PROGRAMME SPECIFICATION: MSc Global Health
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Awarding Body
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
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Application Code
First written/last amended
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The programme aims to:
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LSE
N/A
MSc
Global Health
12 months (FT) and 24 months (PT)
Social Policy
N/A
L4UO
May 2014
 provide a theoretical understanding of global health and health care policy
developments and to generate a critical awareness of the research that has been
conducted into selected areas of health policy and health systems globally.
 provide a post-graduate study programme designed to meet the needs of Ministries of
Health, non-state (business and social) actors and international organisations;
 teach students to critically analyse key health policy, health systems and social policy
and developmental issues in developing countries through the application of policy and
economic principles to health systems in varying states of development;
 equip students to function at a high level in both technical and policy considerations
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Programme outcomes: knowledge and understanding; skills and other attributes
 To improve understanding of global health, global health policy and health care issues.
 To prepare students to work as programme managers, health policy advisors in
international health organisations (WHO, World Bank, Global Fund, Gates Foundation,
IMF, UNICEF, UNITAID), donor agencies, Ministries of Health, NGOs and the private
sector.
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Teaching, learning and assessment strategies to enable outcomes to be achieved and
demonstrated
Teaching and learning strategies:
 a range of teaching and learning strategies including lectures, seminars, tutorials and selfdirected study;
 lecture formats: traditional, audio visual and electronic presentations;
 seminars are interactive and based on relevant case studies. Each student would be
expected to make presentations.
 one-to-one tutorials provide individual pastoral and academic support.
Assessment strategies:
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unseen examinations;
essays (formative and/or summative);
dissertation (summative
Programme structures and requirements, levels, modules and awards
MSc Global Health
Social policy and global health (MT)
SA4K1Global health policy: institutions, actors and politics (MT)
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Financing health care: global perspectives (LT)
Economic analysis for health policy (MT)
Global ageing (LT)
SA4J3 Dissertation in global health
One option from
Principles of modern epidemiology (LT)
SA4C8 Globalization and social policy (MT)
One option from
DV421 Global health and development (LT)
SA4C4 Cost-effectiveness analysis in health care (MT)
One option from
SA4D6 Health systems and policies in developing countries (LT)
SA4D4 Measuring health system performance (LT)
One option from
SA485 Methods for population planning (LT)
SA4D2 Global Health and Population Change (MT)
SA492 Sexual and Reproductive Health Programmes: Design, Implementation and Evaluation
(MT)
Another LSE course subject to the approval of the course tutor
Additional information
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Criteria for admission to the programme
Entrance qualifications as per school regulations for MSc programmes.
Students need a first degree in a relevant academic subject (science, medicine, economics,
political science, sociology, other social sciences) at a standard equivalent to British university
upper second-class honours. In addition, health related work experience in developing countries
or global health institutions and organisations or ministries of health would be advantageous but
not essential.
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Indicators of quality
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Steady demand for the programme;
Good examination results;
Quality is regularly assessed through centrally administered teaching evaluation;
External Examiners reports commenting favourably about the course and attesting both
the quality of the curriculum and teaching;
Student evaluation reports.
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 programmes are able to raise issues of concern. It takes forward suggestions and
proposals coming from that meeting;
The Department Teaching Committee reviews the feedback on teaching quality provided
by the annual Teaching Quality Assessment survey of students
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 Development Office is available to monitor and
observe teaching and offers constructive advice on how to improve the standard of
teaching and quality.
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Given that this is a new programme, an evaluation of this programme should be carried out by
contacting the alumni to ensure that the course continues to adapt to the prevailing market
environment. TLC could be involved in such an evaluation.
School level quality assurance processes include:
1. a system of initial programme approval, with input from the providers of resource-based
services (including the Library, IT Services and the Academic Planning and Resources
Committee) and including an external assessor's report, to be conducted by the School's
central academic bodies;
2. a system of initial course approval, with input from the providers of resource-based
services and conducted by the School's central academic bodies;
3. a system of approval of major modifications to programmes and courses, conducted by
the School's central academic bodies;
4. a system of central review of departmental taught provision every five years or so,
informed by available evidence, including student views, the main purposes being to
promote development, identify and disseminate good practice, and to flag any concerns
over standards to departments, without adjudicating on them;
5. a system of gaining student feedback on their teaching and learning experience in the
School;
6. periodic review by the School's academic bodies of its internal Codes of Practice;
7. due and appropriate consideration of national quality assurance requirements through the
School's committee structure; and
8. departments have the following arrangements in place for assuring their quality and
standards:
8.1. Staff-Student Liaison Committees for all students that meet regularly, with minutes of
meetings produced and circulated to staff and students;
8.2. Departmental Staff meetings that involve all staff, meet at least three times per
academic year, and consider information from any other extant departmental committees.
Minutes should be produced and circulated to staff;
8.3. A Teaching Committee that involves appropriate departmental staff, meets regularly
each academic session and considers all aspects of departmental learning and teaching,
including new programme and course proposals. Minutes should be produced and
circulated to members;
8.4. A system for ensuring the effective participation in the School's annual programme
monitoring exercise;
8.5. A system for considering course and programme results annually, and revising
taught provision as appropriate;
8.6. A system for considering student survey course results annually, and revising taught
provision as appropriate;
8.7. A system for considering external examiners' reports, and acting on them, on an
annual basis, with the School having an associated responsibility (a) to ensure that the
system functions and (b) for any School-wide lessons on both good practice and areas of
concern from the reports collectively.
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