Programme Specification – MPA European Public and Economic Policy
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
MPA
European Public and Economic Policy
21 months
Programme is managed via the Institute of
Public Affairs, in partner with all the
Departments which contribute to the core
curriculum. (Government, Economics,
Management, International Development, the
European Institute and Social Policy).
N/A
L2U0
June 2008 / November 2012
10. The programme aims to:
Intended Programme Aims
To create an unrivalled, top-level, multi-disciplinary education for European policy makers
focusing on broadening their applied knowledge and equipping them with a new set of
decision-making skills used by top policy-makers and analysts across the world.
To foster inter-disciplinary learning about European political economy public policy.
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to provide an academically challenging education, in a research-active environment;
to intellectually enable students from a wide range of countries;
to provide access to the wider context of the social sciences;
to enable students intending to pursue higher degrees to develop the necessary
analytical and theoretical sophistication, and breadth and depth of understanding,
within their field of study, thus enabling all students, whatever their chosen career, to
be come articulate, clear-thinking individuals able to critically analyse complex bodies
of material;
to provide advanced post-graduate education and research training in the social
sciences of the highest academic standards;
to provide specialist study opportunities to students with a first degree in a cognate
area.
11. Programme outcomes: knowledge and understanding; skills and other attributes
Programme Outcomes:
This is an interdisciplinary degree, devised to meet the needs of government departments and
public agencies in many countries for highly skilled and professional policy makers. It also
meets the needs of people working with governments but in the private sector, for instance in
consultancy, public-private partnerships, public affairs, media non-governmental organisations
and interest groups.
Knowledge and understanding:
This stream strengthens the economic and policy analysis training for European Union policy
making and western European governance. It particularly equips students to pursue careers
related to economic and public policy making in EU institutions, other European international
organizations, national administrations and parts of the private sector interacting with the EU
in regulatory, budget making or other policy contexts.
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Students completing the MPA degree should possess:
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an advanced, critical understanding of the main theoretical and policy debates within
public and economic policy;
specialist knowledge of at least one sub-field of their chosen area;
the ability to work independently, employing an empirical and analytical knowledge of
their field in the planning and presentation of succinct, precise arguments – written
and oral;
the ability to design and independently execute written work on approved subjects
within the field;
a critical understanding of the main methodological and philosophical problems
involved in research in their field;
knowledge of the skills appropriate to research in their fields, and detailed knowledge
of the main findings and theories associated with the particular focus of their degree.
12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
Teaching and learning strategies:
1.1 Design
This programme is a full-time, 21 month programme at LSE. Students have the opportunity to
apply to spend their second year on the full-time MPA/MIA programme at SIPA (Columbia
University), the MPA programme at Sciences Po, the MPP programme at the Hertie School of
Governance, or the MPP programme at the Lee Kuan Yew School of Public Policy at the
National University of Singapore. . Students admitted by a partner school will transfer to the
MPA Dual Degree programme at the beginning of their second year.
Over the course of two academic years, students on the MPA European Public and Economic
Policy programme take eight course units (four in each year). Students take 4.5 units of MPA
core courses:
EC440 Macro and Microeconomics for Public Policy (1 unit)
EC455 Quantitative Approaches and Policy Analysis (1 unit)
GV478 Political Science and Public Policy (1 unit)
GV4D5 Organisations, Power and Leadership (0.5 units)
MPA Capstone project (1 unit)
and 1 policy stream course:
EU452 Political Economy of Europe (1 unit)
In addition students take one of the following:
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the MPA Policy Paper (0.5 units) and two units of option courses; or
the MPA Dissertation (1 unit) and 1.5 units of option courses: or
2.5 units of option courses
1.2 Modes of Delivery
Students are taught through lectures, seminars and classes, depending on subject matter.
Option courses are designed and implemented according to the regulations of the Master’s
Programmes throughout the School to which they are attached as core courses.
Of the MPA core courses:
i)
Micro and Macro Economics (for Public Policy) and Quantitative Approaches and
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ii)
iii)
Policy Analysis are covered in a combination of lectures (during which students
are introduced to material) and classes (during which students apply their
knowledge of the material covered).
Political Science and Public Policy and Organisations, Power and Leadership are
taught via lecture and seminar.
Political Economy of Europe is taught via lecture and seminar.
1.3 Staff Expertise
Core Course teaching is conducted by members of LSE’s Department of Government,
Department of Economics, and the European Institute. Guest lecturers from elsewhere in
LSE, as well as public sector organisations, contribute at various points in the two academic
years.
2.
Learning
2.1 The role of lectures, seminars and classes
Lectures play an important role in teaching, providing as overview of the syllabus and
supplementing/updating the literature on the subject. Most lecture series are associated with
examination courses. Attendance is not compulsory, although students are strongly advised to
attend lectures associated with their courses.
Seminars are a key feature of teaching. Most seminars involve student presentations as a
way of starting discussion and teaching students the art of presenting succinctly a body of
complex material. Seminars are compulsory, attendance and participation is noted.
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. The nature of the subject matter and the level
of the module for which it is provided largely dictate the format of classes. Accordingly, both
classrooms and computer rooms are used.
