University home > Unit and programme catalogues in 2018/19 > Programme catalogue > Faculty of Social Sciences and Law > School of Economics > Philosophy and Economics (BSc) > Specification
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Programme code | 9PHIL010U |
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Programme type | Joint Honours (UG) |
Programme director(s) |
Christopher Bertram (Philosophy)
Christian Spielmann (Economics) |
Faculty | Faculty of Social Sciences and Law |
School/department | School of Economics |
Second School/department | Department of Philosophy |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Relevant QAA subject benchmark groups | Economics (2023) (benchmark statement) |
Mode of study | Full Time |
Programme length | 3 years (full time) |
The School of Economics, Finance and Management aims to:
Provide well-qualified students with a high quality education in an environment enriched by research, a conceptual understanding of economics and econometrics and, where relevant, of related subjects including accounting, finance, management and statistics.
Provide students with more general intellectual, quantitative, personal and technical skills and the ability to apply these skills in their future careers.
Help students achieve their potential by providing a responsive, supportive and stimulating environment with appropriate facilities, academic guidance and pastoral support.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Acquisition of knowledge and understanding through lectures, workshops and linked tutorials/clinics. Designated reading and completion of problem sets. Analytical and problem-solving skills are developed in core units. Directed and independent reading, with a strong emphasis on effective use of a wide range of literature and other information sources: academic texts, journals, articles, Blackboard and WinEcon. |
Methods of Assessment | |
Range of written essays and examinations (unseen) in all three years. Emphasis on end of year exams. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Intellectual skills are developed through the lecture programme and linked seminars, independent study and coursework. Students are exposed to relevant modes of enquiry and analyses; they are encouraged through class discussion and their individual written work to identify key issues, to summarise and reflect upon key points from their reading, to assess evidence and its relevance. Research skills are further developed through teaching of quantitative methods. |
Methods of Assessment | |
A variety of written assignments/essays provide formative assessment throughout the course. The main assessment is via unseen examinations which test summary, analytical and evaluation skills, problem-solving, report writing and the presentation of arguments. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Oral communication is developed by requiring students to engage in class discussions, in tutorials/clinics, and to give short presentations individually or in groups. Effective use of information sources, analytical ability, independent and group work are all developed through coursework tasks and study skills. |
Methods of Assessment | |
Communication and presentation skills are assessed through written coursework and essays (formative and summative), which it is expected that students will word process. Recall and the organisation of relevant material is tested through traditional unseen written examinations. Independent study is assessed through coursework, assessed essays and preparation for examinations |
Embedded within the curriculum |
To follow |
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Co-curricular opportunities |
To follow |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Students are expected to acquire the foundations on which to develop appropriate expertise in line with the aims and objectives of the course. They will acquire familiarity with the main themes and key concepts of economics and the character of the discipline. They will develop an understanding of debates on issues of central importance to economics and its mathematical and statistical relationships. They will have grasped the analytical tools necessary to work in the discipline. |
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Level I/5 - Intermediate |
In Year 2 students are expected to expand the range and depth of their knowledge in core areas of the discipline and their capacity to evaluate material using a variety of critical perspectives. They acquire an overview of key fields of study and appropriate methodologies, a strong conceptual basis for later theory and substantive units. Students will extend their analytical skills, their ability to structure their work and present it fluently. They will be encouraged in group work skills through active participation in seminars/clinics. They are expected to be developing a capacity for self-directed learning (for example, through the researching and writing of essays and coursework assignments). |
Level H/6 - Honours |
In Year 3 students are expected to broaden and deepen their knowledge through their study of specialised subjects, the units being more closely linked to staff research interests developing the conceptual and methodological approaches used in more complexity. Students will be expected to develop further their ability to gather and assimilate information from diverse sources, to synthesise these in an appropriate way and to engage in sophisticated critical evaluation of economic texts. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Acquisition of knowledge and understanding through lectures, seminars and tutorials (1,2,3,4,5). Directed reading with a strong emphasis on primary materials (1,3,4,5). Regular problem classes (2). Tutorials and seminars to encourage student participation and advance understanding of difficult materials (1,3,4,5). Formative feedback on assessment is given through individual tutorials (for most units) and written comments. (1,2,3,4,5). |
