Programme Specification: MSc International Health 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. Application Code
9. First written/last amended
LSE
N/A
MSc
International Health Policy
Full-time 12 months, part-time 24 months
Social Policy
N/A
L4UH
January 2004/November 2010
10. The programme aims to:
The programme aims to teach students to analyse key health policy issues through the application of basic
health policy and economic principles and to broaden their understanding of policy issues through core
courses such as Financing Health Care and Measuring Health System Performance and optional courses
such as Pharmaceutical Economics and Policy, Foundations of Health Policy and Health Economics.
Students analyse current and emerging health care problems and the range of health policies being
developed to meet them internationally. In addition there is a compulsory MSc dissertation on a relevant topic
which may be written in conjunction with a summer placement with a government department or agency, or international,
or private organisations, private companies or academic research institutions.
11. Programme outcomes: knowledge and understanding; skills and other attributes
Upon successful completion of the course students take with them an understanding of the diversity and
complexity of international health policies; an understanding of the process of policy making; and an ability to
use the disciplines required in formulating, implementing and evaluating health policies and plans.
Many then enter careers in Health Administration, Health Management, Government Departments or
Agencies, Consultancies, International Organisations, the Commercial Health Sector (eg Pharmaceutical
Companies, Private Health Insurance); as well as employment in research, or further study for a doctorate.
Information relating to careers can be accessed here
12. Teaching, learning and assessment strategies to enable outcomes to be achieved and
Demonstrated
Teaching and learning strategies
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various teaching, learning and assessment strategies are used to enable the outcomes above to be
achieved - lectures, seminars, tutorials and self-directed study;
lecture formats are varied, including both traditional formats, audio visual and electronic
presentations;
seminars 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
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unseen examinations;
essays (formative and/or summative);
dissertation (summative);
summative assessment is carried out anonymously;
mock examinations (formative).
13. Programme structures and requirements, levels, modules and awards
Programme regulations can be accessed here
Additional information
14. Criteria for admission to the programme
Students need a first degree in a relevant academic subject (science, medicine, economics, other social
sciences) at a standard equivalent to British university upper second-class honours. Relevant professional
experience would also be advantageous. Particular attention is also given to referee’s reports and the
personal statement provided by the student.
15. Indicators of quality
 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
 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;
 each programme in the Department has one or two elected student representatives who bring
issues of concern to the staff member with management responsibility for the Programme and to the
staff-student meeting;
 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 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.
 The Teaching Learning and Assessment Committee which regulates all aspects of teaching quality;
 Departmental TLAC review once every five years.
 The Graduate Studies Sub-Committee which oversees all graduate 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.