of real data;
4. the application of these concepts and
ideas to one or more specialised areas
of economics;
5. the place of economic knowledge in
the formation of public policy.
In Geography, knowledge and
understanding of:



broad based geographical knowledge
including human and physical aspects;
in human geography, core topics
include social science methods,
economic, urban, population,
development, social, cultural, political
and environmental geography;
in physical geography, core topics
include scientific methods,
geomorphology, hydrology, coastal,
environmental change, climatology,
remote sensing, and ecology.
In addition there are a number of courses
which cut across both social and physical
geography providing essential knowledge
and understanding of the field.
Students also gain a knowledge of the
library, fieldwork and laboratory methods
used in geography.
Teaching/learning methods and strategies:
This long established programme gives equal weight to
both disciplines, although the balance can be modified
by the student in the final year. In each year students
receive regular course-related classes in economics and
tutorials in geography.
Teaching/learning methods and strategies in
Economics:
The fundamental premise behind all our teaching,
learning and assessment is that students should learn
how to do Economics themselves, rather than just learn
how other economists do it. The main teaching methods
are conventional lectures, demonstration lectures on
core material and small-group classes with opportunities
for group discussion and presentations by individual
students and teams. To ensure transmission of 1,
economic theory is taught in the first year using a
sophisticated modelling approach which is a significant
methodological advance on A-level; consequently we do
not have separate first-year courses for students with and
without A-level economics. 2 and 3 are emphasised in
the second year, with compulsory core courses in
microeconomics and macroeconomics accounting for
50% of that year’s teaching and assessment. This core
material is underpinned by training in mathematical and
statistical techniques in the first year, and instruction in
economic data analysis is aided by regular computer
classes. With reference to 3 and 4, many third-year
courses introduce students to research papers and
current research, including that of members of the
department. Students benefit from instruction by
members of staff whose research impacts directly on the
policy process, notably via contacts with the Institute for
Fiscal Studies and the Department for Education and
Skills, and considerable faculty experience of successful
auction design (see 5.).
Teaching/learning methods and strategies in
Geography:
The core aim in Geography is to provide students with
expertise in the core of the discipline with a focus on
human geography, allowing specialization according to
students’ interests. In their first year students must take
Global Geographies, Ideas in Geography and Writing
and Analysis in Geography and choose one course from
London; Human Ecology;; Environmental System and
Processes; Environmental Change. In the second year
a minimum of 1.5 units are taken in Geography. In order
for students to gain a better understanding of the
disciplinary differences and similarities in studying
economic geography problems, Economic Geography is
compulsory in year 2. If students wish to carry out a
third-year report/dissertation based on their own
research, they must complete second-year half-units in
The Practice of Geography and Methods in Human
Geography in order to acquire the necessary
background in research design, data collection,
hypothesis testing and methods of quantitative and
qualitative analysis. In the final year a minimum of one
unit and a maximum of three units can be selected from
any of the third-year courses in Geography. Economic
Geography II is a compulsory.Economic Geography
option. This allows students to develop appropriate
geographical knowledge relevant to their interests and
economic expertise.*
Assessment:
Assessment in Economics:
Frequent formative assessment via graded coursework
with comments, and feedback in classes, allows
students to develop the skills required to understand
economic theory and to practice as an economist.
Summative assessment at the end of each year by
closed-book examinations gives a fair chance of good
grades to slow and fast developers and to those with
and without prior knowledge of course material.
Assessment in Geography:
A wide variety of methods of both formal (required for
the degree) and informal assessment are used in
different core and optional courses.
Formal assessment includes: assessed formative
coursework, assessed summative coursework, unseen
examinations (short answer and essay), take-home
examination, lab books, posters, and final year
report/dissertation.
Informal assessment includes oral presentation within
courses and tutorials, and tutorial essays.
B: Skills and other attributes
Intellectual (thinking) skills:
1. Comprehension of complex
arguments.
2. Analysis of numerical data.
3. Understanding role of evidence in
policy-making process.
4. Independent formulation and
demonstration of arguments and
conclusions.
