University of Chester

Programme Specification
Economics and Business BSc (Hons) (Single Honours)
2017 - 2018

Bachelor of Science (Single Honours)

Economics and Business

Economics and Business (including a Foundation Year)

University of Chester

University of Chester

Chester Gateway House/Chester Parkgate Road Campus

 

Undergraduate Modular Programme

Full-time and Part-time

Classroom / Laboratory,

4 years full-time

7 Years

Annual - September

L123 and L124

L125

No

17a. Faculty

17b. Department

Social Science Social and Political Science

Economics Benchmark

Business and Management Benchmark

None

Learning and Teaching Institute (Level 3); Social and Political Science (Level 4 - 6)

Monday 18th January 2016

The educational aims of the programme are consistent with the educational aims of a degree with Economics as its major component as set out in the benchmark statement for Economics, and also consistent with the main aims of a degree in Business and Management, as set out in the corresponding benchmark statement. They are also consistent with the QAA's FHEQ stipulation for a 'bachelor's degree with honours' level descriptor as referred to in the Economics benchmark statement.

According to the Economics benchmark statement, the main aims of an undergraduate degree which includes a major component of economics, which applies to this single honours, are:

  • To provide education in economic concepts, theories, ideas and tools, and their application
  • To stimulate students intellectually through the study of economics and to lead them to appreciate its application to a range of problems and its relevance in a variety of contexts
  • To provide a firm foundation of knowledge about the workings of economic systems and to develop the relevant skills for the constructive use of that knowledge in a range of settings
  • To foster an understanding of alternative approaches to the analysis of economic phenomena
  • To develop in students the ability to apply the knowledge and skills they have acquired to the solution of theoretical and applied problems in economics
  • To equip students with appropriate tools of analysis to tackle issues and problems of economic policy
  • To develop in students, through the study of economics, a range of generic skills that will be of value in employment and self-employment
  • To provide students with analytical skills and an ability to develop simplifying frameworks for studying the real world. They should be able to appreciate what would be appropriate levels of abstraction in order to study a range of economic issues and the specific assumptions that guide the criteria for simplification
  • To provide students with the knowledge and skill base from which they can proceed to further studies in economics, related areas or in multidisciplinary areas that involve economics
  • To generate in students an appreciation of the economic and welfare dimensions of wider social, political and environmental issues.
  • To develop in students an ability to interpret real world economic events and critically assess a range of types of evidence.

This programme sits in a social science department at the University of Chester and therefore 'Economics and Business' will be studied within its wider critical political, social, cultural and international context. This gives this programme a social science embedded perspective on the study of economics.

In addition, one third of the programme content will be delivered by Business and therefore students will experience two separate but cognate subject areas brought together into one single honours. The educational aims of the programme in relation to the Business component are:

  • To provide students with the opportunity to combine the study of business knowledge and skills with Economics
  • To offer students a grounding in the disciplines, and methodologies of business and stimulate a critical awareness of contemporary issues facing managers in a variety of sectors and organisational contexts.
  • To enable all students to develop a management centred approach, within an academic context, that complements and underpins the understanding of other academic areas and disciplines.
  • To enable students to identify, develop, scrutinise and challenge a range of business models, frameworks and theories, and to apply them to a broad range of relevant work situations applicable to their chosen fields of study.
  • To enable students to develop and use a range of generic (transferable), cognitive, intellectual, personal and interpersonal skills which are relevant to their chosen academic fields and necessary for effective undergraduate study and future vocational progression.
  • To provide an appropriate base for access to further study or professional qualifications by encouraging the knowledge, skills and attitudes to become life-long learners who recognise the need to engage in Continuous Personal and Professional Development.
  • To prepare students for post-University employment and careers in a wide variety of organisational settings.

 

The outcome of an Economics degree is for students to know and understand the allocation, distribution and utilisation of scarce resources and their consequences. This is at micro and macro levels, static and dynamic, and individually, regionally, nationally and internationally. Knowing and understanding of the following are key to the following outcomes: how present allocations arise and how they may change in the future; how resources are used and how households and firms behave and interact; knowing and understanding of resources, agents, institutions and mechanisms. More generally, students will get an understanding of how to estimate economic relationships, test economic theories, and evaluate and implement government and business policy. All module descriptors have learning outcomes related to knowledge and understanding.

