PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
Programme title:
History, Politics and Economics
Final award (BSc, MA etc):
BA
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
4P47
(where applicable)
Cohort(s) to which this programme
specification is applicable:
Intake from 2015
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
SHS
Parent Department:
School of Slavonic and East European Studies
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.ucl.ac.uk/ssees
(if applicable)
Method of study:
Full-time
Full-time/Part-time/Other
Criteria for admission to the
programme:
Length of the programme:
http://www.ucl.ac.uk/prospectivestudents/undergraduate/degrees/history-politics-economics-ba/
AAA Mathematics Recommended
Three years full-time
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher
Education Qualifications (FHEQ)
(see Guidance notes)
Relevant subject benchmark statement
(SBS)
Advanced Level (Level 6)
History, Politics and International Relations, Economics, Area Studies
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
http://www.ucl.ac.uk/ssees/prospectivestudents/undergraduate/history-politics-economics-ba
(see guidance notes)
Board of Examiners:
Professional body accreditation
(if applicable):
Name of Board of Examiners:
History, Politics and Economics Board of Examiners, SSEES
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
This programme’s core aim is to provide a thorough grounding and opportunities for specialization in the disciplines
of History, Politics and Economics. Alongside the development of disciplinary expertise, the programme promotes
cross-disciplinary insight. Students will study the histories, economies, polities and societies of the wider European
region, with particular reference to the SSEES region of expertise (Central, Eastern, South-Eastern Europe, the
Baltics, Russia, Central Asia and the Caucasus). By drawing on three distinct, but related, disciplines in an area
studies context, students will learn how economies, polities and societies evolve; how different disciplinary
perspectives relate to each other, and how these perspectives can combine to give a more nuanced understanding
of the SSEES region and its global relevance and interconnectedness. In so doing, the programme will foster
innovative multidisciplinary perspectives that will be global in scope. The programme aims to develop students’
reflective understanding of the three disciplines and to provide students with opportunities to benefit from the crossfertilisation of ideas and approaches between disciplines which arise from working in an area studies context.
Graduates from this programme, equipped with both multidisciplinary competences and area expertise, will be well
placed for careers in both the private and public sector in fields such as finance, politics, diplomacy, NGOs, and
international organisations, or to move on to further study and research.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
Teaching/learning methods and strategies:
1. All three disciplines at introductory level (nature
and significance of politics, economics and history
as human activities; key theories, concepts and
methods) and at least two disciplines, through to
intermediate level;
2. How to apply disciplinary theories, concepts and
methods within the context of a particular region;
3. Independent research in at least one discipline at
advanced level demonstrated through an
extended dissertation and advanced module taken
in the final year;
4. How to interact between and within disciplines and
how to work within a multidisciplinary framework;
5. The political, social and economic structures and
processes of the SSEES region in a
contemporary, historic and comparative
framework, situated within a global context;
6. The influence of historical, political and social
structures on political and economic development,
processes and institutions; including the nature
and distribution of economic and political power.
7. The history and cultures of the countries of the
SSEES region.
Knowledge and understanding are gained through
formal teaching (lectures, seminar discussions,
exercise workshops and individual coursework
feedback), prescribed and recommended reading,
the undertaking of formal exercises, reflection
sheets, individual and group presentations and
the writing of essays and a dissertation.
As the disciplinary level becomes more advanced,
seminars become smaller, more focused and
more thematic. The compulsory year 3
interdisciplinary course is taught thematically and
jointly by scholars of all three disciplines.
Assessment:
Most knowledge is tested through a combination
of
coursework and formal examination. A 10,000
word dissertation and oral contributions also
contribute.
B: Skills and other attributes
Intellectual (thinking) skills:
1. Read, comprehend and reflect independently,
critically and contextually upon a range of
economic, historical and political texts; drawing on
a critical appreciation of the contested nature of
knowledge and understanding;
2. Analyse, integrate and synthesise materials from
diverse sources and of different genres (e.g.
quantitative, textual, visual, etc.);
3. Analyse and understand the logical construction of
arguments;
4. Analyse issues in the light of the available
evidence;
5. Assess the quality and nature of evidence,
including its limits, viewpoints, and gaps;
6. Negotiate both primary and secondary sources
and demonstrate how they interact;
7. Select and apply appropriate concepts and
methodologies;
8. Develop an understanding and appreciation of
different socio-political contexts, ideas cultures
and time periods;
9. Develop an understanding of general mechanisms
and forces which may steer the behaviour of
individuals and institutions;
10. Articulate and defend positions in response to
critical pressure;
11. Demonstrate and exercise independence of mind
and thought;
12. Understand the role of the disciplines in studying
area;
13. Transfer appropriate knowledge from one area
within the disciplines to another;
14. Develop an understanding of and ability to apply
comparative perspectives, including comparing
between disciplines; across political
systems/countries/cultures/regions/, and across
time;
15. Understand how people have acted, thought, and
lived in the context of a past that is different to our
present, including developing an awareness of the
complexity and diversity of past institutions,
situations, events and mentalities, an ability to
grasp difference and otherness, and insight into
how the past has shaped the present.