5. Ability to assess the relevance and
importance of the ideas of others.
6. Apply social science and science
methods and approaches and
develop a sense of the geographical
in economic analysis.
7. Demonstrate and exercise
independence of mind and thought.
8. Develop skills in critical reading,
analysis and interpretation.
Evaluate and integrate conflicting
sources, evidence, data, theories and
interpretation.
Teaching/learning methods and strategies:
In most courses, lectures are supplemented with other
forms of teaching, whose precise form varies from
course to course, being carefully tailored to the material
taught and the learning experience provided. In
Economics, in the early parts of the programme the
emphasis is on exercises and problems through which
students learn how to put economic models together and
how to undertake quantitative analysis. This is taught
through a combination of demonstration classes and
small-group work. In the second-year core courses,
exercises may require students to formulate their own
model to address a new problem. In the later parts of
programme, where ideas and techniques are applied,
the emphasis is on drawing together a range of studies
and bringing them to bear on particular issues. Here
small group classes are reinforced by emphasis on
independent study and there is a more varied mode of
delivery and coursework requirement, often emphasising
collaborative work and group presentations.
In Geography, each course, whatever the format of the
teaching, involves discussion of key issues, the
examination of hypotheses and theories, practice in
demonstrating intellectual skills both orally and in writing,
analysis and interpretation of methodologies, data,
sources, and theories, as well as feedback to students
on work produced. Year 1 tutorials and year 2 and 3
seminars aim to develop intellectual and transferable
skills through debate, oral presentations, group work and
staff interviews.
Assessment:
The programme’s approach to assessment in
Economics makes a clear distinction between formative
and summative assessment. Formative assessment and
feedback take place mainly through classes, on a
course-by-course basis. Feedback to students that
reviews their progress across courses is provided in
termly meetings with their personal tutors. Summative
assessment is based on unseen written examinations
taken in the summer term, and in Geography additionally
assessed coursework.
C: Skills and other attributes
Practical skills (able to):
1. Understand and criticise economic
and geographical arguments in media
and professional discourse.
2. Research economic and geographical
information in books, periodicals,
websites and other sources.
3. Bring together information from
different sources and present it in a
coherent argument.
4. Access relevant sources of numerical
data, and apply appropriate statistical
and numerical methods to analyse
data.
5. In Economics, understand arguments
phrased in diagrammatic or algebraic
terms, and use these tools in
communicating with others.
6. Exploit computer resources for
understanding and manipulating
geographical data.
7. Use field skills in the collection and
analysis of empirical information.
Teaching/learning methods and strategies:
All students receive initial guidance on how to identify,
locate and use material available in libraries and on the
web. Comprehensive reading lists and essay and/or
exercise lists, as appropriate, are provided at the start of
each course. Because it is rarely satisfactory to use a
single textbook for the material taught in a course, most
staff develop their own handouts and web-based
material, drawing on a variety of textbooks and the
periodical literature. Many Economics courses employ
explicit mathematical analysis and students are required
to solve problems mathematically. Students are also
taught statistical and econometric techniques and are
required to derive statistical results.
In Geography the first year starts with a week dedicated
to introducing students to the key skills and resources
for their degree. This is continued throughout the first
year with the compulsory course Writing and Analysis in
Geography (GEOG 1008) .
In the second year skills training is embedded in
courses, and, if students plan to do a dissertation,
continued with a core compulsory methods course to
teach students how to prepare and undertake
geographical research for their report/dissertation, along
with a choice of at least one of Physical or Human
Geography methods courses. Fieldwork skills training is
continued in the third year with optional international
field-classes.
Assessment:
In Economics formative assessment is via class
discussion and systematic feedback on coursework,
summative assessment via written examinations.
Because of the disparate nature of these skills, the
structure of each examination paper is carefully tailored
to the nature of the course. In core papers students are
given the opportunity to display both knowledge and
understanding through a mixture of short questions and
longer problems and/or open-ended essay-type
questions. Wherever possible, longer problems contain
an evaluative component, requiring students to comment
on the appropriateness or applicability of the model or
techniques. In optional courses there is a range of
examination style; theoretical and quantitative options
have a format close to that of principles papers, whereas
more policy-oriented papers applied courses may be
predominantly essay- based, including the use of ‘openended’ essays requiring students to address an issue
that has not been explicitly analysed in lectures or
coursework.