2.2 Support
Each student is allocated as their personal tutor a member of academic staff from one of the
departments that contributes to the MPA.
All teachers hold regular office hours for student consultations.
Information on study skills, IT training, library resources and language support is given to
students during orientation and is available on the LSE website.
Reading lists, lecture notes, articles and other readings are provided for each of the MPA core
courses, mainly via Moodle.
Material for options courses is provided via the department under whose regulations the
course falls.
Scheduled support classes and drop-in sessions are held throughout the year for students
who need extra support with mathematics and statistics.
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Assessment strategies
3.1 Formative Assessment and Feedback
Students are encouraged to consult class teachers about specific queries either during regular
office hours or by e-mail. Class teachers and faculty hold weekly (at least) office hours
throughout term. In addition MPA core modules provide tailored formative assessment.
For Organisations, Power and Leadership, through the MPA Moodle site, discussion pages
are created for each week’s session, enabling both seminar leaders and peers to provide
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feedback on presentations.
All MPA students have a supervisor from one of the MPA-owning departments, who maintains
an overview of their progress and offers advice on dissertations and policy papers.
3.2 Summative Assessment
This Programme conforms to the most recent version of the “Scheme for the award of MPA
Degrees”
All written components of summative assessment are double-blind marked, with samples and
borderline cases moderated by the external examiner. Option courses are managed by the
department that owns the course.
As of October 2012, the summative assessment is as follows:
Micro and Macro Economics (for Public Policy)
A three-hour written examination in the summer term (100%).
Quantitative Approaches and Policy Analysis
Data analysis exercise submitted by the end of the eighth week of LT (25%) A group project,
to be developed and presented (10%). A three-hour examination in the ST (65%)
Political Science and Public Policy
Four applications exercises, accounting in all for 20% of the overall mark, an individual essay
of 2,500 words submitted by the second week of ST responding to one of a list of specified
questions, accounting for 20% of the overall mark and a three-hour written examination in the
ST, accounting for 60% of the overall mark
Political Economy of Europe
One three-hour, written examination in the ST.
Organisations, Power and Leadership
An essay of 4,000 words counts for 60% of overall marks, a case study analysis of 2,000
words counts for 25% an individual seminar presentation counts for 10% and the student's
structured participation in the seminars counts 5%.
Capstone
The project work is conducted in teams, and the assessment is based on a collective group
mark for each component, except in exceptional circumstances. Following a presentation and
submission of the project report to the client organisation, the client organisation awards a
mark worth 20% of the total Capstone mark. The project report of no more than 15,000 words
is marked by academic markers and worth 60% of the final mark. The Capstone supervisor
awards the remaining 20% of marks based on (i) scoping and project development and (ii)
group working and self-management as a team
Dissertation
An abstract, title, contents page and five page synopsis submitted during Michaelmas Term
counts for 10% of the final mark. The remaining 90% is awarded on the basis of the final
dissertation.
Policy Paper
One 6,000 word policy paper worth 100%.
Options Courses
Assessment of options courses is as per the Departmental regulations under which the course
falls.
13. Programme structures and requirements, levels, modules and awards
See the MPA European Public and Economic Policy Programme regulations for further
information.
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Additional information
14. Criteria for admission to the programme
A minimum of an equivalent of an upper second class honours degree is required.
GRE/GMAT is not required, but will be considered if provided. Proof of English language
ability if English is not the native language or if applicant did not complete undergraduate
work where English was the language of instruction is required. The MPA Programme
requires LSE’s higher English language requirement.
15. Indicators of quality
1. High demand for the programme, and high qualifications required for admission.
2. The high fees paid by students taking the programme.
3. Consistently good examination results and very favourable remarks by external examiners.
4. Student questionnaires and feedback via staff-student liaison committees.
16. Methods for evaluating and improving the quality and standard of teaching and
learning
Departmental mechanisms:
 MPA Student Representatives Meetings: 3-4 per year;
 Postgraduate Teaching Review: 5 yearly cycle per programme;
 The MPA Teaching Committee meets regularly, and teaching issues are also
reviewed at internal examiners meetings in February and at the annual MPA Exam
Board meeting in July.
School mechanisms:
 regular staff appraisal and review;
 improvements in teaching technique are effected by the Teaching and Learning
Centre (TLC) through observations, advice and further training;
 induction programme and mentoring scheme for new members of staff;
 Staff/student liaison committee;
 centrally administered student satisfaction questionnaires by the Teaching Quality
Assurance and Review Office;
 an improved system for ensuring that External Examiner’s
comments/recommendations are fed through to Departments and acted upon;
 the School’s Teaching, Learning and Assessment Committee (TLAC) which regulates
all aspects of teaching quality;
 annual monitoring of courses and periodic reviews every 3-5 years. The outcomes of
the annual reviews are presented to TLAC;
 the School’s Undergraduate Studies Sub Committee and Graduate Studies Sub
Committee which oversee all taught programmes and ensure that significant changes
to programmes and courses pass through a sequence of formal stages to ensure that
curricular changes are appropriate and compatible with other developments.
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