With regard to knowledge and understanding the graduates in Economics with learn about the following according to the Economics benchmark:

With regard to micro and macroeconomics concepts and policies, they will be learnt in a progressive and accumulative way through the whole degree, with SO4003, SO5001 and SO6001, covering the following outcomes:

  • Economic concepts, principles and tools, the understanding of which might be verbal, graphical or mathematical. These concepts, tools and principles play a key role in reasoning. They address the microeconomic issues of decision and choice, the production and exchange of goods, the pricing and use of inputs, the interdependency of markets, the relationships between principals and agents, and economic welfare. They also include the macroeconomic issues of employment, national income, the balance of payments, the distribution of income, economic growth, financial and business cycles, and the role of money and finance in the economy.
  •  Economic policy at both the microeconomic and macroeconomic levels. In all these, students show an understanding of analytical methods and model-based argument and should appreciate the existence of different methodological approaches.

Quantitative methods will be covered in Level 4 through SO4002 and SO4004, and in Level 5 through SO5005, giving students the following knowledge and understanding:

  • Relevant quantitative methods and computing techniques. These include appropriate mathematical and statistical methods, including econometrics. Students have exposure to the use of such techniques on actual economic, financial or social data, using suitable statistical or econometric software.
  • The nature, sources and uses of both quantitative and qualitative economic data and an ability to select and apply appropriate methods that economists might use to analyse such data.

Applications of Economics will be introduced briefly on SO4003, with much more detail given in SO4005, and specific topics covered in SO5004 and SO6002. Additionally, students will be able to explore their own applications through the dissertation module (SO6003).

  • The applications of economics. Students discover how to apply relevant economic principles and reasoning to a variety of applied topics. They are also aware of how economics can be applied to design, guide and interpret commercial, economic, social and environmental policy. As part of this, they have the ability to discuss and analyse government policy and to assess the performance of the UK and other economies, past and present.

In relation to the Business and Management benchmark, graduates should be able to demonstrate relevant knowledge and understanding of organisations, the business environment in which they operate and their management. Again, this will be done in a progressive way, with main concepts covered at level 4 through BU4001 and TM4001.

The programme will emphasise understanding, responding and shaping the dynamic and changing nature of business and the consideration of the future of organisations within the global business environment, including the management of risk. This will be more specifically covered by modules of both Level 5 (BU5014 and BU5003) and Level 6 (BU6002 and BU6008).

The modules that will deliver all this within this programme appear organised by Level as follows:

FHEQ Level 3

At Level 3 students will be able to demonstrate a knowledge of terms and concepts relevant to the subject-specific modules, use academic study skills at the required level for further study at the University, Identify how theory can be applied to practice and be aware of how undergraduate study prepares students for a professional career.

FHEQ Level 4:

At Level 4 students will be introduced to the fundamental concepts of Economics and Business. Students will gain an introductory knowledge and understanding of micro and macro Economics (SO4003); of basic Maths (SO4004), Statistics and IT skills (SO4002) of Economic Thought and International Politics (SO4005) of core Business Management concepts (BU4001) and Marketing Principles (TM4001).

FHEQ Level 5:

At Level 5 students will build on their knowledge base to develop intermediate knowledge and understanding. Students will gain an intermediary knowledge and understanding of micro and macro Economics (SO5001), Introductory Econometrics (SO5005), Globalisation and International Trade (SO5004), Operational Decision Making (BU5014) and Human Resource Management (BU5003). In addition, WBL (WB5101) will enable the development of knowledge and understanding of the workplace. 

FHEQ Level 6:

At Level 6, knowledge and understanding will be critical and evaluative as well as enabling students to make links between disciplines. In the dissertation module (SO6003) students will be capable of applying the research methods and analytical knowledge learned in previous years (using either quantitative or qualitative methodology) to complete a large-scale piece of independent research. Students will gain advanced knowledge and understanding of micro and macro Economics (SO6001), of specialised concepts related to Economic Development (SO6002), of Strategic Management (BU6002) and of Leadership and Change Management (BU6008).