Methods of Assessment | |
Coursework essays, testing understanding of a single topic in detail (1,3,4,5). Exams, testing breadth of knowledge of different subjects (1,2,4,5). Class tests and exercises in logic (2). An extended essay, testing the ability of students to research a subject of their own choice in detail (3,4,5). Coursework essays, logic exercises, and level C exams are formative; Level I and H exams and Extended essays are summative. |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Lectures provide knowledge, enhance understanding, and serve to exemplify the characteristic virtues of analytic philosophy. Seminars and group tutorials aid understanding, and provide forums in which students can discuss philosophical issues with each other and with tutors. Problem classes in logic help students develop their analytical and argumentative skills. Coursework essays give students the opportunity to read widely and reflect carefully on the material covered in lectures and seminars. The extended essay gives level H students the opportunity for more intensive and independent research into chosen topics in Philosophy. |
Methods of Assessment | |
Essay writing tests the students' ability to read widely, analyse information and present reasoned arguments (1,2,3,4,5,6,7,8,9,10,13). Examinations test the students' ability to assimilate information, assess and present arguments, and criticise difficult material in a concise and lucid manner (1,2,3,4,5,6,7,8,9,10,12,13). Essay tutorials assist the students' ability to respond appropriately to criticism, to articulate and modify positions and arguments, and to develop a number of intellectual virtues (1,2,3,4,5,6,7,8,9,10,11,12,13). The presentation and group discussion of seminar papers develop the students' skills in communication and virtues in intellectual debate (1,2,3,4,5,6,7,8,9,10,11,12,13). Problem classes test the students' ability in logic (3,5,6,7). The extended Essay tests the students' ability to pursue an independent line of research, and to present the fruits of that research in a professional manner (1,2,3,4,5,6,7,8,9,10,13). |
Programme Intended Learning Outcomes | Learning and Teaching Methods |
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Seminars and tutorials are used to develop oral communication by requiring students to engage in class discussions and to give short presentations to initiate discussion, including defending their interpretations and arguments in debate with other students and staff (1,2, 4, 5, 8, 10) Research and written communication skills are developed through feedback on essays (2,3, 6, 8, 10). Students are given guidance in the use of electronic resources, and are informed of opportunities for C&IT training (6,7). Writing essays (especially Extended essays) for set deadlines encourages self-motivation and self-reliance, as well as independence of thought (1,6, 8, 10). |
Methods of Assessment | |
Examinations test the ability of the students to provide crisp and lucid presentations of difficult ideas and arguments. (3.9.10) Essays (especially Extended essays) test the ability of students to research their materials and to present ideas and arguments in a lucid and professional manner (1,2,3,6,7,8,10). |
Embedded within the curriculum |
To follow |
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Co-curricular opportunities |
To follow |
Statement of expectations from the students at each level of the programme as it/they develop year on year.
Level C/4 - Certificate |
Year 1 of the programme has been designed to lay the foundations, both in terms of subject-specific knowledge and skills and in terms of more general abilities, which will allow students to fulfil the programme's aims and objectives. By the end of the year, students should have a basic knowledge of some central areas of the subject (metaphysics, epistemology, ethics and political philosophy) and some crucial philosophical skills, including competence in formal logic and familiarity with the aims and methods of analytic philosophy. They should also be developing their skills in essay-writing and in discussing philosophical issues in tutorials. |
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Level I/5 - Intermediate |
Students further develop their skills and knowledge by choosing from a menu of options. These options are more demanding than level C units both in terms of the difficulty of the materials studied and of the amount of independent critical thinking required of the students. By the end of the year they should be capable of reading difficult and technical material (eg modern journal articles), grasping their arguments, and debating them in seminars with their peers. The two mandatory units, 'Realism' and 'Normativity', provide all level I students with basic knowledge and skills for more advanced level H units. |
Level H/6 - Honours |
Students further develop their skills and knowledge by choosing from a range of advanced options, taught by specialists in the areas of their own research. By the end of the year they should be capable of thinking critically and working independently. Students' capacity for intensive and independent research is further tested by the system of Extended essays. |
Level M/7 - Masters |
For the MSci Mathematics and Philosophy programme - all students take the 'History and Philosophy of Mathematics' unit from the PHS M.A. programme. Two finals essays (or a 20-credit project) further test their capacity for independent study. |
The intended learning outcome mapping document shows which mandatory units contribute towards each programme intended learning outcome.
For information on the admissions requirements for this programme please see details in the undergraduate prospectus at http://www.bristol.ac.uk/prospectus/undergraduate/ or contact the relevant academic department.
