Programme Specification: MPhil/PhD Environmental Economics
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
ESRC
MPhil/PhD Environmental Economics
MPhil/PhD Environmental Economics
Either 1+3 (4 years) or +3 (3 years)
Geography and Environment
n/a
n/a
July 2011 / November 2012
10. The programme aims to:
 Provide advanced knowledge of the principles and conceptual foundations of
environmental economics, and equip students with the analytical tools and
methodological understanding needed to develop original research in the field;
 Expose students to recent developments in environmental economics and give them an
insight into current thinking and the process through which research is conducted, thus
suggesting fruitful areas of research;
 Provide supportive academic guidance to help students reflect on their central research
question and to enable them to carry out doctoral level research;
 Prepare students for careers in research and academia, consultancy, environmental
policy, industry, international organisations, etc., by providing specialist training as well as
transferable skills.
11. Programme outcomes: knowledge and understanding; skills and other attributes
At the end of the programme, students will be able to demonstrate the following:
 Thorough and critical understanding of the principles and conceptual foundations of
environmental economics and an advanced knowledge of specialist subjects, including a
command of the literature in relevant fields;
 Ability to apply acquired knowledge to new problems and contexts and ultimately to
conduct independent and original research in environmental economics;
 Ability to provide policy recommendations which are solidly grounded in evidence based
on the best practice in empirical research;
 Proficiency in quantitative skills, including econometric methods, and in the design and
application of advanced research methods and techniques;
 The ability to produce a PhD thesis, as defined by the London School of Economics’
regulations;
 Proficiency in the following transferable skills:
- skills in IT for general and academic purposes;
- use of econometric and statistical software;
- library and internet research skills;
- professional writing, through writing of thesis and research publications;
- communication skills, through presentation of their work at the ‘Doctoral Student
Research Presentations’ and through participation in the departmental seminar
series.
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12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
12.1 Teaching and Learning
The programme is offered in the following alternative formats:
Either 1 (MSc Environmental Economics and Climate Change) + 3 (MPhil/PhD Environmental
Economics);
Or +3 (MPhil/PhD Environmental Economics).
The 1+3 route – suitable for those individuals who do not hold a relevant postgraduate degree
– is aimed at students graduating with an undergraduate degree preferably in economics, or
otherwise with a background in economic analysis and strong analytical, quantitative and
technical skills. The +3 format is suitable for students who have already completed a graduate
degree in a relevant subject and want to focus on more advanced training and research. The
criteria for admission to the programme (in its alternative formats) are set out in section 14.
First year of the 1+3 route:
In the first year of the 1+3 route, core research and subject-specific training will be provided
within the framework of the MSc Environmental Economics and Climate Change (EECC). This
programme offers a unique specialisation in environmental, resource and climate change
economics, combined with a policy emphasis. Students are required to take four compulsory
core courses (equivalent to the value of 3 units) and one or two optional courses to the value
of 1 unit. The core courses include: Environmental & Resource Economics (GY426); Applied
Quantitative Methods (GY428); Climate Change: Science, Economics and Policy (GY427);
and the Dissertation (GY499). See more detailed information about compulsory and optional
courses for the MSc EECC.
The MSc EECC programme will be taught and run by what is now one of the largest
international groups of environmental economists. Teaching staff are based within the LSE’s
Department of Geography & Environment as well as the Grantham Research Institute on
Climate Change and the Environment.
Teaching itself will be conducted mainly through lectures and graduate level seminars/classes.
Formal lectures develop and illustrate the key concepts; while classes aim at reinforcing
understanding, enabling effective interaction with students, and providing regular formative
feedback. The format of the classes will be determined by the nature of the subject matter,
and may include problem sets, break-out group exercises, and lecturer-guided discussion
among students and with teachers and invited speakers. Class work may take the form of
either essays or practical exercises. The interactive nature of class teaching serves a number
of roles such as: formative assessment and feedback on class work; independent learning, by
the completion of assigned class work; the pedagogical development of oral communication
skills through presentations and discussions.
