Programme Specification – BSc Mathematics with 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
None
BSc
Mathematics with Economics
Three years
Mathematics
Mathematics, statistics and operational
research (2007)
Economics (2007)
G1L1
April 2008/December 2010
10. The programme aims to:
 provide degree courses, suitable for students of high ability, combining and relating
mathematics, statistics, and the social sciences.
 prepare students for further study, or for professional and managerial careers, particularly
in areas requiring the application of quantitative skills.
 provide students with a knowledge of mathematics, economics and the interaction
between the two.
11. Programme outcomes: knowledge and understanding; skills and other attributes
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Competence in the application of mathematical and statistical techniques.
A sound knowledge of the principles underlying standard applications of mathematics,
probability and statistics.
Knowledge and understanding of the fundamental aspects of economics.
The ability to think in a critical manner.
Skill in making formal and informal inferences on the basis of statistical data
The ability to formulate and develop mathematical arguments in a logical manner.
The ability to understand, formulate and use quantitative models arising in social
science, business and other contexts.
Skill in acquiring new understanding and expertise.
An understanding of basic pure mathematics, and of the role of logical argument in
mathematics.
A knowledge and understanding of microeconomics and mathematical economics.
A good knowledge and understanding in advanced areas of mathematics and statistics,
chosen by the student from a range of topics, including a high proportion relevant to
economics and finance.
Information relating to careers can be accessed here
12. Teaching, learning and assessment strategies to enable outcomes to be achieved
and demonstrated
Students are expected to attend two lectures and one related class for each (Mathematics)
course per week (this usually results in attendance at eight lectures and four classes per week
in total). In addition, there are exercises to undertake in the student’s own time which are
discussed in the weekly classes
The curriculum includes core courses in both mathematics and economics, culminating in
advanced options in Mathematics and Economics in the third year; these courses emphasise
the connections between the two subjects. Students may also choose further options from
lists of advanced modules in statistics and finance.
Each student is allocated a member of staff as Academic Adviser; among the duties of the
Adviser is to give advice to individual students on choosing options to match their needs and
interests.
Lecture and class materials are made available on the web, via Moodle. Individual help is
offered where required, while students are encouraged to study independently.
Information on study skills is provided on the web: general information from the Teaching and
Learning Centre pages and information specific to mathematics courses via the Department’s
website.
Several modules involve computer workshops, or other exposure to IT use.
Assessment is by means of Summer Term examinations; students sit a 3-hour paper for each
full-unit module taken during the year, and a 2-hour paper for each half-unit.
Depending on the level and objectives of the module, examinations are designed to test some
or all of:
 knowledge of the subject matter, terminology and conventions covered in the course,
 understanding of the underlying principles,
 skill in analysis and interpretation of data,
 the ability to prove or derive mathematical results,
 problem-solving skills,
 the ability to apply knowledge and skills in new contexts,
 the ability to express arguments clearly and accurately.
Students select some modules from other departments, and thereby may experience some
variety in teaching and assessment methods.
13. Programme structures and requirements, levels, modules and awards
See the BSc Mathematics with Economics programme regulations
Additional information
14. Criteria for admission to the programme
A level pass at grade A* in Mathematics. International Baccalaureate Diploma with Higher
level Mathematics with 7.
Usual standard offer:
GCE A level: grades A* (Mathematics) A A
International Baccalaureate: Diploma with 38 points including 7 6 6 at Higher level (with 7 in
Mathematics)
15. Indicators of quality
This degree currently has the toughest entry requirements of any undergraduate degree at
LSE (alongside BSc Mathematics with Economics, and the BSc Economics), requiring as it
does a specific A* in A-level Mathematics, alongside two further A grades.
The degree attracts very high numbers of strong applications, with consistently more than 12
applications per place for each of the last 5 years.
All staff in the Department were entered for the 2008 Research Assessment Exercise (RAE):
45% of the work submitted was deemed to be either internationally excellent or world-leading,
with almost all the remainder being internationally recognised.
A very high percentage of graduates from the Mathematics Department go on to excellent
jobs in a variety of areas, or to further study. 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
Departmental Mechanisms:
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The Department has established (in 2009) a Teaching Committee, which meets once a
term, to replace its previous Annual Course Review meeting. The Teaching Committee
has the following responsibilities:
1, To consider all aspects of departmental teaching, including new programme/course
proposals and programme/course monitoring/review;
2, To maintain a system of periodic programme and course review;
3, To consider course and degree results each year;
4, To draw up and implement departmental strategies for teaching quality and
innovation;
5, To consider, where appropriate, scores from the School’s internal student survey,
and other surveys of student opinion;
6, (jointly responsible for this alongside the Chairs of the relevant Exam Sub-Boards)
To consider external examiners reports, and to co-ordinate and note actions taken by
the exam chairs in response.
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The Teaching Committee therefore undertakes regular reviews of the curriculum: there
is a 5-year formal cycle of review of all individual courses, and of degree programmes
as a whole. All reviews involve surveys of student opinion, and where relevant
consultation with related departments. All courses are monitored annually, in line with
TLAC guidance.
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All teachers, including Graduate and Guest teachers, are observed by members of staff
on a regular basis. Graduate and Guest teachers are observed more frequently – in
their first and second years, and then in alternate years.
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The Department conducts small-scale surveys of student opinion, to gather early
feedback and to ensure that Graduate and Guest teachers meet the requirements of
the Department.
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There is a Departmental Tutor, who also acts as Course Tutor for this degree. The
Sub-Board Chair of Examiners is responsible for all aspects of the examinations
procedure. The Chair of the Teaching Committee is responsible for other aspects of
quality assurance and enhancement. Graduate and Guest teachers are supported by a
designated member of staff as well as the lecturer responsible for the particular
module.
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There is an Undergraduate Staff-Student Liaison Committee. The Economics
Department are invited to send a representative to meetings, and are consulted on
issues relating to Economics courses. The minutes and any issues arising from these
meetings are discussed by the Teaching Committee and at formal Departmental
Meetings, and are forwarded on to the Economics Department for information. They are
also discussed at the relevant School Student Forum.
School Mechanisms:
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See further details on the School’s internal quality assurance mechanisms.
In addition, we would note that:
 Departments are subject to full reviews of teaching quality, conducted by the
Teaching, Learning and Assessment Committee, every five years;
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there is a system for regular staff appraisal and review;
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the Teaching and Learning Centre offers advice and training towards enhancement of
teaching skills;
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there is an induction programme (including separate sessions for teachers of
quantitative subjects) and mentoring scheme for new members of staff;
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teaching quality questionnaires are administered centrally by the Teaching Quality
Assurance and Review Office during each academic year, and the results passed on
to the department for review and action where necessary;
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External Examiners’ comments and recommendations are fed through to
Departments, and there is a system for verifying that these are acted upon;
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the Graduate Studies Sub-Committee oversees all graduate programmes and
requires that significant changes to programmes and courses pass through a
sequence of formal stages to ensure that curricular changes are appropriate and
compatible with other developments;
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the School’s Teaching Quality Assurance and Review Office regulates all aspects of
teaching quality