 

Thinking and cognitive skills are expected to be developed across the three years of study, with progression from an emphasis on clear description and understanding, to demonstration of analytical and critical skills by the end of the studies. Among them, the ability to reason from an economics perspective, to synthesise information and data from various sources, to analyse, evaluate and interpret theories, and apply these in both an economic and a business context. Certain thinking and cognitive skills are key outcomes for economics students and these include:

At Level 3 students should be able to

  • Analyse, interpret and summarise information.
  • Write in an academic manner.
  • Begin to reflect on their own learning and use feedback as part of this process.
  • Demonstrate independent learning.
  • Integrate a variety of information sources to develop academically and professionally.

Introduced at Level 4 with SO4002 and SO4004 and developed at level 5 with SO5005:

  • To critically understand relevant mathematical and statistical techniques.
  • To understand verbal, graphical, mathematical and econometric representation of economic ideas and analysis, including the relationship between them.
  • To be able to use appropriate techniques to enable manipulation, treatment and interpretation of the relevant statistical data.

Introduced at Level 4 with SO4003 and developed at level 5 through SO5001 and at level 6 through SO6001:

  • To critically understand analytical methods, both theory and model-based.
  • To relate differences in economic policy recommendations to differences in the theoretical and empirical features of the economic analysis, which underlie such recommendations.
  • To discuss, analyse and evaluate government policy and to assess the performance of the UK and other economies and of the global economy.

Basic skills developed at level 4 through SO4005:

  • To have the opportunity to appreciate the history and development of economic ideas and the differing methods of analysis that have been and are used by economists.

Applied skills through specific topics in Levels 5 (SO5004) and Level 6 (SO6002):

  • To apply core economic theory and economic reasoning to applied topics.

 

 

Students will demonstrate the ability to manage their time, and to plan, conduct and report research in a variety of formats, and deal with statistical data. Students will gain experience in project management consistent with practice in professional contexts. They will demonstrate skills appropriate to the interpretation of large data sets; use of information technology; the ability to work effectively in a team; the ability to plan and carry out work individually, keeping to deadlines; the ability to reflect upon their own learning and performance and enhance their abilities in the light of that reflection. The Economics benchmark suggests three areas of transferability and applicability to a range of areas. These are a set of subject-specific skills; a conceptual framework that offers a guide to good decision-making; and the skill of numeracy. Subject specific skills include analysis, induction, deduction, quantification, design, framing and abstraction. The transferable conceptual framework can be applied to any decision making area, and includes the concepts of opportunity cost, incentives, equilibrium, disequilibrium, stability, strategic thinking, expectations and surprises, the relevance of marginal considerations, mutual gains, conflicts of interest, market failure, systems and dynamics. Numeracy is core to the economics graduate, whether in presentation, interpretation, understanding, use and questioning.

At level 3 students should be able to:

  • Retrieve and collate information from a variety of sources.
  • Use proficient reading and writing skills in preparation for the next level of study.
  • Demonstrate ability in Business, Law and Social Sciences applications.
  • Present computing and numerical skill in the production of their assessed work.
  • Work with others for problem-solving activities.

The Economics benchmark indicates a number of practical skills which students should gain. Therefore all students should have a knowledge, appreciation and ability to apply:

  • A coherent core of economic principles and reasoning to a variety of applied topics. (SO5004) (SO6002)
  • Relevant quantitative methods and computing techniques. (SO4002) (SO4004) (SO5005)
  • The nature, sources and uses of economic data, both quantitative and qualitative. (SO4002) (SO5005)
  • Appropriate methods that the economist might use to structure and analyse such data. (SO4002) (SO5005)
  • Economic principles that can be used to design, guide and interpret commercial, economic, social and environmental, policy. (SO4003, SO5001, SO6001)
  • Analysis of government policy and assessment of the performance of the UK and other economies (SO4003, SO4005, SO5001, SO5004, SO6001, SO6002, SO6003)