All of those involved in programme delivery are at the forefront of research in environmental
and resource economics, and as such, students have direct insight into current thinking in the
field. This aspect of provision is further enhanced through the array of LSE public lectures
and research seminar series, which include senior national and international researchers and
policy makers in this and related fields.
Second year of the 1+3/First year of the +3 route:
Based on their research interests and methodological approaches, all students are assigned a
(principal) supervisor – with prime responsibility for their research progress – and a review
supervisor. Students are required to have regular meetings with their supervisor(s). These are
likely to be more numerous at the beginning of registration. Supervisors have their own norms,
but as a rule research students can expect to see their supervisor(s) every few weeks in the
first two terms, and every month or two thereafter. Meeting lengths typically vary from 30
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minutes to two hours, depending upon progress and stage of registration. Review supervisors
are involved less frequently, being primarily responsible for monitoring progress and
participating in review and upgrading decisions (see description of assessment strategies
below).
During this year, students will be offered further advanced training in research methods and
subject specific areas from either within the Department or exploiting synergies with other
Departments at the School (e.g. Economics, Department of International Development,
Methodology Institute). More precisely:
i. Students on the 1+3 programme and those on the +3 programme who hold an accredited
research MSc degree are required to take:
 EC411 (Microeconomics). Please note, admission to this course is subject
to completion of EC400 (Introductory Course in Mathematics and
Statistics);
 Advanced quantitative research methods course(s) to the value of one
unit from a selected list of courses.
ii. In addition to (i) above, students on the +3 programme who did not study environmental
and resource economics as part of their MSc degree are further required to take the
GY426 Environmental & Resource Economics course offered by the MSc EECC.
Compulsory to all students are the Methodology Institute’s courses on: ‘Information Literacy:
Tools for Research’ (MY512) and ‘Authoring a PHD and Developing as a Researcher: Getting
Started’ (MY5A1). MY512 covers the basics of conducting library research from planning a
literature search, improving internet searching skills, managing references and keeping up to
date with new research. This course should help students take full advantage of the wealth of
material in LSE Library and available on the internet. MY5A1 covers key topics in defining a
central research question; achieving or improving the originality of academic research;
planning the macro-structure of the PhD; and developing essential writing and communication
skills. Teaching in both courses is typically conducted through a series of weekly workshops,
which use a mixture of group and individual work and are led by teams of skilled facilitators
and experienced academics.
Students are also required to attend the ‘Doctoral Student Research Presentations’
(GY500.A), and the ‘Research Seminar Series on Climate Change and the Environment’
(GY502.A). The seminar series – which is organised jointly by the Department of Geography
and Environment and the Grantham Research Institute on Climate Change and the
Environment (GRI) – includes presentations by both LSE staff members and international
speakers from top universities worldwide, and reflects the close links with GRI and the ESRC
Centre for Climate Change Economics & Policy.
Subsequent years:
In the two subsequent years of the MPhil/PhD Programme, students will be required to take
the more advanced modules of the Methodology Institute ‘Authoring a PhD and Developing as
a Researcher’ course (MY5A2 and MY5A3). They will also continue to present each year to
the Doctoral Student Research Presentations (GY500.A), and attend the Research Seminar
Series on Climate Change and the Environment (GY502.A).
12.2 Assessment Strategies
Formative Assessment and Feedback:
Formative assessments and feedback on the courses that students will be undertaking as part
of the MSc EECC (first year of the 1+3 route) and in the subsequent years will take place
primarily through the seminar setting. Feedback is normally given through discussion of
seminar work, which may take the form of practical exercises, essays, or presentations,
depending on the nature of the subject matter. Formative assessment is tailored to the level
and content of particular modules, but normally one or two items of work per term are marked
and returned to students. Students will also be able to consult lecturers and seminar teachers
about specific queries either during regular office hours or by e-mail. Additionally, students
receive support and feedback from an assigned MSc supervisor while writing their 10,000word dissertation. This usually takes the form of one-to-one tutorials where feedback is
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provided on the general suitability of the ideas under investigation and the chosen
approaches. Dissertations should draw together students’ intellectual skills as well as their
understanding of fundamental issues, and may be based on original quantitative analysis
(theoretical and/or empirical) and/or original fieldwork. Feedback on these issues should also
be expected during supervisory meetings.
