Programme Specification: BSc Social Policy with Government
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 with Government
3 years full-time
Social Policy
Social Policy and Administration (2007)
LL42 BSc/SocPGo
June 2003 / November 2012
10. The programme aims to:
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provide comprehensive introductory coverage of the main areas of, and theoretical
approaches to, social policy;
enable students to develop the capacity to learn and apply general approaches to the
analysis of social problems;
enable students to explore ways in which different societies have developed various
ways meeting human and social needs;
provide students with the skills to enter employment in public, private and voluntary
sectors;
provide students who wish to undertake further study at the next level with the
training to enable them to do so.
11. Programme outcomes: knowledge and understanding; skills and other attributes
Knowledge of
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the historical development of UK social policy institutions
the main institutions that provide social welfare in the UK, public, private and voluntary
some social welfare systems in other countries
methods of resourcing and financing social welfare organisations
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
some significant sources of data about social welfare and the main research methods used to
collect and analyse the data
some of the main findings in the key areas of government: in particular political theory and
comparative politics, public administration and public policy, and European policy and politics.
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);
 some of the key concepts and theories of welfare;
 methods of comparative analysis and application in an international context;
 an understanding of the limits of comparative analysis, historically and internationally;
 how values and principles are related to political and economic interests;
 key concepts used to understand human needs and social welfare – equity, inequality,
poverty, exclusion, identity, social difference and diversity;
 a critical understanding of the core literature and main theoretical debates in the study of
government.
Skills
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use techniques and skills from several disciplines;
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;
ability to communicate ideas and arguments with others, orally and in writing; in the case of
the latter, using academic conventions (e.g. referencing conventions);
ability to manage learning;
interpersonal skills and teamwork skills;
experience of making presentations;
use current ICT (e.g. word processing, data analysis);
ability to learn and study supported by guidance.
Subject specific skills include
 use of established theories and concepts of social policy and other social sciences to analyse
social needs and policy issues;
 finding and using statistical and other 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 the BSc Social Policy with Government programme regulations.
Additional information
14. Criteria for admission to the programme
Course requirement: GCSE pass at grade C or better in Mathematics.
Usual standard offer: GCE A level: grades A B B.
International Baccalaureate: Diploma with 37 point including 6 6 6 at Higher level.
15. Indicators of quality
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Steady demand for the programme
High entry requirements
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; part of its remit 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.