With regard to Business, practical skills that the students should be able to demonstrate include personal and interpersonal skills, which are complementary to and will be reinforced by the Economics ones:

People management: to include communications, team building and motivating others. (BU4001) (BU5003)

Problem solving and critical analysis: analysing facts and circumstances to determine the cause of a problem and identifying and selecting appropriate solutions. (BU5014) (BU6002)

Research: the ability to analyse and evaluate a range of business data, sources of information and appropriate methodologies, and to use that research for evidence-based decision-making. (All modules)

Innovation, creativity and enterprise: the ability to generate, develop and communicate ideas, gain support, and deliver successful outcomes. (TM4001)

Networking: an awareness of the interpersonal skills of effective listening, negotiating, persuasion and presentation and their use in generating business contacts. (BU6008)

Students will gain all these skills progressively over the three years of study, from a basic and more descriptive approach at level 4 to increased levels of analysis, evaluation and criticality at levels 5 and 6. The specific modules appear above between brackets, and as it can be observed, particularly for the Economics modules, due to their nature it is not possible to assign most of them to a unique Level of study.

A number of the skills an economics graduate will possess will be generic graduate skills found in all degree programmes such as literacy and information-processing, and interpersonal skills, including communication. In particular, it will be expected the Economics graduates will have gained the ability to articulate, communicate and present economic arguments to both specialist and non-specialist audiences. With regard to business, communication and listening are also valued skills, including the ability to produce clear, structured business communications in a variety of media.

FHEQ Level 3:

  • Communicate the ideas of others and their own ideas in an academic format.
  • Use IT applications effectively for research and presentation purposes.
  • Discuss and debate relevant topics and ideas as part of the learning process.
  • Convert researched information to a summarised form.

FHEQ Level 4:

  • Describe and discuss economic problems clearly and accurately both orally (SO4003, SO4005) and in written work (all modules)
  • Be able to write for an academic audience (all modules)
  • Communicate fluently with members of a team (SO4003, SO4002)

FHEQ Level 5:

  •  Develop a coherent and evidence-based argument (all modules)
  •  Communicate fluently with members of a team (SO5004)
  •  Report findings orally for a lay audience (SO5004)

FHEQ Level 6:

  •  Fluent and accurate written communication, based on clear and critical argument and evidence-based reasoning (all modules)
  •  Fluent oral communication for the employment environment (SO6001) 

Economics, as the study of the assignment of scarce resources for alternative uses, has a wide brief that involves the explanation of economic agents behaviour at the micro and macro levels, being these households, firms or governments. As such, it is inherently interdisciplinary, so this programme has been designed to study all those areas in their social, cultural and political context. Students will gain sufficient knowledge to apply their understanding to real word problem-solving exercises. The selection of case studies for their assessments and their dissertation will allow students to follow specific areas of interest, which will help them develop aspects of their employability.

At Level 4 students will develop their essential understanding of the key principles and concepts of micro and macroeconomics. They will also learn how to approach the study of Economics and how to start thinking like an economist, as well as more generic skills such as economic report writing and economic-related presentations. Students will learn how to apply relevant maths concepts to the study of Economics, and they will be introduced to the study of basic and more complex Statistics techniques and computer software to analyse, summarize and describe economic data. Students will also gain knowledge of the origins of economic theory underpinning contemporary economic thinking and they will learn to relate them to the current international political relations. At the same time, students will gain understanding of the main business managerial functions and roles as well as the structure and culture of organisations, together with an introduction to marketing and its importance for consumer behaviour.

