Programme Specification: BSc Social 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
BSc
Social Policy
3 years full-time
Social Policy
Social Policy and Administration (2007)
L400 BSc/SocPol
June 2003 / November 2012
10. The programme aims to:
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provide comprehensive study of the principle theoretical approaches to social policy
formulation and examination of policy implementation
enable students to develop the capacity to learn and apply major approaches to the analysis
of social problems;
enable students to explore ways in which different societies have developed different means
of understanding and meeting human and social needs;
provide students with key skills to enter employment in public, commercial and voluntary
sectors;
provide students wishing to advance to postgraduate study with the necessary preliminary
training.
11. Programme outcomes: knowledge and understanding; skills and other attributes
Knowledge of
 the historical development of UK social policy institutions;
 the main institutions that provide social welfare in the UK, public, private and voluntary;
 social welfare systems in other advanced economies and the developing world;
 methods of resourcing and financing social welfare
 the provision, finance and regulation of social security, education, health and social care, and
housing;
 local and regional, international and supranational dimensions of social policy;
 methods of research for analysis of social policy organisations;
 social policy data sources and the main research methods used to collect and analyse data.
Understanding of
 interdisciplinary approaches to social policy issues (using knowledge, concepts and skills from
a range of social science disciplines, such as economics, sociology, psychology);
 key concepts and theories of welfare employed to understand human needs and collective
social provision – equity, inequality, poverty, exclusion, identity, social difference and
diversity.;
 methods of comparative analysis and application in international contexts;
 the potentials and limits of comparative analysis
 how values and principles are related to political and economic interests;
Skills
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use techniques and skills from several disciplines;
supported learning and problem solving skills;
data collection and research skills;
evaluative and analytical skills;
sensitivity to values and interests of others and awareness of normative and moral positions of
others;
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ability to communicate ideas and arguments orally and in writing;
ability to manage learning;
interpersonal skills and teamwork skills;
presentation management
current ICT (e.g. word processing, data analysis);
Subject specific skills include
 use of established theories and concepts of social policy and other social sciences to analyse
social needs and policy issues;
 identification and use of quantitative and qualitative data from surveys, administrative
sources, and research publications, undertaking investigations of social issues.
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12. Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated
Teaching and learning strategies
 Various teaching, learning and assessment strategies are used to enable the outcomes above
to be achieved - lectures, classes, tutorials and self-directed study.
 Lecture formats are varied, including both traditional formats, audio visual and electronic
presentations
 Classes are interactive and usually organised around themes for discussion or readings; these
aim to deepen and consolidate knowledge, and develop critical awareness and
communication skills
 One-to-one tutorials provide individual pastoral and academic support.
Assessment strategies include
 Unseen examinations
 Essays both formative and summative
 Dissertation
 Analytical exercises
 Group project work (formative)
 Individual project work (summative)
Summative assessment is carried out anonymously
13. Programme structures and requirements, levels, modules and awards
See BSc Social Policy programme regulations for further information.
Additional information
14. Criteria for admission to the programme
Course requirement: GCSE pass at grade C or better in Mathematics is preferred.
Usual standard offer: GCE A level: grades A B B
International Baccalaureate: Diploma with 37 points including 6 6 6 at Higher level.
Other qualifications are considered.
15. Indicators of quality
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Steady demand for the programme
High entry requirements
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Good examination results
Favourable remarks from external examiners
Students’ questionnaires via the Teaching Quality Assessment surveys
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
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The Department takes seriously the feedback on teaching quality provided by the annual
Teaching Quality Assessment survey of students.
The Department holds termly staff-student meetings at which student representatives from all
year groups are able to raise issues of concern. It takes forward suggestions and proposals
coming from that meeting.
Departmental student representatives are elected from each year group and they bring issues
of concern to the staff member with management responsibility for the programmes and to the
staff-student meeting.
The Department holds a degree sub-committee meeting termly for all programmes; issues
raised are addressed and taken forward.
The Department has a Teaching Committee whose remit in part is to plan provision and
support innovation.
The Department (and School) takes seriously the feedback from external examiners;
comments made by external examiners are followed up within the Department and by the
School.
The School’s 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 Undergraduate Studies Sub-Committee which oversees all undergraduate 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.
The Teaching and Learning Centre offers advice and training towards enhancement of
teaching skills;