Programme Specification: MPhil/PhD Environmental Policy and Development
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
ESRC
MPhil/PhD Environmental Policy and
Development
MPhil/PhD Environmental Policy and
Development
Either 1+3 (4 years) or +3 (3 years)
Geography and Environment
n/a
n/a
July 2011 / November 2012
10. The programme aims to:
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Provide rigorous, research-based education at the cutting edge of contemporary
debates in environmental policy and development;
Provide advanced knowledge of the principles, drivers and consequences of
environmental change and development, and offer rigorous training in the social
science dimensions of environmental policy and management;
Develop understanding of economy-environment inter-linkages and their importance
in assessing and designing environmental and development policies;
Equip students with the analytical tools and methodological understanding needed to
develop original research in the field;
Expose students to the most recent advancements in environmental policy and
development and give them an insight into the process through which research is
conducted, thus suggesting fruitful areas of research;
Provide supportive academic guidance to help students reflect on their central
research question and to enable them to carry out doctoral level research;
Prepare students for careers in research, academia, government policy, consultancy,
industry, international organisations etc. by providing specialist training as well as
transferable skills.
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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 thorough and critical understanding of:
the principles, drivers and consequences of environmental change and
development from a social science perspective;
- the ways in which diverse social, economic and environmental processes create a
need for different forms of policy intervention in different contexts;
- the nature and influence of the different actors, institutions and instruments
associated with environmental policy and development;
- economy-environment inter-linkages and their importance in understanding and
designing environmental and development policies.
 Advanced knowledge of specialist subjects, including a command of the literature in
relevant fields;
 The ability to apply acquired knowledge to new problems and contexts and ultimately
to conduct independent and original research in environmental policy and
development;
 Ability to provide policy recommendations which are solidly grounded in evidence
based on the best practice in empirical research;
 Proficiency in the analytical skills needed to assess and evaluate the consequences of
policies for the economy, for society and for the natural environment;
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Proficiency in the design and application of advanced research methods and
techniques;
The ability to produce a PhD thesis, as defined by the London School of Economics’
regulations;
Proficiency in the following transferable skills:
skills in IT for general and academic purposes;
qualitative and/or quantitative research skills;
library and internet research skills;
professional writing;
communication skills.
12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
12.1 Teaching and Learning
The programme is offered in the following alternative routes or pathways: 1+3 or +3. The 1+3
route is aimed at students graduating with an undergraduate degree in a relevant subject. The
+3 route is suitable for students who have already completed a graduate degree in a relevant
subject and want to focus on more advanced training and research. The criteria for admission
to the programme, in its alternative routes, are set out in section 14.
First year of the 1+3 route:
In the first year of the 1+3 route, students can take either the MSc Environmental Policy &
Regulation (EPR) or the MSc Environment & Development (E&D). As part of the MSc EPR,
students are required to take the following compulsory core courses: Environmental
Regulation: Implementing Policy (GY420), and Environment and Development: Sustainability,
Technology and Business (GY468). Furthermore, they must take a research methods course
to the value of 0.5 unit from a selected list of courses offered by the Methodology Institute, and
courses to the value of 1 unit from the list of options available from the MSc EPR. Finally, they
are required to write a 10,000 words dissertation on a topic of their choice within the fields
covered by the MSc EPR. The dissertation component counts for 1 unit. Students in the MSc
E&D are required to take the core course Environment and Development (GY423). In addition,
they must take either (i) courses to the value of 2.5 units from the list of options available for
the MSc E&D, or (ii) courses to the value of 1.5 units from the list of options available for the
MSc E&D, plus a 10,000 word Dissertation. Those choosing option (i) will have to submit a
5,000 words essay from a given list of questions as part of the summative coursework for the
core course GY423. Finally, students are required to take a research methods course to the
value of 0.5 unit from a selected list of courses offered by the Methodology Institute.
Both MSc programmes are run by the LSE’s Department of Geography & Environment.
Teaching staff are based within the Department as well as the Grantham Research Institute
on Climate Change and the Environment.