At Level 5 students will build on the micro and macro concepts learnt during Level 4 to develop additional understanding, evaluation and critical analysis. Through the use of applied statistics and econometrics students will be prepared for the application of theory in practical contexts, and will be familiarised with specific software for quantitative data analysis. Students will also be introduced to the rationale behind international trade, and will be able to contextualise and analyse the changes that the last decades have seen in the development of commercial powers. On the business side of the programme, students will focus on more details about the functions of the managers, showing aspects about decision making, communications, project and process management. They will also examine the different functions of HR, including the definition of jobs; recruitment and selection; performance management; reward, learning and development; and their contribution to organisational success. In the last seven weeks of the year, students undertake a work placement to further their employability skills by taking WB5101 Enhancing your Employability Through Work Based Learning or one of its equivalents. WB5105 involves a five week work-placement with an employer, as well as a supportive programme helping students to develop the skills needed to successfully arrange and conduct a work placement. Prior to and during the placement the student is expected to develop their own specific learning targets and placement plans, which they then reflect upon. Throughout this they are supported by the Work Based Learning Department and a dedicated Work Based Learning tutor.

At Level 6 students will complete the knowledge on micro and macro, with more applied and practical content so that they can critically analyse and evaluate existing economic policies. They will gain specialised knowledge on the problems related to growth and development such as poverty, inequality, health, education, and rural areas. Students will be required to assume greater responsibility for their own learning, both independent and collaborative, and will have achieved a certain degree of autonomy. This is particularly the case in the Economics Dissertation, which requires good planning and time-management. Supervision is provided on a one-to-one basis. The specialised topics related to business will be related to strategic management, which is delivered in the context of a real-life industry, including case studies and reports, in order  to gain knowledge about the challenges of managing within a global environment; and leadership and change management, with a focus on the challenges of the 21st century.

The titles of the specific modules and number of credits are included in section 24b. The foundation year comprises six modules listed in section 24b.  

Students can take the programme as a five year rather than four year route which offers the possibility of one year abroad. Study Abroad students taking their forth year abroad need to register on WB5008. This module will be offered as a complementary year of study abroad to students who have successfully completed their third-year (Level 5) of study.  Students for Study Abroad must be recommended for the module, and the study programme that the student undertakes must be agreed with the department(s) that the student is studying in. Students must have successfully completed Level 5 with an overall average of 55% or higher (2.2 average), to receive final approval to participate in WB5008.

There is another possibility to convert the degree into a five year programme, which is opting by the BU5000 Business Placement Year, to be taken after the completion of the second year, and involving the dedication of the academic course to a placement in a company.

There are currently no options available on this programme, but there is an intention to develop  these as the Economics programme moves into a further stage of its development as a combined honours, and thereby brings new modules on board in line with new staff expertise.

Mod-Code Level Title Credit Single
FP3002 0 University Study Skills 20 Comp
FP3003 0 Independent Project 20 Comp
FP3101 0 Introduction to Business 20 Optional
FP3102 0 Introduction to the Social Sciences 20 Comp
FP3103 0 Introduction to Law 20 Comp
FP3104 0 Foundation Maths 20 Comp
FP3105 0 Global Perspectives 20 Optional
BU4001 4 Managing People and Organisations 20 Comp
SO4002 4 Skills for Economics 20 Comp
SO4003 4 Introductory Micro and Macroeconomics 20 Comp
SO4004 4 Mathematical methods for Economists 20 Comp
SO4005 4 Economic Thought and International Politics 20 Comp
TM4001 4 Marketing Principles 20 Comp
BU5000 5 Business Placement Year 120 Optional
BU5003 5 Human Resource Management 20 Comp
BU5014 5 Operational Decision Making 20 Comp
SO5001 5 Intermediate Micro and Macroeconomics 20 Comp
SO5004 5 Globalisation and International Trade 20 Comp
SO5005 5 Introductory Econometrics 20 Comp
SO5010 5 Linking Employability Skills to the Workplace 20 N/A
WB5008 5 The Study Abroad Experience 120 Optional
WB5101 5 Enhancing your Employability through Work Based Learning 20 Optional
BU6002 6 Strategic Management 20 Comp
BU6008 6 Leadership and Change Management 20 Comp
SO6001 6 Advanced Micro and Macroeconomics 20 Comp
SO6002 6 Economic Development and Growth 20 Comp
SO6003 6 Economics Dissertation 40 Comp