In Geography, skills 1,2, 3 and 4 are assessed through
assessed essays, unseen examinations, projects, and
take-home examinations. Skills 3, 4 and 6 are assessed
through experimental, practical or fieldwork write ups.
Skill 4 is assessed through both core methods courses
and some specialist optional courses. Skills 3, 4, 6, and
7 are assessed through the third year report/dissertation.
D: Skills and other attributes
Transferable skills (able to):
1. Structure and communicate ideas
effectively both orally and in writing.
2. Work independently, use initiative,
manage time efficiently, meet
deadlines.
3. Learn from constructive criticism.
4. Use computer applications
appropriate to typical professional
situations.
5. Collaborate with colleagues.
6. Learn to learn.
7. Participate constructively in groups.
8. Work independently.
9. Find information and use information
technology, including word
processing and Powerpoint..
10. Assess the relevance and importance
of the ideas of others.
11. Understand graphical, textual and
quantitative material and undertake
quantitative/statistical analysis.
Teaching/learning methods and strategies:
1. All Economics and some Geography courses require
regular written work. In many courses this takes the
form of essays that are assessed for coherence of
structure and expression, grammar etc. as well as
content. Students are expected to contribute to class
discussion and sometimes make oral presentations.
2. In Geography the foundation for skills teaching in the
Department is the tutorial system. Each term
students within a tutorial group (maximum of five
individuals) are asked to fill in a skills audit and
identify four key skills to develop in that term. It is
the Tutor's role to facilitate the development of these
skills and to monitor improvement. The progression
of these skills is then assessed by the student and
Tutor at the end of the term. The student retains a
copy of the tutorial report and skills form for every
term through their 3 years to monitor the
development of key transferable skills
3. The submission of coursework is formally timetabled
and late work is either not accepted or penalised.
4. Students get written and oral feedback from staff on
all aspects of performance.
5. A core Quantitative Methods course requires
students to use computer packages to access and
analyse data.
6. While students are encouraged to submit
independent work, they are encouraged and
sometimes required to work together to try to solve
problems.
7. The latter is perhaps the most important reason for
our emphasis on small group classes and tutorials.
They are the best way we know of ensuring that
students find out for themselves how to go about
solving problems and how to find sources of
information.
Assessment:
These skills are mainly the focus of formative rather than
summative assessment. In Economics, feedback is
provided by class tutors in both written and verbal form;
in addition, class tutors are required to complete a form
at the end of each term recording the performance of
each student, not only in essays and exercises but also
of oral skills, willingness to participate actively and so
on. All students have a timetabled meeting with their
personal tutor early in each term at which the preceding
term’s records are reviewed and discussed.
In Geography, both Tutor and student assess selected
transferable skills through the tutorial system. The
personal Tutor completes the Tutorial Report Form at
the end of the Autumn and Spring Term, which includes
an opportunity for students to comment on their skills
development. Effective communication of ideas is an
important criterion in assessing all areas of students'
work. Detailed feedback, including a provisional grade,
is given for each piece of course work and for each
tutorial essay using standard forms.
The products of skills 4, 6 and 7 are assessed through
coursework and extended essays, which, although
supervised, are nevertheless the results of independent
thought and work by the student. In addition, students
are required to provide an auto-critique of their report/
dissertation contributing to skill 7. Skill 5 is assessed
through the assembly of necessary information for
essays, etc., and their production on PCs and
workstations. Skills 2 and 3 are not formally assessed.
Skills 8 and 9 are assessed through the students'
abilities to synthesise quantitative, textual and graphic
data in essays and examinations. The report/
dissertation also provides a means of assessing skills 19.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Jurgen Essletzbichler
Name(s):
Date of Production:
March 2003
Date of Review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
November 2015