Teaching itself is conducted mainly through lectures and graduate level seminars. Formal
lectures develop and illustrate the key concepts; while seminars aim at reinforcing
understanding, enabling effective interaction with students, and providing regular formative
feedback. The format of the seminars may vary depending on the nature of the subject matter,
but generally considerable emphasis is placed on lecturer-guided discussion among students
and with teachers and invited speakers. Seminar work may take the form of essays or
practical exercises. The interactive nature of seminar teaching serves a number of roles such
as: formative assessment and feedback on course assignments; independent learning, by the
completion of assigned seminar work; the pedagogical development of oral communication
skills through presentations and discussions.
All of those involved in programme delivery are at the forefront of research in the field and, as
such, students have direct insight into current thinking in the field. This aspect of provision is
further enhanced through the array of LSE public lectures, which include senior national and
international policy makers and researchers in this and related fields.
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Second year of the 1+3/First year of the +3 route:
Based on their research interests and methodological approaches, all students are assigned a
(principal) supervisor – with prime responsibility for their research progress – and a review
supervisor. Students are required to have regular meetings with their supervisor(s). These are
likely to be more numerous at the beginning of registration. Supervisors have their own norms,
but as a rule research students can expect to see their supervisor(s) every few weeks in the
first two terms, and every month or two thereafter. Meeting lengths typically vary from 30
minutes to two hours, depending upon progress and stage of registration. Review supervisors
are involved less frequently, being primarily responsible for monitoring progress and
participating in review and upgrading decisions (see description of assessment strategies
below).
During this year, students will be offered further advanced training in research methods and
subject specific areas designed to complement their prior training. More precisely:
i. Students on the 1+3 pathway are required to take subject-specific courses to the value of
1 unit from the list of options available for the MSc EPR or MSc E&D, and advanced
research methods courses to the value of one unit from a selected list of courses offered
by the Methodology Institute.
ii. Students in the +3 pathway are required to take either GY420 or GY423 for subjectspecific grounding in environmental policy and development, and advanced research
methods courses to the value of one unit from a selected list of courses offered by the
Methodology Institute.
Moreover, compulsory to all students are the Methodology Institute’s courses on: ‘Information
Literacy: tools for research’ (MY512) and ‘Authoring a PhD and Developing as a Researcher:
Getting Started’ (MY5A1). MY512 covers the basics of conducting library research from
planning a literature search, improving internet searching skills, managing references and
keeping up to date with new research. This course should help students take full advantage of
the wealth of material in LSE Library and available on the internet. MY5A1 covers key topics in
defining a central research question; achieving or improving the originality of academic
research; planning the macro-structure of the PhD; and developing essential writing and
communication skills. Teaching in both courses is typically conducted through a series of
weekly workshops, which use a mixture of group and individual work and are led by teams of
skilled facilitators and experienced academics.
Finally, students also attend the ‘Environment Cluster Doctoral Student Research
Presentations’ (GY500.A) ‘and the ‘Environment Cluster Research Seminar’ series (GY502.A).
Both series are organized jointly by the Environmental Economics and Policy Cluster of the
Department of Geography & Environment and the Grantham Research Institute on Climate
Change & the Environment. These seminar series reflects the close links with the Grantham
Research Institute and the ESRC Centre for Climate Change Economics & Policy. Within this
context, students will be able to attend presentations involving members of the Department, as
well as prestigious international visitors and guest speakers regularly hosted by the Institute.
Subsequent years:
In the two subsequent years of the MPhil/PhD Programme, students will be required to take
the more advanced modules of the Methodology Institute ‘Authoring a PhD and Developing as
a Researcher’ course (MY5A2 and MY5A3). They will also continue to present each year in
the ‘Environment Cluster Doctoral Student Research Presentations’ (GY500.A) and also
attend the ‘Environment Cluster Research Seminar’ series (GY502.A).