120 credits at Level 3 entitles the students to a Foundation Certificate

120 credits at Level 4 entitles the student to a Certificate of Higher Education

240 credits at Level 5 entitles the student to a Diploma of Higher Education

360 credits at Level 6 entitles the student to a Bachelor's degree

 

None

None

 

UCAS points:

72 UCAS points from GCE A Levels or equivalent.

BTEC:

BTEC Extended Diploma - MPP-MMP

BTEC Diploma MM

Irish/Scottish Highers:

C in 4 subjects

International Baccaluareate:

24 points

Access

Access to HE Diploma - Pass

Extra Information;

Other vocational qualifications at Level 3 will also be considered, such as NVQs.

If you are a mature student (21 or over) and have been out of education for a while or do not have experience or qualifications at Level 3 (equivalent to A Levels), then our Foundation Year courses will help you to develop the skills and knowledge you will need to succeed in your chosen degree.

Please note: this course requires that you have GCSE Maths at grade B.

University of Chester is committed to a policy of widening access and participation by groups currently under represented in Higher Education.  To this end, we will consider a diverse range of entry qualifications and, if you are a mature student and do not hold the minimum formal qualifications, your application will be treated on an individual basis and your previous experience will be taken into account when assessing your suitability to the programme.

The subject benchmark for Economics has provided a clear basis for the development and subsequent implementation of the programme, and the broad template for the mix of learning, teaching and assessments on the programme as a whole (and within specific modules). The same applies in regard to the Business and Management Benchmark. As they are non-prescriptive, the programme has been able to apply the guidance in accordance with required resources. The curriculum development process started with the proposed content as suggested by the benchmarks; the methods of teaching and learning and the methods of assessment were all checked against the benchmarks. The result has been that this programme will deliver the recommendations found therein, with the necessary adaptations. This has been weighed against expertise and resources as programme development takes place within a clear institutional as well as wider context. In addition, research has been conducted into other Economics and Business programmes being offered within Higher Education Institutions, having found that not that many have developed this option, and definitely not with the approach we are using. The final programme has a unique positioning as it adheres to the benchmark requirements while also retaining the criticality of the social sciences.

According to the Economics benchmark, topic areas to be covered include:

Economic concepts, principles and tools, the understanding of which might be verbal, graphical or mathematical. They address the microeconomic issues of decision and choice, the production and exchange of goods, the pricing and use of inputs, the interdependency of markets, the relationships between principals and agents, and economic welfare. They also include the macroeconomic issues of employment, national income, the balance of payments, the distribution of income, economic growth, financial and business cycles, and the role of money and finance in the economy.

Economic policy at both the microeconomic and macroeconomic levels. In all these, students show an understanding of analytical methods and model-based argument and should appreciate the existence of different methodological approaches.

Students will cover these topics during the whole degree with increasing levels of depth and practical applications, in SO4003, SO5001 and SO6001.

Relevant quantitative methods and computing techniques. These include appropriate mathematical and statistical methods, including econometrics. Students have exposure to the use of such techniques on actual economic, financial or social data, using suitable statistical or econometric software.

The nature, sources and uses of both quantitative and qualitative economic data and an ability to select and apply appropriate methods that economists might use to analyse such data.

Students will learn the basics in level 4 through SO4002 and SO4004 and will have more specific econometric knowledge and tools in level 5 through SO5005. They will be able to apply these methods and techniques in their dissertation in level 6.

The applications of economics. Students discover how to apply relevant economic principles and reasoning to a variety of applied topics.

Students will cover different aspects during level 4 (SO4005) but more specialised topics in level 5 (SO5004) and level 6 (SO6002).

Within the Business and Management benchmark, the topics that this programme covers include:

Markets: the development, access and operation of markets for resources, goods and services.

Marketing: different approaches for segmentation, targeting and the need for innovation in product and service design.

Customers: management of customer expectations.

People: leadership, management and development of people and organisations.

Organisational behaviour: design, development of organisations, including cross-cultural issues, change, diversity and values.

Operations: the management of resources and quality systems. 

