Programme Specification: BSc Economics
1. Awarding Body
2. Details of accreditation by a
professional/statutory body, e.g. ESRC;
BPS etc
3. Name of final award
4. Programme Title
5. Duration of the course
6. Based in the Department/Institute:
7. Relevant QAA subject benchmark
statements
8. UCAS Code
9. First written/last amended
LSE
N/A
BSc
Economics
36 months full-time
Economics
Economics (2007)
L101 BSc/Econ
November 2003 / November 2012
10. The programme aims to:
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Give students a sound grasp of the principles of economic analysis to the intermediate
level;
Give students a knowledge of the quantitative techniques appropriate for the analysis of
economic data;
Give students a knowledge of the workings of the economy;
Develop in students the ability to apply their knowledge to the solution of theoretical and
applied problems in economics;
Prepare students for careers requiring the use of economic arguments and analysis;
Prepare students for graduate study in economics;
Ensure students are familiar with the application of these analytical and quantitative
techniques to a range of economic issues, including contemporary economic problems.
11. Programme outcomes: knowledge and understanding; skills and other attributes
At the end of the programme, students will be able to demonstrate the following:
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A knowledge and understanding of the fundamental aspects of economic analysis.
An ability to formulate and develop economic arguments in a logical manner.
An ability to think in a critical manner and evaluate an economic argument
An ability to apply economic principles and quantitative techniques to the analysis of
economic data.
Skill in applying economic reasoning to the analysis of a wide range of policy issues.
Proficiency in (depending on courses chosen) some or all of the following:
a. oral presentation,
b. report writing,
c. skills in IT for general and academic purposes,
d. library and Internet research,
e. use of econometric software.
Information relating to careers can be accessed here
12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
1. Teaching
1.1 Design
In the first year, all students take a course in basic economic principles, plus courses in
mathematics and statistics, so that the second year starts from a common base. The fourth
course is selected from outside the Department, allowing students to sample another
discipline.
The second year builds on this foundation through the provision of three courses in
intermediate-level microeconomics, macroeconomics and introductory econometrics. In
microeconomics and econometrics, students can choose more technical courses. These
courses emphasise the core analytical techniques of economic and statistical analysis,
illustrating their use with integrated real-world examples. The fourth course is selected from
outside the Department.
Given this grounding, students in their third year select three courses from a menu comprising
the main specialist fields of economic enquiry, and a fourth from a list of economics-related
course in other departments. These options generally have as a prerequisite the second-year
core courses. The third year thus offers considerable flexibility.
1.2 Modes of Delivery
The Department believes that a command of economic analysis is best achieved through
repeated application of the key principles in a range of contexts. Practical considerations such
as student numbers (e.g. there are over 800 students on Ec102) or the level of treatment of
the subject requires that the dominant mode of teaching be formal lectures for developing and
illustrating the key concepts. However, in order to reinforce the understanding of those
principles, to enable effective interaction with students, and to provide regular formative
assessment, lectures are coupled with small-group classes.
A core first or second year module normally involves 40 hours of lectures and 20 hours of
accompanying classes. However, to allow for the flexibility of approach built into the final
year, there are generally fewer lecture hours in third year modules and students are expected
to do more independent reading and study.
1.3 Staff Expertise
The Department’s considerable strength in research and experience in policy work are
deployed to good advantage in undergraduate teaching, giving it a distinctive flavour.
Lectures are taught exclusively by LSE or visiting faculty.
The Department has a large pool of potential teaching talent among its body of research
students. Graduate Teaching Assistants (GTAs) are recruited from this pool to cover the
classes that accompany undergraduate lectures. They are particularly effective as class
teachers as they can often sense where undergraduates have difficulty. GTAs work under the
direction of full-time faculty responsible for the particular module and, in the bigger modules,
with the input of a course manager.
2. Learning
2.1 The role of classes
The primary purpose of classes is to deepen and broaden student understanding of core
material taught in lectures, to enable application of principles as appropriate and to enable
students to learn in an interactive environment. For class-teaching to be effective class sizes
are restricted to a maximum of 15 students.
The nature of the subject matter and the level of the module for which it is provided largely
dictate the format of classes. Classes in core modules are normally devoted to discussing
exercises assigned by the lecturer, which students have attempted before class. In some field
modules classes place more emphasis on discussion, and class work may take the form of
essays. The interactive nature of class teaching permits a number of distinct functions:
a. The development of oral communication skills. Class teachers are expected to
promote the active engagement of all students, by discussion of exercises. Oral
presentations are also a feature of the formative assessment on some final-year
modules.
b. Helping students to learn how to learn. Where students come from educational
experience in which the dominant mode of teaching is the mass lecture, there may be
adaptation needed on their part to learn how to make full use of the class setting.
c.
Formative assessment and feedback on exercises and class work marked by the
teacher
d. Independent learning, by the advance completion of assigned exercises and class
work.