12.2 Assessment Strategies
Formative Assessment and Feedback:
Formative assessments and feedback on the courses that students will be undertaking as part
of the MSc EPR or MSc E&D (first year of the 1+3 route) and in the subsequent years will take
place primarily through the seminar setting. Feedback is normally given through discussion of
seminar work, which may take the form of essays, presentations or practical exercises,
depending on the nature of the subject matter. Formative assessment is tailored to the level
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and content of particular modules, but normally one or two items of work per term are marked
and returned to students. Students will also be able to consult lecturers and seminar teachers
about specific queries either during regular office hours or by e-mail. Additionally, students
receive support and feedback from an assigned MSc supervisor while writing their 10,000word dissertation. This usually takes the form of one-to-one tutorials where feedback is
provided on the general suitability of the ideas under investigation and the chosen
approaches. Dissertations should draw together students’ intellectual skills as well as their
understanding of fundamental issues, and may be based on original qualitative/quantitative
analysis and/or original fieldwork.
During the research years, students will receive feedback at regular meetings with their
supervisor(s) and by presenting their research work at the Doctoral Student Research
Presentations series. These seminar series will be regularly attended by members of the staff
as well as other PhD colleagues (including the most senior ones) who will provide feedback on
both research and presentational aspects.
Finally, each year during the Summer term and throughout the course of their studies, all PhD
students and their supervisors have to complete a yearly Progress Report Form, detailing
progress made, problems arising and plan/timeline for completion.
Summative Assessment:
During the first year of the 1+3 structure, MSc EPR/ MSc E&D courses will be assessed by
means of closed-book examinations in the Summer Term (together with a coursework
component in some cases). Examinations may be a combination of short questions 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/her knowledge and
critical understanding. Similarly, it is expected that any additional units taken during the
second year of the 1+3 pathway or the first year of the +3 pathway will be assessed by means
of a closed-book examination (with a coursework component in some cases). The exact
details vary according to the units chosen by the students.
In addition, as described in 3.2, students will go through a ‘First Year Progress Review’ taking
place in the Summer Term of their first research year. This is Year 1 for students in the +3
programme and Year 2 for students in the 1+3 programme. For the First Year Progress
Review, the student submits (i) a written progress report containing an extensive and updated
research proposal, and (ii) either a comprehensive literature review or a substantive draft of a
chapter/paper as evidence of progress made during the year. The work is reviewed by the
student’s progress review panel and has to reach an acceptable standard to enable him/her to
progress to the second year (third year for students in the 1+3 pathway). Normally, there will
also be a progress review meeting between the student and the supervisors, to discuss and
provide feedback on the written material presented. Progression to the second year (third year
for students in the 1+3 pathway) is also dependent on students having passed all required
examinations and obtained at least one merit, and having presented their work satisfactorily in
the doctoral presentation workshops.
In line with LSE standards, research students are initially registered for an MPhil and have to
be upgraded to PhD status. The upgrade from MPhil to PhD usually occurs during the second
year of full-time registration. This is Year 2 for students in the +3 programme and Year 3 for
students in the 1+3 programme. The exact timing depends on the student’s progress.
Students are required to submit a formal written upgrade report consisting of an extensive
revised research proposal, two substantive draft papers/chapters, of which one can be a
literature review, and a detailed plan for completion. The material is evaluated by an
upgrading committee that will recommend PhD registration if the work is judged to be of
sufficient quality and quantity. The upgrading committee is normally formed by the student’s
main supervisor, review supervisor and a third member of staff with relevant expertise. The
upgrade is also dependent on students having completed all required training courses and
having made a satisfactory research presentation in their doctoral presentation workshop.
The PhD thesis is examined according to the London School of Economics regulations.
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13. Programme structures and requirements, levels, modules and awards
See the MPhil/PhD Environmental Policy and Development Regulations
Additional information
14. Criteria for admission to the programme
As previously mentioned, the proposed programme will be structured around the following
alternative routes:
 Either 1 (MSc Environmental Policy & Regulation/MSc Environment & Development)
+ 3 (MPhil/PhD Environmental Policy and Development) = 4 years;
 Or +3 (MPhil/PhD Environmental Policy and Development).