Workload Statement
Success at undergraduate level in the Social Sciences and Law depends on your being able to make the transition to self-motivated, independent learning. The programmes offered in the Faculty are designed to assist you in this development, in many cases by starting with larger lecture-based units providing the foundations of knowledge and skills in a subject, moving through to smaller seminar-based specialist units and finishing with an individual dissertation or research project. Over time you will be expected to take increasing responsibility for your own learning. But at the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing, whether in the library or at home. It is this skill of independent study above all others that you will take with you when you leave.
This model of academic development is particularly obvious in the more discursive subjects such as law, politics, social policy and sociology. The typical timetabled contact time for a discursive 20 credit point unit in the Faculty is about 30 hours. You will find that you need to allow for about 10 hours preparation on your own if you are to get the most from one of these teaching sessions. In addition there will often be class presentations or essays to write. Typically, the final year will include an independent research unit which by definition has a much smaller amount of more individualised support. Towards the end of any teaching block you may have additional revision or updating classes, and many programmes have occasional ad-hoc lectures of general interest and relevance. If you get stuck, there is always the chance to speak to your lecturer after a class or during their hours of general availability, or you could see your personal tutor. The Faculty also includes programmes which require increasing levels of mathematical sophistication, typically in Economics, Finance and Management. In this latter case, much larger numbers of lectures - up to 18 hours a week depending on option choices - and fewer small group classes are normal, as in the sciences.
As a result, and depending on your particular programme and option choices, your timetable is likely to be a lot less structured than that of fellow students who are linguists, scientists, engineers or medics. But the time that others spend in laboratories you should be spending in private study. In a sense, the library is your laboratory, and you will want to make best use of the excellent range of resources available to you here. A good University education does not tell you 'what you need to know'. Rather, we assume that, like your lecturers and professors, you are intellectually curious about your subject. We invite you to join us and we are there to help you satisfy your curiosity as best we can.
Assessment Statement
Please select the following link for a statement about assessment. This is University of Bristol access only.
https://www.bris.ac.uk/fssl/current-students/fssl-undergraduates/assessmentandfeedbackstatement.pdf
http://www.bristol.ac.uk/efm
Email: efim-info@bristol.ac.uk
All mandatory units are 'must pass'. For further information and a definition of must pass units please see the Glossary of Terms
Unit Name | Unit Code | Credit Points | Status | |
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Introduction to Philosophy B | PHIL10006 | 20 | Mandatory | TB-2 |
Introduction to Philosophy A | PHIL10005 | 20 | Mandatory | TB-1 |
Introduction to Formal Logic | PHIL10014 | 10 | Mandatory | TB-1 |
Critical Reasoning | PHIL10030 | 10 | Mandatory | TB-2 |
Economic Principles | EFIM10010 | 20 | Mandatory | TB-1 |
Economic Principles 2 | EFIM10007 | 20 | Mandatory | TB-2 |
Mathematical and Statistical Methods | EFIM10008 | 20 | Mandatory | TB-1 |
Certificate of Higher Education | 120 |
All mandatory units are 'must pass'. For further information and a definition of must pass units please see the Glossary of Terms
Unit Name | Unit Code | Credit Points | Status | |
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Realism and Normativity | PHIL20046 | 20 | Mandatory | TB-1 |
Applied Quantitative Research Methods | EFIM20010 | 20 | Mandatory | TB-2 |
Macroeconomic Analysis | EFIM20037 | 20 | Mandatory | TB-1 |
Microeconomic Analysis | EFIM20038 | 20 | Mandatory | TB-2 |
40 credit points from: | ||||
Epistemology | PHIL20009 | 20 | Optional | TB-1 |
Political Philosophy | PHIL20012 | 20 | Optional | TB-2 |
Philosophy of Language | PHIL20017 | 20 | Optional | TB-1 |
Philosophy of Mathematics | PHIL20039 | 20 | Optional | TB-2 |
Space, Time and Matter | PHIL20053 | 20 | Optional | TB-2 |
Philosophy of Mind | PHIL20010 | 20 | Optional | TB-1 |