Teaching/learning methods and strategies:
Intellectual skills are developed through formal
(often research-based) teaching (lectures,
seminar discussions, exercise workshops and
individual coursework feedback), prescribed and
recommended reading, the undertaking of
formal exercises, reflection sheets, individual
and group presentations and the writing of
essays and a dissertation.
These activities, in combination with selfdirected learning, serve to reinforce the
analytical skills necessary to form and to
validate arguments, hypotheses and qualitative
judgements.
The ability to think logically is essential to the
understanding and analysis of the discipline and
these skills are developed, practiced and honed
through the combination of lectures, seminars
and formative/summative assessment as well as
through feedback on the latter.
Students are encouraged throughout to apply
concepts in their written and oral work, to
consider the relevant comparative dimensions of
their study, and to think critically and
independently.
Assessment:
Coursework; written unseen exams; seminar
presentations. Plus discussion in teacher-led
small groups and seminars. Students are
required to write a 10,000 word dissertation in
their final year which involves the use of primary
sources from the region. The skills enumerated
in assessment are all given formal assessment
in the feedback to the students.
C: Skills and other attributes
Practical skills (able to):
1. Locate, synthesise and analyse large
quantities of material of diverse sorts and
genres;
2. Use a range of qualitative and quantitative
methods of analysis, as appropriate;
3. Demonstrate bibliographical skills and
referencing;
4. Prepare, plan and write a dissertation using
primary and secondary sources and
employing appropriate theoretical
frameworks and methodologies;
5. Prepare and deliver oral presentations,
based on project research (collectively or
individually);
6. Apply key analytical and conceptual skills;
7. Critically discuss particular issues and
arguments, and engage in discussion of
each other's responses as well as
articulating their own;
8. Utilise problem-solving skills;
9. Manage learning self-critically, reflect upon
it, and seek and make use of feedback.
Teaching/learning methods and strategies:
Learners are provided with introductory courses on how
to locate library sources and in the use of information
technology. The use of information technology is a vital
component for essay writing, class presentations and
writing the dissertation.
 Students are provided with bibliographies for all
courses which require them to seek information
from UCL library resources.
 Course bibliographies indicate relevant web site
sources.
 Coursework essays and dissertations require
referencing skills.
Guides to writing and referencing are provided in the
study skills handbook which is issued to all students.
Students are provided with a schedule for planning and
writing dissertations and are allocated a supervisor for
consultation.
Feedback on assessment combined with the University
personal tutor system encourage critical self-reflection.
Assessment:
Formative and summative coursework; written unseen
exams; seminar presentations; final dissertation.
D: Skills and other attributes
Transferable skills (able to):
1 Present materials in written form with
appropriate and effective structure,
coherence, and clarity;
2 Present materials orally with structure,
coherence, and clarity to diverse
audiences;
3 Manage time effectively and prioritise
workloads in order to meet deadlines;
4 Participate effectively in groups;
5 Listen effectively, have respect for others’
reasoned views, and assess the relevance
and importance of the ideas of others;
6 Work independently, demonstrate
initiative, organisation and be prepared to
assume responsibility;
7 Gather, organise and deploy a range of
evidence, data and information;
8 Use information technology (e.g. word
processing, e-mail and the internet for the
retrieval and presentation of information,
including statistical or numerical data);
9 Evaluate own performance, and recognise
the steps required for improvement;
10 Utilise analytical and problem-solving skills
in a variety of theoretical and more
practical situations, including the capacity
to consider and solve complex problems
to which there are no simple solutions.
Teaching/learning methods and strategies:
Most of these skills are embedded in all modules.
-
The majority of modules involve class
presentations, either individually or in groups,
followed by class discussion, which require the
application of most of the skills listed.
-
All courses involve regular written work in the
form of essays. Regular feedback on written
work is provided to the learner to develop oral
and written presentation skills.
-
Time management and the ability to meet
deadlines is acquired through the need to
present assessed and non-assessed work
according to schedule. Students receive a
schedule for the preparation of dissertations
which is monitored by their supervisor.
-
The development of IT skills occurs throughout
the programme and is especially apparent in
modules where there is a research component.
-
Independent learning is also developed
throughout but becomes particularly important
as the progamme develops.
Assessment:
These skills are assessed by unseen written
examinations, assessed coursework and a dissertation,
the production of which involves the interaction of these
skills.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/Framework-Higher-Education-Qualifications-08.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s) Name(s):
Dr Christopher J Gerry; Professor Susan
Morrissey; Dr Sean Hanley
Date of Production:
October 2013
Date of Review:
Not eligible for review until 2016
Date approved by Chair of Departmental Teaching Committee:
October 2015
Date approved by Faculty Teaching Committee
October 2015