Applicants for the MSc Environmental Policy & Regulation and the MSc Environment &
Development are normally expected to have obtained a good upper second (or equivalent) in
an honours undergraduate degree programme. Student selection also takes into account
relevant work experience (if applicable) and the academic references provided with the
application. Applicants must meet the School’s minimum English language requirement (7.0
in IELTS or 627/263 in TOEFL). There are no requirements with regard to GMAT and GRE.
The entry requirement for the MPhil/PhD Environmental Policy and Development (i.e. year 2
of the 1+3 route or year 1 of the +3 route) is a minimum of 65% average mark in a relevant
postgraduate degree, with a 70% or higher in the dissertation component.
All prospective students are expected to submit a three-page long research proposal
(excluding references and appendix), which will form part of their application package.
Submitted proposals should briefly address: research questions and hypotheses; relevant
literature and previous research in the field; likely methods and approaches to be adopted;
likely data and information sources to be used. An outline three-year research timetable must
be included as an appendix.
Selection is based upon the quality of the research proposal, references, prior achievement,
and the appropriateness of the research to the Department’s focus. Only PhD topics that are
close to staff interests are accepted; students are therefore strongly advised to check staff
publications and current research (the departmental website lists key research topics).
15. Indicators of quality
The MPhil/PhD programme is run by the Department of Geography and Environment.
According to the 2008 RAE, 70 per cent of the department's research was judged as either
world-leading or internationally excellent, and ranked seventh in the country (1st in esteem
indicators, 2nd in output, 16th in research environment).
The Environmental Economics and Policy Cluster – which is directly responsible for the
management of the MPhil/PhD Environmental Policy and Development programme – has
very strong expertise in environmental policy, with several faculty members being regularly
involved in high-profile policy work. Staff have acted as advisors and consultants for the
United Nations, World Bank, UNEP, OECD and other international organisations, as well as
for UK Government departments and the private sector.
The Cluster’s research agenda covers state, market, and civil society actors and explores the
interrelationships with other policy spheres and regulation (social, economic, and political)
across a range of geographic scales, from the local to the global, both in the developed and
developing worlds. The Cluster has attracted substantial grants from the European
Commission, British Government and the Alcoa Foundation. However, the biggest
achievement in terms of grant application has been the successful bids for an ESRC Centre
for Climate Change Economics and Policy (CCCEP) and the Grantham Research Institute on
Climate Change and the Environment. As a result, the Cluster enjoys close links with the
Grantham Research Institute, chaired by Lord Stern of Brentford, as well as the research
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programmes of CCCEP. With these awards, the LSE is emerging as one of the leading
places in the world to research and study social science aspects of the environment and
climate change.
16. Methods for evaluating and improving the quality and standard of teaching and
learning
16.1 School-wide Mechanisms
The School’s Graduate Studies Sub-Committee and Teaching, Research Degrees SubCommittee, Teaching, Learning and Assessment Committee oversee the quality and standard
of MPhil/PhD programmes, ensuring that any changes are compatible with developments
elsewhere in the School.
Issues about standards are considered by Departmental and School examination boards.
The Teaching, Learning and Assessment Committee reviews the Departmental teaching and
learning provision once every five years.
16.2 Departmental Mechanisms
A Teaching Committee within the Department of Geography and Environment is responsible
for assigning teachers to courses. 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 tutorial fellows via the School’s teaching Quality surveys.
Students on the environmental MSc degrees offered by the Department of Geography and
Environment are assigned an academic advisor, whose main responsibility is to advise on
course choices, write letters of reference, and provide career advice and pastoral care. The
allocation of academic advisors to MSc students is the responsibility of each MSc programme
director.
Research student feedback and consultation takes place via the termly PhD Staff/Student
Liaison Committee. In between times, the PhD Programme Director acts as the conduit for
student comments and complaints.
The Department also has a PhD task force, which is specifically responsible for:
 Programme monitoring and review (degree structure, course content);
 Examination issues (external examiners, outcomes, progression, time of completion);
 Graduate experience (admission, teaching, tutoring).
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