Critically evaluate one academic area from one of your IFP modules.
Introduction
International foundation programme is instrumental in supporting international students’
integration to the UK study by providing them with an opportunity to explore the strengths and
style of the British approach to learning and teaching. The IFP refers to the modular programme
that allows students to study the modules that interest them the most (Jones, McNair, &
Fleischer, 2015). Therefore, IFP modules offer a pathway to a wide range of undergraduate
degrees, such as computer science, law, architecture, pharmacy, economics, business and
management, and accounting and finance, among others. I am currently undertaking IFP
modules to acquire the knowledge, skills, and experience required to gain direct entry to
undergraduate degree in economics offered as part of combined honors degree with computer
science. My IFP modules include academic skills, economics, and information system.
Economics is a social science that explores the full spectrum of issues affecting financial
situations and decisions. Moreover, economics explores how the world’s resources are utilized
by and distributed among organizations and individuals. The two major academic areas of
economics module include microeconomics and macroeconomics. Microeconomics explores the
interactions and behavior of individuals agents like companies, households, sellers, and buyers.
On the other hand, macroeconomics explores issues like inflation, unemployment, economic
growth, and fiscal and monetary policies. Therefore, this essay seeks to critically evaluate
macroeconomics as one of the academic area in my economics module.
The objective of selecting this IFP module was to enable me gain the academic
knowledge, skills, and experience required to gain direct entry to undergraduate degree in
economics offered as part of combined honors degree with computer science in the UK. In this
respect, I had to select IFP modules that would help me achieve this objective of gaining direct
entry to undergraduate degree in economics. Therefore, the selection of economics module was
quite in order, as it enabled me study various academic areas of this economic module, including
the principles of macroeconomics. Macroeconomics principles directly affect almost every
aspect of daily lives, including government welfare, unemployment and employment, inflation,
availability of products and services, and nations’ interaction. Therefore, studying this academic
area of economics module will help me to comprehend all the large scale issues affecting the
economy as a whole.
Furthermore, learning macroeconomics will help to equip me with skills and knowledge
required to make informed decisions regarding my personal finance while pursuing my
undergraduate degree in the UK and after college. Learning macroeconomics concepts like
interest rates, inflation, and economic growth will enable me to make better decisions regarding
investing, savings, and spending, as well as understanding economic conditions influencing my
career opportunities and job prospects (Happ, Zlatkin-Troitschanskaia, & Förster, 2018).
Similarly, as an individual with an ambition of becoming economic policymaker, studying this
area of my IFP module will enable me to understand the macroeconomic tools used by the
government to influence the economy, including monetary and fiscal policy tools. Studying this
IFP module has equipped with adequate knowledge on how these policy tools work to advance
economic growth and stability in a country which will be useful in undergraduate degree in
economics. Similarly, economics module is vital for society as a whole because a stable
economy is vital for the well-being of people and the country’s long-term prosperity. Therefore,
comprehending how the economy functions will empower me to work towards initiatives and
policies that promote economic stability and growth, as well as promote successful completion of
my macroeconomics degree (Happ, Zlatkin-Troitschanskaia, & Förster, 2018). Therefore,
studying this academic area of this IFP module will help me understand the big picture of the
economy and how macroeconomic policies influence economic growth and stability.
Furthermore, the standard of teaching in this area of my IFP module in the University of
Reading is very good. The institution has very qualified lecturers who teach IFP modules in a
way that improves learning in real classroom context. Since I enrolled for this IFP module my
lecturers have demonstrated the understanding and knowledge of how students learn and the
ability to utilize this to improve our learning. The university lecturers uphold various teaching
standards, including learner development, learning differences, learning environment, content
knowledge, and assessment, among others (Henson, 2017). For instance, our macroeconomics
lecturer understands how to create and offer supporting learning environment for students taking
this IFP module. The lecturers utilize this knowledge to create learning activities that facilitate
both collaborative and individual learning, while also advancing positive social interaction
between students from diverse backgrounds. This approach has enabled me to develop selfmotivation, decision-making and problem-solving abilities, which I believe will be instrumental
in my undergraduate studies next year.
