Programme Specification: MSc Economics and Philosophy

1. Awarding Body / LSE
2. Details of accreditation by a professional/statutory body, e.g. ESRC; BPS etc / Accredited for the AHRC Research Master’s Studentship
3. Name of final award / MSc
4. Programme Title / Economics and Philosophy
5. Duration of the course / 12 months full-time; 24 months part-time
6. Based in the Department/Institute: / Philosophy, Logic & Scientific Method
7. Relevant QAA subject benchmark statements / N/A
8. Application Code / L1I1
9. First written/last amended / November 2008 / November 2012
10. The MSc Economics and Philosophy aims to:
  • Provide advanced training in micro- and macro-economic theory;
  • Develop students’ understanding of methodological, conceptual and normative issues in economics;
  • Prepare students for doctoral research in economics and in philosophy of economics.

11. Programme outcomes: knowledge and understanding; skills and other attributes
A student completing the MSc. Economics and Philosophy should have:
Subject knowledge.
  • Advanced knowledge and understanding of contemporary micro- and macro-economic theory;
  • Knowledge and understanding of the philosophy of economics;
  • An ability to integrate concepts, theories and techniques from philosophy and economics in the understanding of society and economy.
Subject skills. The ability to:
  • Integrate philosophical and economic 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.
  • Conduct supervised research in philosophy and present the results in the form of a written thesis.
Transferable intellectual skills. The ability to:
  • Analyse complex problems and arguments;
  • Use formal techniques in arguments;
  • 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 in this degree take four examined courses, participate in a core degree seminar and write a dissertation (see 13 below). The examined courses develop students’ knowledge in particular domains and foster the development of subject specific and transferable skills. The core seminar aims to develop students’ research and writing skills in philosophy and to help them with their dissertation;
  • Teaching is centred on lectures and seminars, with directed reading being the main additional source of learning. Lectures are typically used to introduce new material, concepts and techniques. Seminars are typically used for group discussion of issues arising from lectures and students’ reading;
  • Assessment of courses is typically by means of a three hour examination held in June;
  • Supervisors: All students are allocated a personal supervisor whose responsibility is to provide the student with advice on all aspects of their studies and to review their academic progress during the year.

13. Programme structures and requirements, levels, modules and awards
See the MSc Economics and Philosophy programme regulations.

Additional information

14. Criteria for admission to the programme
Only students with the equivalent of first class honours in their first degree will be considered. For most students this should have concentrated on economics and quantitative subjects. If students do not hold an honours degree from a UK university they must take the GRE General Test within two years before their application, and the scores should be included on their application form. Typically, students are expected to score in the top ten per cent in the quantitative, analytical and verbal sections of the test.
15. Indicators of quality
  • Consistently positive reports from external examiners;
  • Research quality: Consistently high scores in the Research Assessment Exercises;
  • Members of the Department have written key texts and influential articles in many of the subject areas falling within the scope of the MSc;
  • Members of the Department serve or have served on the editorial boards of many leading journals in the field;
  • 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
  • Teaching Committee reviews all aspects of teaching and assessment annually;
  • The Staff Student Forum for postgraduate students monitors all aspects of graduate teaching. The Postgraduate Tutor is responsible for handling any problems that arise. Minutes go to the Departmental Meeting;
  • Student surveys. The Teaching Quality Assurance and Review Office conducts surveys of student opinion at least once a year in each course. Scores for individual lecturers go to the Head of Departmentwho will take action in the event of a problem. TQARO surveys feed into the Department’s procedures for monitoring and supporting lecturers as well as the School’s appointments and promotions procedures;
  • Academic staff: Peer review of academic staff on a regular basis. A departmental review of new faculty normally occurs in the third year after appointment and a School review in the fourth;
  • External Examiners’ Reports are received soon after the end of year examinations and feed into both the School’s monitoring procedures and departmental course and programme reviews;
  • The Teaching and Learning Centre is available to monitor and observe teaching and offers constructive advice on how to improve the standard of teaching and quality;
  • The Teaching Learning and Assessment Committee which regulates all aspects of teaching quality;
  • The Graduate Studies Sub-Committee which oversees all graduate 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.