During the research years, students will receive feedback at regular meetings with their
supervisor(s) and by presenting their research work at the Doctoral Student Research
Presentations series. These seminar series will be regularly attended by members of the staff
as well as other PhD colleagues (including the most senior ones) who will provide feedback on
both research and presentational aspects.
Finally, each year during the Summer term and throughout the course of their studies, all PhD
students and their supervisors have to complete a yearly Progress Report Form, detailing
progress made, problems arising and plan/timeline for completion.
Summative Assessment:
During the first year of the 1+3 structure, most MSc EECC courses will be assessed by means
of closed-book examinations in the Summer Term (together with a course work component in
some cases). Examinations may be a combination of problem sets/exercises to assess the
precision of a student’s analytical capabilities, coupled with open-ended questions that allow
the student more scope to display the breadth of his/her knowledge and critical understanding.
Similarly, it is expected that any additional units taken during the second year of the 1+3
pathway or the first year of the +3 route will be assessed by means of a closed-book
examination (with a coursework component in some cases). The exact details vary according
to the units chosen by the students.
In addition, as described in 3.2., students will go through a formal ‘First Year Progress Review’
taking place in the Summer Term of their first research year. This is Year 1 for students in the
+3 programme, and Year 2 for students in the 1+3 programme. For the First Year of the
Progress Review, the student submit (i) a written progress report containing an extensive and
updated research proposal, and (ii) either a comprehensive literature review or a substantive
draft of a chapter/paper as evidence of progress made during the year. The work is reviewed
by the student’s progress review panel and has to reach an acceptable standard to enable
her/him to progress. Normally, there will also be a progress review meeting between the
student and the supervisors, to discuss and provide feedback on the written material
presented. Progression is also dependent on student having passed all required examinations
and obtained at least one merit, and having presented their work satisfactorily in the doctoral
presentation workshops.
In line with LSE standards, research students are initially registered for an MPhil and have to
be upgraded to PhD status. The upgrade from MPhil to PhD usually occurs during the second
year of full-time registration. This is Year 2 for students in the +3 route and Year 3 for students
in the 1+3 route. The exact timing depends on the student’s progress. Students are required
to submit a formal written upgrade report consisting of an extensive revised research
proposal, two substantive draft papers/chapters, of which one can be a literature review, and a
detailed plan for completion. The material is evaluated by an upgrading committee that will
recommend PhD registration if the work is judged to be of sufficient quality and quantity. The
upgrading committee is normally formed by the student’s main supervisor, review supervisor
and a third member of staff with relevant expertise. The upgrade is also dependent on
students having completed all required training courses and having made a satisfactory
research presentation in their doctoral presentation workshop.
The PhD thesis is examined according to the London School of Economics regulations.
13. Programme structures and requirements, levels, modules and awards
See the MPhil/PhD Environmental Economics programme regulations for more information.
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Additional information
14. Criteria for admission to the programme
As previously mentioned, the programme will be organized around the following alternative
routes:
 Either 1 (MSc Environmental Economics and Climate Change) + 3 (MPhil/PhD
Environmental Economics) = 4 years;
 Or +3 (MPhil/PhD Environmental Economics).
The minimum entry requirements for the MSc Environmental Economics and Climate Change
are as follows:
- For applicants who are graduates from British Universities, an upper-second class
honours preferably in Economics or otherwise with a background in economic analysis,
and strong analytical, quantitative and technical skills;
- Applicants with qualifications from other countries will be expected to have a similar
academic background. GRE/GMAT is not required, but strongly recommended.
