University home > Unit and programme catalogues in 2022/23 > Programme catalogue > Faculty of Arts > Centre for Innovation > Economics with Innovation (BSc) > Specification
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Programme code | 1INOV027U |
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Programme type | Single Honours |
Programme director(s) |
Daniella Jenkins Programme Director (Innovation)
David Pacini (Economics contact) |
Faculty | Faculty of Arts |
School/department | Centre for Innovation |
Second School/department | School of Economics |
Teaching institution | University of Bristol |
Awarding institution | University of Bristol |
Mode of study | Full Time |
Programme length | 3 years (full time) |
This section sets out why studying this programme is important, both in terms of inspiring you as an individual and in considering the challenges we face. It describes how this degree programme contributes to:
The degree programme combines an in-depth subject specialism in Economics with interdisciplinary breadth, creative teamwork and entrepreneurial skills. Students undertaking this course will spend 220CP of their time studying Economics to gain a solid discipline strength whilst spending the other 140CP of their time applying that knowledge to innovate and translate their ideas into plans for digital and creative enterprises, both social and commercial.
In an increasingly complex world, innovation, the creating of new products and services and social innovations, demands the drawing together of a diverse range of ideas and skills and the ability to frame new ideas in terms of their benefits both to individuals, social groups and societies. An economics degree teaches skills which are invaluable to the process of innovation. Economics with innovation students will learn how to be quantitative, and to view the world as something which can be measured. Economists are adept at breaking complex systems down into simple models which can provide insight, and we nurture in them the instinct to test their hunches by doing experiments. The degree in Economics with Innovation will give students the unique opportunity to combine these core economics skills and knowledge, with a comprehensive training in entrepreneurship and innovation.
The analytical skills developed within economics are augmented by the knowledge and skills the students will develop through their engagement with design and practice thinking, as well as understanding of the processes involved in creating new products and services, setting up new enterprises and a range of softer skills, including managing other students when working on projects, client relationships and resources.
This unique combination of analytical and soft skills and experience adds up to a vibrant and exciting space for students to explore the relationship between markets, organisations and innovation.
This programme aims to:
The learning outcome statements shown below for your programme have been developed with reference to relevant national subject benchmarks (where they exist), national qualification descriptors (see the Framework for Higher Education Qualifications) and professional body requirements.
Teaching, learning and assessment strategies are listed to show how you will be able to achieve and demonstrate the learning outcomes.
This programme provides opportunities for you to develop and demonstrate knowledge and understanding, qualities, skills and other attributes in the following areas:
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1.Acquisition of knowledge and understanding through lectures and linked tutorials/clinics. Designated reading and completion of problem sets. The development of analytical and problem-solving skills is developed in core units. 2.Group work and presentation. 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. 3.Acquisition of knowledge and understanding for innovation, design and entrepreneurship occurs through lectures, workshops, seminars and tutorials 4.Workshops and demonstration to develop student practical innovation skills acquisition 5.Innovation challenges to develop students’ skills in practical innovation and entrepreneurship 6.Innovation project supervision and design challenge mentoring meetings to provide formative feedback |
Methods of assessment (formative and summative) | |
1.Summative assessment through a combination of unseen exams and coursework. 2.Formative assessment uses a range of essays, exercises, and various tasks as appropriate to each unit of the course (eg: continuous assessments, presentations, group work) 3.Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations 4.Reflective accounts of practical work and learning 5.Iterative and agile practice-based innovation and entrepreneurship challenges |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1.Intellectual skills are developed through the lectures, clinics, 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. 2.Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials. 3.Workshops and demonstration to develop student practical innovation skills acquisition. 4.Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. 5.Innovation project supervision and design challenge mentoring meetings to provide formative feedback. |
Methods of assessment (formative and summative) | |
1.A variety of written assignments/essays provide formative assessment throughout the course. The main summative assessment is via unseen examinations which test summary, analytical and evaluation skills, problem-solving, report writing and the presentation of arguments. 2.Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations. 3.Reflective accounts of practical work and learning. 4.Iterative and agile practice-based innovation and entrepreneurship challenges. |
Programme Intended Learning Outcomes | Learning/teaching methods and strategies |
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1.Oral communication is developed by requiring students to engage in class discussions, in tutorials/clinics, and to give short presentations individually or in groups. 2.Effective use of information sources, analytical ability, independent and group work are all developed through coursework tasks and study skills. 3.IT skills are developed through integration within units. 4.Acquisition of skills to innovate, design and create enterprises occurs through lectures, workshops, seminars and tutorials. 5.Workshops and demonstration to develop student practical innovation skills acquisition. 6.Innovation challenges to develop students’ skills in practical innovation and entrepreneurship. 7.Innovation project supervision and design challenge mentoring meetings to provide formative feedback. |
Methods of assessment (formative and summative) | |
1.Communication and presentation skills are assessed through written coursework and essays which it is expected that students will word process. 2.Recall and the organisation of relevant material is tested through unseen written examinations. 3.Independent study is assessed through coursework, assessed essays and preparation for examinations 4.Individual and group innovation coursework portfolios (including rapid prototyping and proof of concepts) and presentations. 5.Reflective accounts of practical work and learning. 6.Iterative and agile practice-based innovation and entrepreneurship challenges. |
This section describes what is expected from you at each level of your programme. This illustrates increasing intellectual standards as you progress through the programme. These levels are mapped against the national level descriptors published by the Quality Assurance Agency.
