LOUGHBOROUGH UNIVERSITY
Programme Specification
Mathematics with Economics
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 full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be
found in Module Specifications and other programme documentation and online at
http://www.lboro.ac.uk/
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution;
Loughborough University
Teaching institution (if different);
Details of accreditation by a
professional/statutory body;
Name of the final award;
Programme title;
UCAS code;
Date at which the programme
specification was written or
revised.
BSc Honours
BSc Honours DPS or DIS
Mathematics with Economics
G1L1
G1LC
June 2009
1. Aims of the programme:
To provide students with an environment which enables them to fulfil their potential
by providing access to appropriate opportunities, support and educational
experiences.
To provide a sound education in mathematics and economics, appropriate to the
needs of society
To deliver a stimulating undergraduate curriculum which provides a solid foundation
in core areas of mathematics and economics and allows students to meet their own
aspirations, interests and educational needs through module selection.
To equip students with transferable skills and thus help prepare them for future
employment.
2. Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
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
The Benchmark Statement for Mathematics, Statistics and
Operational Research (MSOR)

Framework for Higher Education Qualifications

Loughborough University’s Learning and Teaching Strategy

School Assessment Policy and Assessment Strategy

Annual and Periodic Programme Review

External Examiners’ reports

Staff/student committees

The particular specialisms of the School’s staff
3. Intended Learning Outcomes
3.1
Knowledge and Understanding:
On successful completion of this programme, students should be able to
demonstrate knowledge and understanding of
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the core mathematical disciplines of Calculus and Linear Algebra.
a coherent core of key economic principles.
the role of proof and deductive reasoning in mathematics.
the formulation of problems in mathematical form.
a range of analytical, numerical, and qualitative techniques.
the application of economics and the appreciation of economic data.
the applicability of computer software to the mathematical problems and
economic data analysis.
Those students undertaking a placement should have acquired additional
skills, experience and knowledge that are related or applicable to their subject
area. The students should have experienced the way in which these skills are
applied in practise and hence should have a better understanding of the
relevance and importance of their studies.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Acquisition of theoretical knowledge and understanding is, for most modules,
achieved via a regular programme of lectures. Tutorials, problem classes and
seminars develop this knowledge and understanding further and allow
students to practise in small groups. All of these are supported by private
study throughout the programme for all students.
Assessment of knowledge and understanding is via a combination of unseen
examination and coursework involving computer-based and in-class tests,
written assignments and essays. The exact split between exams and
coursework is heavily dependent on the optional modules chosen.
3.2
Skills and other attributes:
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a.
Subject-specific cognitive skills:
On successful completion of this programme, students should be able to
1. demonstrate knowledge of key mathematical concepts and topics.
2. demonstrate knowledge of the core of economic theory and applied
economics.
Those students undertaking a placement will have acquired further
organisational skills relevant to their chosen area of professional training.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
The acquisition of subject specific cognitive skills is aided by the inclusion of
teamwork projects and individual projects including reading, research,
problem solving and presentation. These extended pieces of work enable
students to demonstrate their application of mathematical and economics
concepts to a range of problems. Students confidence in developing sound
mathematical reasoning and drawing appropriate conclusions is also
supported through seminar work.
While all the modes of assessment detailed to assess knowledge and
understanding contribute also to the assessment of subject specific cognitive
skills, these skills are particularly assessed via coursework involving in-class
presentations, peer review within groups and written assignments.
b.
Subject-specific practical skills:
On successful completion of this programme, students should be able to
1. comprehend problems, abstract the essentials of problems and formulate
them mathematically.
2. construct and develop logical mathematical arguments with clear
identification of assumptions and conclusions.
3. apply core economic theory and economic reasoning to applied topics.
4. use appropriate techniques to enable manipulation, treatment and
interpretation of the relevant statistical and economic data and apply
appropriate mathematical tools to solve problems.
Those students undertaking a placement will have acquired further
organisational skills relevant to their chosen area of professional training.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
Subject specific practical skills in mathematics and economics involves the
application of cognitive skills to the practices of solving problems in
mathematics and in economics.
The acquisition of subject specific practical skills is aided by the inclusion of
teamwork projects and individual projects including reading, research,
problem solving and presentation. These extended pieces of work enable
students to demonstrate their application of mathematical concepts to a range
of problems. Students confidence in developing sound mathematical
