Programme Specification: MSc European Studies (Research)
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Awarding Body
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Details of accreditation by a
professional/statutory body,
e.g. ESRC; BPS etc
Name of final award
Programme Title
Duration of the course
Based in the Department/Institute:
Relevant QAA subject benchmark
statements (See Subject Benchmark
Statements)
UCAS Code
First written/last amended
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The programme aims to:
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LSE
MSc
European Studies (Research)
Full-time 12 months; part-time 24 months
European Institute
M1UZ
June 2005 / November 2012
Provide a rigorous training in methodology and research design as well as a breadth and depth of
specialist subject knowledge of European Studies in a research-active environment. Students
completing the MSc European Studies (Research) will be expected, in particular, to have
achieved the skills set out in the ESRC’s Training Guidelines for Postgraduate Research.
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Programme outcomes: knowledge and understanding; skills and other attributes
A student completing this MSc European Studies (Research) should demonstrate the ability to
think like a social science researcher:
 to employ a substantial range of major methodological and conceptual problems involved
in qualitative and quantitative research in this field;
 to design and independently execute research and analysis;
 to explain some of the substantive problems of political, economic and social change in
Europe.
For further information relating to careers.
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Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated
Teaching and learning strategies:
Teaching is based on conceptual and theoretical inputs and the empirical models used are meant
in general to provide evidence for and elucidation of theory and methodology. Through
independent reading, exposition in lectures, and presentations and debate in seminars students
are able to learn how to think like a social science researcher.
Teaching is by weekly one-hour lectures combined with weekly one-and-a-half hour seminars, or
by weekly two-hour lecture-seminars. In all cases students are required to give an oral
presentation in class, or participate in an equivalent exercise as designed by the course convenor.
Assessment strategies:
The primary mode of formative assessment is through compulsory written essays and seminar
presentations.
Full-unit courses are examined by a three-hour written examination in June.
Half-unit courses are examined by a two-hour written examination in June, or by an extended
essay, or by some combination of the two.
The dissertation component, which comprises a quarter of the overall assessment, allows the
student to make an in depth study of a topic of his or her own choice.
Assessment methods are described, along with details of examination arrangements, in the
Institute’s Handbook for Master’s Degree Students, which is distributed to all students in the
appropriate categories at the beginning of each session. In addition, course guides all include
information on assessment so that students who may be taking Institute courses as outside
options are properly informed. The handbooks include detailed guidance on essay writing, style,
bibliographic advice etc. plus degree classification, exam regulations and penalties for late
submission of assessed work. Each postgraduate course involves the writing of essays, mostly of
1,500 - 2,000 words, which are designed to develop the capacity to write succinct summaries of
complex bodies of material that will be tested in the final (or summative) assessment; the
Department’s aim is that they be marked and feedback (formative assessment) provided in
accordance with LSE Codes of Practice, with oral feedback on at least one piece of formative
coursework and written feedback on all.
Students are required in addition to make presentations to classes/seminars as a way of
developing their oral skills. All receive feedback.
The European institute follows the standard exam procedure at LSE. Examination scripts are
identified by number rather than by name. All scripts are marked by two internal examiners and
exam papers themselves are not written on by the examiners. We follow standard British
university rules with regard to the use of externals. The external examiner adjudicates in the case
of disagreement amongst internal staff and looks at a selection of papers at critical margins. All
distinctions or fails are examined.
The EI practices “blind” marking both for the examinations, the MSc Research assessed essay
and the dissertation which is submitted as the fourth examination element in September.
External examiners have generally agreed with our assessment procedures. From time to time
externals have wished to discuss our preference for assessment by examination rather than by
assessed essays. They have recognised the strength of our case for refraining from continuous
assessment procedures.
13. Programme structures and requirements, levels, modules and awards
See the MSc European Studies (Research) programme regulations.
Additional information
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Criteria for admission to the programme
Applicants for the MSc European Studies (Research) should have a good upper second or first
class degree, or a GPA of 3.5 or better in any relevant arts, humanities or social sciences
disciplines.
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Indicators of quality
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Clear demand for the programme and high qualifications required for admission.
The high fees paid by students taking the programme.
Consistently good examination results and favourable remarks by External
Examiners.
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Student questionnaires and feedback via student liaison committees.
The LSE Careers Centre website provides data on career destinations of LSE graduates
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Methods for evaluating and improving the quality and standard of teaching and
learning
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The Teaching and Learning Centre is available to monitor and observe teaching and
offers constructive advice on how to improve the standard of teaching and quality;
Departmental TLAC review once every five years;
The Teaching Learning and Assessment Committee which regulates all aspects of
teaching quality;
The Graduate Studies Sub-Committee which oversees all graduate programmes and
ensures that significant changes to programmes and courses pass through a sequence of
formal stages, so that curricular changes are appropriate and compatible with other
developments;
Departmental Teaching Committee;
SSLC meetings;
Course teaching surveys by TQARO;
The Institute’s system of periodic review for its programmes;
Essays, Mock Exams, the exam, student evaluation forms, student questionnaires,
regular contact with colleagues to discuss student’s progress and improvements to the
course.
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