 

The learning, teaching and assessment methods for the foundation year (level 3) are designed to development students’ academic skills and subject knowledge to successfully prepare them for their undergraduate degree programmes. There will be a focus on introducing students to the mode of delivery they will experience at undergraduate level on programmes across the University. These include the development of professional skills, seminars, lectures, debate, group and individual projects, and confidence with presentations and group discussion. Diversity of assessment types enables students to practise and demonstrate a wide set of knowledge and skills. There will also be instances whereby assessments will have a relationship with real-world scenarios and professional practice. Examples of assessments are group and individual presentations, exams, essays, posters and the development of a portfolio or project.

Formative assessment is a key component of development on the foundation year (level 3). This will be used so that students can monitor their own performance, reflect on their development and prepare for summative assessments. This is particularly salient for the study skills provision, where skills development will be continuously (self) appraised by students and lecturers via group and personal tutorials. The subject-specific modules and study skills curriculum are not delivered as two distinct areas of the foundation year. Students will need to demonstrate proficiency in academic study skills throughout all of their modules.

A key aspect of the foundation year (level 3) will be the identification and development of critical thinking skills and reflection on one's own progress. This will be 'situated' within the University Study Skills module but students will be expected to utilise skills-based learning from this module across the programme. The programme aims to give students opportunities to take charge of their own learning by identifying their own interests and areas for development.

The overarching approach to  Learning and Teaching and Assessment adopted by this programme is one of ensuring appropriate support for diverse ability students while engaging them in innovative practices to ensure continuing engagement and progression and readiness for employment. Therefore all formative and summative assessment must be fit for this purpose. The SO coded modules fall within the Learning and Teaching strategy for the Department of Social and Political Science, supporting a framework which draws on the Department's  experience of retention strategies for its inspiration. The Business Modules come under the Business, Strategy, Finance and Entrepreneurship Learning and Teaching Strategy. Both strategies find inspiration from the Corporate Learning and Teaching Strategy.

The Economics benchmark indicates numerous ways of organising and supporting the learning and teaching process to establish an environment that fosters learning styles that create active and deep learning opportunities. The benchmark points out that the relative contribution of these ingredients is likely to differ from degree to degree. It particularly emphasises that students should be encouraged to explore and analyse information and consider policy implications. This fits with the social science setting of the programme. The majority of the learning and teaching will take place during set contact hours, though the format of this contact will vary. In addition, students can organise one to one sessions with their tutors, seek advice by email or take part in a discussion on the online forum. A range of resources are made available to students. Each module has a Moodle page on Sharepoint, which will include links to various support systems such as Academic Study Skills and also carry scanned weekly readings or other learning materials. The aim will be for learning and teaching to take place in a structured and supportive environment. Certain modules will include maths or statistical training on specialist software and these sessions will be conducted in skills rooms or computer labs. All modules will acknowledge the contemporary nature of the discipline through engaging in learning tools such as audio and visual material. 

As part of the support elements that the programme offers, all care is being given to the fact that even if students are expected to attend all their timetabled sessions, there may be circumstances that prevent them from doing so (such as employment or family obligations). In order to facilitate these students' catch up, the Moodle platform will provide as much information as possible, for example and when possible, lecture slides, recommended readings, exercises to practise at home, or in some instances online exercises. Access to the online version of the textbooks (ie, ebook version) will also be provided whenever possible. In these cases it is nevertheless recommended that the students contact the lecturer/tutor to ensure that their understanding is accurate.


Assessment strategies have been designed to match intended learning outcomes for each module, and in keeping with the overall programme outcomes. A variety of assessment techniques are suggested in the benchmark statement for the programme including in-class tests, economic policy analysis, dissertation, unseen examinations, written essays, oral presentations, problem-solving exercises, case studies. The intention with the assessment strategy is to seek diversity and ensure that the students engage with real world issues, reflecting the contemporary nature of the programme. Students will receive on-going assessment support. Level 4 modules will include study skills (such as referencing and academic writing). There will formative feedback in support of the summative across all modules. Feedback on assignments will be within four working weeks.   A wide range of learning and teaching methods is used, including lectures, practical classes, seminars, individual tutorials, use of intranet-based materials, group work, guided reading, and self-directed learning. Group work is a feature, particularly of the more applied modules, and students will be encouraged to reflect on their team-working skills. Opportunities will be provided for experiential learning, and group discussions. University level support is also available via Academic Study Skills which provides both online and face-to-face support for teaching.