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. The expectation is that their work may require substantial direction from tutors at this stage with guidance on the development of study skills. They will also have gained an understanding to how design and systems thinking can be applied to problems to innovate and unearth novel and creative solutions whilst gaining experience in working in multidisciplinary teams. |
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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). Students will be expected to critically reflect on past and present case studies and develop further their transdisciplinary working to real world digital and creative client problems. They will be encouraged to broaden their perspective beyond subject provisions within Economics with Innovation and take either an open unit or a unit from the Bristol Futures programme. |
Level H/6 - Honours |
At level 6 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. Students will be encouraged to make their own critical judgements, to develop greater independence and organisation of relevant materials, which is tested in particular through traditional unseen written examinations. They will further extend individual and group work skills and their IT capabilities. Within the transdisciplinary group project, the students will be expected to innovate for their own chosen problem by exploring the potential of new technologies to enable disruptive innovation to change the way people work and live. They will be supported by mentors and coaches to explore how their proposed solutions may be turned into an enterprise. |
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.
UG Workload Statement
Success as an undergraduate student depends on you being able to make the transition to self-motivated, independent learning. Programmes are designed to assist you in this development, in many cases by starting with units in which timetabled teaching, such as lectures and practical classes, provides the foundations of knowledge and skills in a subject, moving on to individual research-based work. Over time you will be expected to take increasing responsibility for your own learning, guided by the feedback on your work that you will receive. At the heart of your studies at every level there must be regular and disciplined individual reading, reflection and writing and it is this skill of independent studies, above all others, that will serve you best when you leave the University.
Most programmes use credits and a 20 credit unit broadly equates to about 200 hours of student input. This includes all activities related to the teaching, learning and assessment of taught units.
A component of this is the time that you spend in class, in contact with the teaching staff, which includes activities such as lectures, laboratories, tutorials and fieldwork. Some of this activity may be online and could consist of activity that is synchronous (using real-time environments such as Blackboard Collaborate) or asynchronous (using tools such as tutor moderated discussion forums, blogs or wikis).
In some programmes there are field courses and/or placements that will take place in concentrated periods of time.
Outside scheduled activities you are expected to pursue your own independent learning to build your knowledge and understanding of the subjects you are studying. Such independent activities include, reviewing lecture material, reading textbooks, working on examples sheets, completing coursework, writing up laboratory notes, preparing for in-class progress tests and revising for examinations.
We recognise that many students undertake paid employment. To achieve a sensible balance between work and study, you are advised to undertake paid work for no more than 15 hours per week in term-time.
Professional Programmes
Many undergraduates in the Faculty of Health Sciences will be following the professional programmes of:
For these professional programmes, full time attendance is compulsory unless absence is formally approved. Academic activities are timetabled throughout the 5-day week and student workload is around 40 hours per week on average. Where possible, students in the early years are permitted Wednesday afternoons for sport and extra-curriculum activities. This may not be available in later years of professional programmes as when a student progresses through the curricula there is an increasing exposure to clinical and professional activities. Students in clinic or on placements may need to stay later than core times of 08.00 – 18.00 or even overnight to observe out-of-hours activities. This increasing exposure to clinical activities means that students on these professional programmes often have longer term dates than the University standard. Individual years within programmes are likely to vary in length (for example because of the timings of placements) and further information on this will be found in individual programme regulations. Another important point to note is that many of the assessments sit outside of the standard University examination timetable and are likely to be more frequent meaning that students will more oftentimes be engaged in revision activities and self-directed learning.
Faculty of Health Sciences
Faculty Assessment and Feedback Statement for Undergraduate Students. University of Bristol access only.