- Applicants must meet the School’s minimum English language requirement (7.0 in IELTS
or 627/263 in TOEFL)
The entry requirement for the MPhil/PhD Environmental Economics is a minimum of 65%
average mark in a relevant postgraduate degree, with a 70% or higher in the dissertation
component.
All prospective students are expected to submit a three-page long research proposal
(excluding references and appendix), which will form part of their application package.
Submitted proposals should briefly address: research questions and hypotheses; relevant
literature and previous research in the field; likely methods and approaches to be adopted;
likely data and information sources to be used. An outline three-year research timetable must
be included as an appendix.
Selection is based upon the quality of the research proposal, references, prior achievement,
and the appropriateness of the research to the Department’s focus. Only PhD topics that are
close to staff interests are accepted; students are strongly advised to check staff publications
and current research agendas (the departmental website lists key research topics).
15. Indicators of quality
The MPhil/PhD programme is run by the Department of Geography and Environment.
According to the 2008 RAE, 70 per cent of the department's research was judged as either
world-leading or internationally excellent, and ranked seventh in the country (1st in esteem
indicators, 2nd in output, 16th in research environment).
The Environmental Economics and Policy Cluster – which is directly responsible for the
management of the MPhil/PhD Environmental Economics programme – has what is the
largest group of full-time academic environmental economists in UK universities and very
strong expertise in environmental policy, with several faculty members being regularly
involved in high profile policy work. Staff have acted as advisors and consultants for the
United Nations, World Bank, UNEP, OECD and other international organisations, as well as
for UK government departments (such as Defra) and the private sector.
The Cluster’s research agenda covers state, market, and civil society actors and explores the
interrelationships with other policy spheres and regulation (economics, social, and political)
across a range of geographic scales, from the local to the global, both in the developed and
developing worlds. The Cluster has attracted substantial grants from the European
Commission, British Government and the Alcoa Foundation. However, the biggest
achievement in terms of grant application has been the successful bids for an ESRC Centre
for Climate Change Economics and Policy (CCCEP) and the Grantham Research Institute on
Climate Change and the Environment. As a result, the Cluster enjoys close links with the
Grantham Research Institute, chaired by Lord Stern of Brentford, as well as the research
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programmes of CCCEP. With these awards, the LSE is emerging as one of the leading
places in the world to research and study the economics of the environment and climate
change.
16. Methods for evaluating and improving the quality and standard of teaching and
learning
16.1 School-wide Mechanisms
The School’s Graduate Studies Sub-Committee and Teaching, Research Degrees SubCommittee, Teaching, Learning and Assessment Committee oversee the quality and standard
of MPhil/PhD programmes, ensuring that any changes are compatible with developments
elsewhere in the School.
Issues about standards are considered by Departmental and School examination boards.
The Teaching, Learning and Assessment Committee reviews the Departmental teaching and
learning provision once every five years.
16.2 Departmental Mechanisms
A Teaching Committee within the Department of Geography and Environment is responsible
for assigning teachers to courses. Primary responsibility for course content and delivery rests
with course proprietor(s). They receive feedback on the course, their teaching and the
teaching of other faculty and tutorial fellows via the School’s teaching Quality surveys.
Students on the environmental MSc degrees are assigned an academic advisor, whose main
responsibility is to advise on course choices, write letters of reference, and provide career
advice and pastoral care. The allocation of academic advisors to MSc students is the
responsibility of each MSc programme director.
Research student feedback and consultation takes place via the termly PhD Staff/Student
Liaison Committee. In between times, the PhD Programme Director acts as the conduit for
student comments and complaints.
The Department also has a PhD task force, which is specifically responsible for:
 Programme monitoring and review (degree structure, course content);
 Examination issues (external examiners, outcomes, progression, time of completion);
 Graduate experience (admission, teaching, tutoring).
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