2.2 Support
Each student is allocated a member of staff as their academic advisor. All teaching staff,
including GTAs hold regular office hours for student consultations.
Comprehensive information about programmes and courses, including reading lists, lecture
notes, articles and other readings, data and worked examples for classes are provided via
Moodle.
Diagnostic testing by means of multiple-choice questions in Moodle has been developed for a
core 2nd year microeconomics course.
Information on study skills, IT training, library resources and language support is given to
students during induction and is available on the LSE website.
3. Assessment
3.1 Formative Assessment and Feedback
Formative assessment and feedback take place primarily through the class setting. Feedback
is given through discussion of exercises completed by the students in advance of the class.
Formative assessment is tailored to the level and content of particular modules but normally
two items of work per term are marked by class teachers and returned to students. Class
teachers file termly reports on student progress that are forwarded to academic advisors for
discussion. Academic advisors are automatically notified of repeated failure to attend classes
or submit work; students are then asked to discuss the matter with the Undergraduate tutor.
Students are encouraged to consult their class teacher about specific queries either during
regular office hours or by e-mail. Class teachers and faculty hold weekly (at least) office hours
throughout term. On the core modules with very large enrolment, an experienced class
teacher holds additional office hours in summer term, to provide extra cover during the exam
revision period.
3.2 Summative assessment
This programme conforms to the LSE Classification Scheme for BSc/BA Degrees.
Summative assessment of the Economics modules is by means of closed-book three-hour
examinations in the Summer Term. In core modules examinations are usually a combination
of short questions (or multiple choice in the case of EC102) to check the precision of a
student's analytical capabilities, coupled with longer, more open-ended questions that allow
the student more scope to display the breadth of his knowledge. In order to maintain good
practice in assessment examinations are double-blind marked according to outline
solutions/mark frames supplied by the module proprietor(s). Class teachers act as second
markers but they are normally paired with faculty.
13. Programme Structures and requirements, levels, modules and awards
See the BSc Economics programme regulations
Additional information
14. Criteria for admission to the programme (from 2004)
Course requirement: A level Mathematics is required. A level Economics is not essential.
Further Mathematics taken at A level is strongly preferred and is seen as an additional or
fourth subject. No other specific subjects are required at A level, but we prefer traditional
academic subjects to subjects such as Communication Studies, Accounting, Business
Studies or Media Studies.
Usual standard offer: For students taking three A levels: grades A* A A with an A* in
Mathematics. For students taking four or more A levels: grades A*A A plus a pass in a fourth
A level, with an A* in Mathematics. Students taking Further Mathematics to AS level only will
be required to achieve grade A.
International Baccalaureate: Diploma with 38 points including 7 6 6 at Higher level (with 7 in
Mathematics)
Other qualifications are considered
15. Indicators of quality
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QAA Subject Review (December 2000): awarded 23 points out of 24.
RAE rating (2008): 60% world leading, 35% internationally excellent
Demand for places (2011): applications 2,798, intake 196.
31% of finalists achieve a 1st class degree (2011/2).
The LSE Careers Centre website provides data on career destinations of LSE
graduates.
16. Methods for evaluating and improving the quality and standard of teaching and
learning
A. School-wide Mechanisms:
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induction programme and mentoring scheme for new members of staff;
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regular staff appraisal and review;
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improvements in teaching technique by the Teaching and Learning Centre through
observations, advice and further training;
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student evaluations of courses and teachers;
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the Teaching Learning & Assessment Committee.
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Departmental review once every five years.
B. Departmental Mechanisms:
The Head of Department, in consultation with subject area nominees is responsible for
assigning lecturers to courses. He and the staff member responsible for the recruitment of
GTAs both receive results of the School’s Teaching Quality surveys.
Primary responsibility for course content and delivery rests with course proprietor(s). They
receive feedback on the course, their teaching and the teaching of other faculty and GTAs via
the School’s termly Teaching Quality surveys.
In addition to the School’s standard training/induction package, GTAs in Economics receive 2
days of training tailored specifically for teaching quantitative subjects. GTAs with less than 2
years of experience have their teaching observed by the course proprietor.
General student feedback and consultation takes place via the termly BSc Staff/Student
Liaison Committee, chaired by the Programme Director. The Departmental Tutor is the
conduit for student complaints about teaching and tutoring.
The BSc Exam Board Chair is responsible for all aspects of the examination process.
The Exam Board Chair also chairs the Departmental Undergraduate Teachers’ Committee,
membership of which includes the Departmental Tutor, Undergraduate Tutor and proprietors
of designated 1st, 2nd and 3rd year courses. This Committee’s terms of reference includes:
a. programme monitoring and review (degree structure, course content)
b. examination issues (external examiners, outcomes, progression)
c. undergraduate experience (admissions, teaching, advising)
Proposed changes to the structure of the degree or its core courses must be submitted to a
Departmental Meeting for approval before going to the School’s USSC.