A key feature of the programme is its emphasis on the student experience. This means that the tutors are available to support students outside the traditional contact hours through tutorials and office hour drop-ins.

At Level 4, students entering the programme will do so at different levels of experience. Students are introduced to a range of university facilities and resources in induction week, when they also meet their personal academic tutor (PAT) who will oversee their progress in a series of regular meetings. The teaching team will help them to develop their academic skills as well as providing support for the development of study skills.

The range of assessment types is as follows:

In-class test (closed books) and written examination: SO4003, SO4002,SO4004, BU4001, SO5001, SO5005, BU5003, SO6001, SO6002, BU6008

Computer/lab examination: SO4002 (and partly SO5005)

Presentation: SO4003 (group), SO4002 (group), SO4005 (individual or group), SO5004 (group), SO5005 (individual or group)

Written analytical report: SO4003, SO4005, BU6002, BU5014

Written essay: SO4005, SO5001, SO5004, SO6002, BU6002, BU6008

Portfolio: TM4001

Research proposal and dissertation: SO6003

Each module is assessed on a 4000 word-equivalent basis. The module descriptors provide a clear indication of the relationship between individual assessment components and learning outcomes, both in terms of knowledge and understanding and different skills.

WB 5008 will operate over a full academic year. Contact hours for the specific modules which comprise a student's programme of study will be in accordance with the hours prescribed by the host institution. These hours must be equivalent to 60 ECTS so that the overseas modules will comply with the student's Chester degree regulations. The International Tutor will be available by email or telephone support while in attendance at an overseas institution. Students will also be required to maintain contact with their PAT while abroad, as well as tutors from corresponding modules to those studied abroad.

The benchmark states that the proposed design of economics programmes has been influenced by the appreciation that training that includes economics provides significant employment opportunities in a variety of careers in addition to working as a professional economist.

A degree in Economics provides the graduate with a wide array of both subject-specific and transferable skills. All these skills are highly sought after by employers (www.prospects.ac.uk). HESA 2013-14 indicates that an Economics graduate earns on average £26,630 as against £17,295 for non graduate employment or self employment. In the case of a Business and Management graduate, the figure is £22,979 against £16,663.

It is clear that potential employment / employer opportunities are wide ranging, and the combination of Economics with Business make them even wider. They include academic, business analyst, economic consultant, accountant, entrepreneur, financial advisor, civil servant, investment analyst, journalist, business developer, project manager, statistician, etc. Employers include aid Agencies, European, national, regional, or local governments, health Service, international development agencies, multinational companies, national and international banks, and other financial institutions.

EQUAL OPPORTUNITIES

The University of Chester is committed to the active promotion of equality of opportunity both as an employer and an educational institution. For this purpose it has an Equal Opportunities Policy and appropriate codes of practice to ensure compliance with the Equality Act 2010. The Policy covers discrimination in relation to the protected characteristics of disability, age, race, gender, religion and belief, sexual orientation, pregnancy, marriage and civil partnership and gender reassignment. The policy relates to all aspects of employment, academic and student experience. It is implemented by heads of department reporting to a designated member of the Senior Management Team. Support is provided by the Director of HRM in consultation with bodies such as the Equality Forum. The aim of the policy is to ensure that all students and all members of staff at the University of Chester have equality of opportunity and are treated solely on the basis of their aptitude, ability and potential to pursue a course of study or to fulfil the requirements of a job. The policy also aims to eliminate unlawful or unfair discrimination.

The objective of the policy is to have a University which is open to all sections of the community, where people from all groups in society are represented at all levels, and in whose activities all members of staff and all its students can participate fully and equally for the benefit of the University of Chester.

 

Back - to previous page  Print - launches the print options panel