Epistemology | PHIL20009 | 20 | Optional | TB-1 |
Philosophy of Mathematics | PHIL20039 | 20 | Optional | TB-2 |
Texts in Modern European Philosophy 1 | PHIL20050 | 20 | Optional | TB-1 |
What is democracy, and how should it work? | PHIL20057 | 20 | Optional | TB-2 |
Philosophy of Mind | PHIL20010 | 20 | Optional | TB-1 |
Ethics | PHIL20011 | 20 | Optional | TB-2 |
Logic 2 | PHIL20036 | 20 | Optional | TB-1 |
Death, dying and disease | PHIL20049 | 20 | Optional | TB-2 |
Texts in Modern European Philosophy 1 | PHIL20050 | 20 | Optional | TB-1 |
Ethics | PHIL20011 | 20 | Optional | TB-2 |
Political Philosophy | PHIL20012 | 20 | Optional | TB-2 |
Diploma of Higher Education | 120 |
Unit Name | Unit Code | Credit Points | Status | |
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Take 20 credit point from the following list: | ||||
First Extended Essay | PHIL30107 | 20 | Optional | TB-1,TB-2 |
Second Extended Essay | PHIL30108 | 20 | Optional | TB-1,TB-2 |
Take 40 credit points from the following list: | ||||
Philosophy of Psychology | PHIL30077 | 20 | Optional | TB-2 |
Death, dying and disease | PHIL30115 | 20 | Optional | TB-2 |
Space, Time and Matter | PHIL30125 | 20 | Optional | TB-2 |
Philosophy of Language | PHIL30047 | 20 | Optional | TB-1 |
Philosophy in the Digital Age | PHIL30132 | 20 | Optional | TB-2 |
Philosophy and the Environment | PHIL30112 | 20 | Optional | TB-1 |
Philosophy of Psychology | PHIL30077 | 20 | Optional | TB-2 |
Death, dying and disease | PHIL30115 | 20 | Optional | TB-2 |
Philosophy in the Digital Age | PHIL30132 | 20 | Optional | TB-2 |
Philosophy of Science | PHIL30049 | 20 | Optional | TB-2 |
Second Extended Essay | PHIL30108 | 20 | Optional | TB-1,TB-2 |
Take 60 CP from the following. Students may take up to 20 credit points of Year 2 units. | ||||
Industrial Economics | ECON30076 | 20 | Optional | TB-2 |
Macroeconomic Theory and Policy | ECON30077 | 20 | Optional | TB-2 |
Applied Economics: Current Economic Problems | ECON30065 | 20 | Optional | TB-1 |
Environmental Economics | EFIM30004 | 20 | Optional | TB-2 |
Labour Economics | ECON30075 | 20 | Optional | TB-1 |
Economics of Developing Countries | ECON30071 | 20 | Optional | TB-2 |
International Economics | ECON30074 | 20 | Optional | TB-1 |
Behavioural Economics | EFIM30027 | 20 | Optional | TB-2 |
Public Economics | EFIM30034 | 20 | Optional | TB-2 |
Communicating Economics | EFIM30049 | 20 | Optional | TB-1 |
Year 2 units: | ||||
History of Economic Thought | ECON20021 | 20 | Optional | TB-2 |
Growth and Development | ECON20023 | 20 | Optional | TB-1 |
Applied Microeconomics | EFIM20002 | 20 | Optional | TB-2 |
Philosophy and Economics (BSc) | 120 |
Unit Pass Mark for Undergraduate Programmes:
For details on the weightings for classifying undergraduate degrees, please see the Agreed Weightings, by Faculty, to be applied for the Purposes of Calculating the Final Programme Mark and Degree Classification in Undergraduate Programmes.
For detailed rules on progression please see the Regulations and Code of Practice for Taught Programmes and the relevant faculty handbook.
Please refer to the specific progression/award requirements for programmes with a preliminary year of study, the Gateway programmes and International Foundation programmes.
All undergraduate degree programmes allow the opportunity for a student to exit from a programme with a Diploma or Certificate of Higher Education.
Integrated Master's degrees may also allow the opportunity for a student to exit from the programme with an equivalent Bachelor's degree where a student has achieved 360 credit points, of which 90 must be at level 6, and has successfully met any additional criteria as described in the programme specification.
The opportunities for a student to exit from one of the professional programmes in Veterinary Science, Medicine, and Dentistry with an Award is outlined in the relevant Programme Regulations (which are available as an annex in the Regulations and Code of Practice for Taught Programmes).
An Ordinary degree can be awarded if a student has successfully completed at least 300 credits with a minimum of 60 credits at Level 6.
The pass mark for the professional programmes in Veterinary Science, Medicine and Dentistry is 50 out of 100. The classification of a degree in the professional programmes in Veterinary Science, Medicine, and Dentistry is provided in the Regulations and Code of Practice for Taught Programmes.
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 he/she takes full advantage of the learning opportunities that are provided.
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