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reasoning the application of economics and drawing appropriate conclusions
is also supported through seminar work.
Assessment of subject specific practical skills is via coursework involving
computer-based and in-class tests, in-class presentations, peer review within
groups, written assignments and essays.
c.
Key/transferable skills:
On successful completion of this programme, students should
1. possess general study skills, including the ability to learn independently
using a variety of media.
2. have good time-management and organisational skills.
3. have highly developed skill of numeracy.
4. have general IT skills.
5. have good communication skills.
Teaching, learning and assessment strategies to enable outcomes to be
achieved and demonstrated
The acquisition of transferable skills is aided by the inclusion of teamwork
projects and individual projects including reading, research, problem solving
and presentation. These extended pieces of work enable students to develop
general skills that can be applied in other areas of their work. Through
collaborative engagement in workshops and seminars, and in group work and
presentations, students get opportunity to expand their horizons, compare
their own skills with those of their peers, and develop more confident
approaches to communication, organisation and working collaboratively.
Assessment of transferable skills is largely through coursework involving
computer-based and in-class tests, in-class presentations, peer review within
groups, written assignments and essays.
4. Programme structures and requirements, levels, modules, credits and
awards:
The programme is a three/four-year, full-time course of study, with the option of
spending the third year on a professional placement. The programme is divided in to
units of study called modules, which may be rated as 10 (single) or 20 credits
(double). Each Part of the programme comprises 120 credits taken over one year of
study, usually 60 credits in Semester 1 and 60 credits in Semester 2. Each semester
lasts 15 weeks, with 11 weeks of teaching followed by revision time and
examinations.
In Part A (Year 1), students take 120 credits of modules, of which 40 are core
mathematics modules and 40 are core economics modules. The remainder provide
the foundation for the mathematics modules to be taken in subsequent years and
also provide the specific opportunity for students to understand and develop key
transferable skills (40 credits).
Part B (Year 2) further develops students’ knowledge, understanding and skills in
mathematics and economics and provides the opportunity to choose four optional 10
credit modules in mathematics.
Students have the option to spend their third year on a professional placement or at a
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European or overseas University. On successful completion of the placement and the
programme, students will be awarded the Diploma in Professional Studies, or the
Diploma of Professional Studies, respectively, in addition to their degree.
Part C (Year 4) comprises of a range of optional modules, which can be chosen from
both mathematics and economics subject areas. Students must study at least 60
credits of Mathematics and 40 credits of Economics.
Full details can be found in the Programme Regulations at:
http://www.lboro.ac.uk/admin/ar/lps/progreg/year/1011/index.htm
5. Criteria for admission to the programme:
These can be found at:http//:www.lboro.ac.uk/prospectus/ug/courses/dept/ma/mwe/index.htm
6. Information about assessment:
Students study modules weighted at 120 credits each year.
In order to progress from Part A to Part B, students must accumulate at least 100
credits in Part A modules including Calculus and Linear Algebra and in addition they
must achieve at least 30% in all other modules. To progress from Part B to Part C,
and to pass Part C, students must accumulate at least 100 credits in the relevant
year and achieve at least 20% in all other modules. Any student who fails to meet
these requirements has the right to re-sit (once and once only) any module which is
causing them to fail the year.
A Diploma of Professional Studies or a Diploma in International Studies is awarded to
graduating students who successfully complete their professional training placement
or study at a European or overseas University, respectively
Full details can be found in the official Programme Regulations (attached as an
Appendix).
7. What makes the programme distinctive
This joint honours programme provides a solid foundation in the essential core areas
of both Mathematics and Economics, with the emphasis on Mathematics. It includes
a range of optional topics in the final year that enable students to follow their own
interests and inclinations in these fields, and training in the kinds of skills that are
required for employment in a variety of roles in our modern society.
The separate parts of the programme are taught by staffs of the School of
Mathematics and the Economics Department who each have expertise and research
experience in their respective disciplines. This expertise is reflected both in their
teaching and in the range of topics that are available as final year options in
particular.
A sandwich version of this programme exists so that students who wish to undertake
a year of professional training or study at a European or overseas University, after
the second year may do so. After the appropriate supervision and assessment, this
leads to the award of a Diploma in Professional Studies, or the Diploma in
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International Studies, respectively.
8. Particular support for learning:
Full details are available online at
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/
9. Methods for evaluating and improving the quality and standards of learning:
Further details are available online at
http://www.lboro.ac.uk/admin/ar/templateshop/notes/lps/
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