Programme Specification: BSc Philosophy and 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
N/A
BSc
Philosophy and Economics
3 years full-time
Philosophy, Logic and Scientific Method
Philosophy (2007)
LV15 BSc/PhilEc
amended November 2012
10. The programme aims to:
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Provide an understanding of the main areas of contemporary analytic philosophy and
especially those of logic, the philosophy of natural and social science and social
philosophy;
Provide an understanding of the main areas of contemporary economics;
Encourage the development and integration of philosophical and scientific skills,
methods and concepts;
Prepare students for work in a wide range of professions requiring strong analytical
skills, skills in writing and presenting ideas and knowledge of economic theory;
prepare students for postgraduate study.
11. Programme outcomes: knowledge and understanding; skills and other attributes
Students completing this degree will have:
Subject knowledge.
 Knowledge and understanding of some of the main issues and arguments in
epistemology, metaphysics and social philosophy;
 Mastery of elementary formal logic and the ability to use formal techniques in
arguments;
 Mastery of mathematical and statistical techniques essential to economics analysis;
 Advanced knowledge and understanding of micro- and macro-economic theory;
 Advanced level of knowledge in, and understanding of, scientific method and the
philosophy of economics.
Subject skills. The ability to:
 Integrate philosophical and scientific perspectives;
 Read, understand and summarise philosophical texts;
 Understand and use philosophical terminology and engage in philosophical debate;
 Clearly and precisely formulate philosophical questions;
 Present, analyse and critically evaluate philosophical arguments and positions
(including their own), both verbally and in written form;
 Develop philosophical positions and argue for them;
 Recognise the soundness and pertinence (or otherwise) of philosophical arguments.
Transferable intellectual skills. The ability to:
 Analyse complex problems and arguments;
 Use formal techniques in arguments;
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Master difficult texts and follow complex presentations;
Present ideas in clear fashion both orally and on paper;
Argue cogently and effectively for a position;
Evaluate positions from different points of view;
Integrate arguments and evidence from different domains and synthesise solutions to
problems;
Make independent and balanced judgements;
Plan and undertake independent study.
For further information relating to careers.
12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
Students are required to take four courses in each year. Teaching involves lectures and
classes, with directed reading being the main additional source of learning. Lectures are
typically used to introduce new material, concepts and techniques. Classes are typically used
for small group discussion of issues arising from lectures and students’ reading.
On each course, students write several essays and/or do exercises in formal problems.
Students receive feedback on these essays and exercises.
Assessment usually involves a written examination in each subject at the end of the academic
year. Assessment may also be partly by coursework.
13. Programme structures and requirements, levels, modules and awards
See the BSc Philosophy and Economics programme regulations.
Additional information
14. Criteria for admission to the programme
GCE A level: grades A A A with A level in mathematics expected
International Baccalaureate: Diploma with 38 points including 7 6 6 at higher level, with a 7 in
mathematics at higher level.
Other qualifications are considered.
15. Indicators of quality
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Steady demand for the programme and high qualifications required for admission;
Consistently good examination results and very favourable remarks by External
Examiners;
Student questionnaires and feedback via student liaison committees;
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
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Teaching Committee reviews all aspects of teaching and assessment annually;
The Staff Student Forum for undergraduate students monitors all aspects of
undergraduate teaching and the Departmental Tutor is responsible for handling any
problems that arise. Minutes go to the Departmental Meeting;
Student surveys. The Teaching Quality Assessment and Review Office conducts
surveys of student opinion at least once a year in each course. Scores for individual
lecturers and part-time teachers go to the Convenor who will take action in the event
of a problem. TQARO surveys feed into the Department’s procedures for monitoring
and supporting lecturers and teachers (see below) as well as the School’s
appointments and promotions procedures;
Class teaching. The Department runs an induction session for all class teachers at
the beginning of Michaelmas term and a review session at the end of the Lent term.
All new class teachers receive comprehensive training from the School’s Teaching
and Learning Development Office. They are monitored during the Michaelmas Term,
with the Teacher Responsible for the course observing at least one of the teacher’s
classes and checking their marking of essays. Teachers are given feedback on their
performance and we take remedial action if a teacher does not achieve an acceptable
standard;
Academic staff: Peer review of academic staff on a regular basis. Interim Review of
new faculty normally occurs in the third year after appointment and Major Review in
the fifth year after appointment;
Departmental TLAC review once every five years;
The School’s Teaching Learning and Assessment Committee which regulates all
aspects of teaching quality;
The School’s Undergraduate Studies Sub-Committee which oversees all
undergraduate 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;
The Teaching and Learning Centre offers advice and training towards enhancement
of teaching skills.