Students studying across the different specialisms on the innovation degrees come together as a cohort to learn and apply design and systems thinking for digital and creative innovation and put it into practice their working in transdisciplinary project teams. Students in their second year expand on their understanding of how to design to meet real human needs, learning from past and present success and failure case studies to help them think about future opportunities. The transdisciplinary project work in the second year works with real world clients where students develop empathy for the people they are designing for, explore solutions, iterating to develop an unexpected range of possibilities, and create prototypes to take back to the client to test with real customers or users. In their third-year students explore innovative and disruptive ideas, changing the way people live and work. Students will learn about different ways to generate ideas, ranging from brainstorming to crowd-sourcing, exploring project opportunities and creating prototypes to test with real people. Alongside this, students will learn about different kinds of enterprise that can be used to take forward their ideas supported by mentors and coaches.
This is a transfer-only programme for students who are not able to progress onto the third year of the integrated master’s programme or who do not wish to complete the four-year integrated master’s programme but wish to continue with a bachelor’s award.
http://bristol.ac.uk/innovation/
For queries about Economics units contact: http://www.bristol.ac.uk/economics
Email: econ-ug@bristol.ac.uk
This programme is available by transfer only.
All EFIM units are must pass units. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.
Unit Name | Unit Code | Credit Points | Status | ||
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Design and Systems Thinking for Innovation | INOV10001 | 20 | Mandatory | TB-1 | |
Design Futures | INOV10006 | 20 | Mandatory | TB-2 | |
Mathematics for Economics | EFIM10023 | 20 | Mandatory | TB-1 | |
Probability, Statistics and Econometrics | EFIM10024 | 20 | Mandatory | TB-2 | |
Economics | ECON10001 | 40 | Mandatory | TB-4 | |
Certificate of Higher Education | 120 |
This programme is available by transfer only.
All Economics (ECON or EFIM) units are must pass units. For the definition of must pass units please see the Glossary of Terms from Annex 1 to the Regulations and Code of Practice for Taught Programmes.
Unit Name | Unit Code | Credit Points | Status | ||
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Transdisciplinary Group Project 2: Solving Someone's Problem | INOV20002 | 20 | Mandatory | TB-2 | |
Innovation at Work | INOV20004 | 20 | Mandatory | TB-1 | |
Econometrics 1 | EFIM20011 | 20 | Mandatory | TB-1 | |
Econometrics 2 | EFIM20036 | 20 | Mandatory | TB-2 | |
Intermediate Microeconomics | EFIM20033 | 20 | Mandatory | TB-4 | |
Intermediate Macroeconomics | EFIM20034 | 20 | Mandatory | TB-4 | |
Diploma of Higher Education | 120 |
This programme is available by transfer only.
Unit Name | Unit Code | Credit Points | Status | ||
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New Creative Ventures | INOV30006 | 20 | Mandatory | TB-2 | |
Making Ideas Happen | INOV30007 | 20 | Mandatory | D | TB-2 |
Ideation for Innovation | INOV30008 | 20 | Mandatory | A | TB-1 |
Select 60 credit points from the list below (not all optional units are offered in each session). Students should select 40 credit points from Teaching Block 1 units and 20 credit points from Teaching Block 2 units. Students may choose either Topics in Applied Economics A or Topics in Applied Economics B. | |||||
Advanced Microeconomics | EFIM30009 | 20 | Optional | TB-1 | |
Behavioural Economics | EFIM30027 | 20 | Optional | TB-2 | |
Communicating Economics | EFIM30049 | 20 | Optional | TB-1 | |
Economics of Developing Countries | ECON30071 | 20 | Optional | TB-2 | |
Environmental Economics | EFIM30004 | 20 | Optional | TB-2 | |
Labour Economics | ECON30075 | 20 | Optional | TB-1 | |
Industrial Economics | ECON30076 | 20 | Optional | TB-2 | |
Macroeconomic Theory and Policy | ECON30077 | 20 | Optional | TB-2 | |
Public Economics | EFIM30034 | 20 | Optional | TB-2 | |
Open-Economy Macroeconomics | ECON30010 | 20 | Optional | TB-1 | |
International Trade | ECON30009 | 20 | Optional | TB-2 | |
Topics in Applied Economics A | ECON30007 | 20 | Optional | TB-1 | |
Topics in Applied Economics B | ECON30008 | 20 | Optional | TB-1 | |
Gender, Race and Identity in Economics | ECON30011 | 20 | Optional | TB-1 | |
Organisational Economics | ECON30013 | 20 | Optional | TB-2 | |
Machine Learning for Economic Analysis | ECON30014 | 20 | Optional | TB-1 | |
Advanced Econometric Methods | ECON30015 | 20 | Optional | TB-2 | |
Practical Data Science for Economists | ECON20008 | 20 | Optional | TB-1 | |
Philosophy of Economics | ECON30016 | 20 | Optional | TB-1 | |
Health Economics | ECON30017 | 20 | Optional | TB-2 | |
Economics of Financial Markets | ECON30018 | 20 | Optional | TB-2 | |
Economics with Innovation (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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