The lecturers apply their understanding of how student learn and develop to every student
regarding our linguistic, cognitive, emotional, social, and physical abilities. This teaching
approach emanates from the understanding that students’ abilities to learn and understand
concepts differ. This aspect has helped me to reach my full potential, focusing on and drawing
my individual strengths (Henson, 2017). Furthermore, our the lecturers in my IFP module
understand our individual differences in socioeconomic status, language, and culture, which they
integrate in teaching to develop inclusive learning plans. I have liked this teaching approach
because it encourages and promotes diversity, making some of us the international students to
feel valued in the institution (Henson, 2017). Also, the lecturers taking us through this IFP
module utilizes appropriate assessment methods that support and encourage our growth, which is
also preparing me well for my undergraduate studies.
Similarly, unlike my high school teachers, my lecturer taking us through this IFP module
seems to understand the main concept of Macroeconomics that he needs to take us through. The
lecturer has in-depth knowledge on how to make this content of this module approachable and
accessible to every student studying this module (Henson, 2017). More importantly, the lecturer
has been keeping relevant and up-to-date in this content area, in both local and global contexts,
while promoting and integrating cross-cultural understanding. But what I have liked most about
this teaching approach is that the lecturers appreciate and encourage students’ critical analyses
and strive to unsure we are properly challenged with sufficient resources to support our learning.
The IFP modules at the University of Reading have been structured specifically to
support international students from transition from their overseas high school education to
undergraduate study in the UK. For instance, alongside the language development subjects,
international students will also build their independence and confidence, and develop their study
skills (Jones, McNair, & Fleischer, 2015). Furthermore, the programme contains subject-specific
pathways to prepare students for their preferred subject area, thus enabling them to familiarize
themselves with some of the terminologies and theories that they can expect to encounter at
undergraduate level (Happ, Zlatkin-Troitschanskaia, & Förster, 2018). This particular pathway
develops my skills and knowledge in economics, with specific focus on the full spectrum of
issues affecting financial situations and economic decisions.
By exploring macroeconomics concepts, including interest rates, inflation, and economic
growth, I will be able to make better decisions regarding investing, savings, and spending, as
well as understanding economic conditions influencing my career opportunities and job
prospects. Furthermore, this pathway also introduces me to the economics theories and explores
the role of economists in the developing policies and initiatives that can benefit everyone. More
importantly, this IFP module has been designed to support international students like me seeking
to gain direct access to entry to undergraduate degree in economics at the University of Reading.
I am currently studying on the economics pathway to prepare for my undergraduate degree in
economics offered as part of combined honors degree with computer science at the University of
Reading. Furthermore, it was also structured in a manner that enables student to study academic
skills and a selection of subjects relating to the selected pathway. At the end of the IFP modules,
I should be able to present arguments and ideas with confidence and accuracy both in writing and
orally. Furthermore, I will have also developed transferable skills required for undergraduate
study in any British university.
References
Happ, R., Zlatkin-Troitschanskaia, O., & Förster, M. (2018). How prior economic education
influences beginning university students’ knowledge of Economics. Empirical Research in
Vocational Education and Training, 10(1). https://doi.org/10.1186/s40461-018-0066-7.
Henson, K. (2017). Making the Most of INTASC Standards. SRATE Journal, 8(2).
Jones, J., McNair, A., & Fleischer, S. (2015). ‘You have to be independent...it’s very different’:
The International Foundation Year and first year international students’ transition at a post1992 UK university. Enhancement and Innovation in Higher Education .
Sanders, L., & Daly, A. (2013). Building a successful foundation?: The Role of Foundation year
courses in preparing students for their degree. Widening Participation and Lifelong
Learning, 14(1), 42–56. https://doi.org/10.5456/wpll.14.s.42