Joint-honours information for 2016 entry

(BA) Economics and International Development

Entry for 2016

FHEQ level

This course is set at Level 6 in the national Framework for Higher Education Qualifications.

Course Aims

1. To provide our undergraduates with a training in the economics discipline, develop their interest in the subject and encourage them to examine both economic and other social problems from an analytical and critical perspective.
2. To provide our undergraduates with a flexible curriculum that allows the approaches and methodologies of other disciplines to be explored through the interdisciplinary and multidisciplinary structures at Sussex and instil in them an openness and flexibility to alternative views.
3. To provide our students with a supportive educative environment.
4. To provide our students with a set of general skills that enable them to think analytically, express themselves clearly, work independently, meet deadlines and encourage initiative.
5. To provide our students with a set of subject-specific skills appropriate to the level of their course that enable them to access, analyse and appraise economic theories and related evidence; to present and sustain coherent and logical argument; and to implement and complete independent research in economics.
6. To give our students the opportunity to participate in processes of module review and evaluation.
The Development Studies component of courses aims to:
7. Develop the intellectual and practical skills of students in the analysis, interpretation and understanding of inter-related aspects of the societies, cultures, economies and polities of less developed and developing regions of the world.
8. Explore important issues, such as race, the environment, gender relations, and socio-economic development, which are not the preserve of any one discipline.
9. Encourage students to understand the importance of Development Studies in the contemporary world.
10. Develop students knowledge and understanding in appropriate areas of theory and analysis, and help them understand the contested nature and problematic character of inquiry.
11. Develop students capacities to analyse critically events, ideas, institutions and practices.
12. Provide students with opportunities to develop their intellectual, personal and interpersonal skills so as to enable them to participate effectively in their societies.
13. Prepare students for employment in a range of contexts or for further study.
14. Provide a curriculum supported by scholarship, staff development and a research culture that promotes breadth and depth of intellectual enquiry and debate.
15. Provide students with a supportive and receptive learning environment.
16. Encourage students to engage in life-long learning, study and enquiry and to appreciate the value of education for society.ciety.

Course learning outcomes

Have demonstrated knowledge of the core principles of economics

Have demonstrated a knowledge of quantitative techniques appropriate to the study of economics or finance (as appropriate)

Be able to use the power of abstraction to focus upon the essential features of an economic problem and to provide a framework for the evaluation of the effects of policy or other exogenous events.

Be able to analyse an economic problem or issue using an appropriate theoretical framework.

Have displayed a knowledge of sources and content of economic information and data

Have demonstrated the ability to carry out self-directed study and research

Have demonstrated an understanding of appropriate concepts in economics that may be of wider use in a decision-making context (e.g. opportunity cost)

Have learnt to communicate economic ideas, concepts and information using means of communication appropriate to the audience and the problem at issue.

Have learned to appreciate the importance of, and be able to construct, rigorous argument to help evaluate ideas

Have demonstrated a facility in numeracy and other quantitative techniques, such as correctly interpreting graphs

Have demonstrated competence in the use of an appropriate range of computer software

Understand key concepts and theoretical debates in international development and their relevance for contemporary development practice

Understand the historical, economic, social, environmental and cultural aspects of development

Understand key contemporary issues in international development

Full-time course composition

YearTermStatusModuleCreditsFHEQ level
1Autumn SemesterCoreColonialism and After (L2003)154
  CoreInternational Development: Ideas and Actors (L2132)154
  CoreIntroduction to Economics (L1028)154
  CoreIntroduction to Mathematics for Finance and Economics (L1054)154
 Spring SemesterCoreIssues in Development (AF002)154
  CoreKey Thinkers in Development (L2145)154
  CoreMacroeconomics 1 (L1056)154
  CoreMicroeconomics 1 (L1053)154
YearTermStatusModuleCreditsFHEQ level
2Autumn SemesterCoreMacroeconomics 2 (L1032)155
  CoreMicroeconomics 2 (L1031)155
  OptionEconomic Perspectives on Development (L2147)155
  Research Skills for Development (L2133N)155
  Social Change, Culture and Development (L2107N)155
 Spring SemesterCoreAdvanced Macroeconomics (L1059)155
  CoreAdvanced Microeconomics (L1061)155
  OptionDevelopment and the State (L2128)155
  Environmental Perspectives on Development (L2103)155
  Finance for Development (L1082)155
  Gender and Development: Theory, Concepts and Issues (L2104)155
  Health, Poverty and Inequality (L2102N)155
  International Education and Development (001DS)155
  Race, Ethnicity and Nationalism (L2002N)155
YearTermStatusModuleCreditsFHEQ level
3Autumn SemesterCoreStatistics and Introductory Econometrics (L1022)155
  OptionContemporary Issues in the Global Political Economy (M1529ADUD)306
  Contemporary Issues in the Global Political Economy (M1529A)306
  Development Tools and Skills (L2146)306
  Development Work Experience (D6001)306
  Disasters, Environment and Development (005DA)306
  Economics of European Integration (L1066)156
  Environment, Ecology and Development (L2123A)306
  Environmental Economics (L1088)156
  Ethnographies of Aid (L2152A)306
  Experimental Economics (L1097)156
  Geographies of Violence and Conflict (001G4DIR)306
  Governing Muslims: From Empire to the War on Terror (010IRDU)306
  International Trade (L1070)156
  Labour Economics (L1039)156
  Marxism and International Relations (M1530ADUD)306
  Mathematical Statistics (L1079)156
  Migration and Global Development (004IDA)306
  Monetary Theory and Policy (L1040)156
  Religions in Global Politics (L2075ADUDE)306
  The Global Politics of Health (004RADU)306
  The Politics of International Trade (L2076ADUGY)306
  Understanding Global Markets (L1077)156
  Wealth, Inequality and Development (003IDA)306
 Autumn & Spring TeachingOptionInternational Development Thesis (L2153)306
 Spring SemesterCoreStatistics Project (L1069)156
  OptionAnthropology of Fertility, Reproduction and Health (L6035D)306
  Behavioural Economics (L1083)156
  Capitalism and Geopolitics (L2062SDU)306
  Climate Change Economics (L1078)156
  Critical Perspectives on Conflict and Violence (L2154)306
  Decolonial Movements (002ID2)306
  Development and Geopolitics in East Asia (L2074SDUD)306
  Economics of Crime (L1101)156
  Economics of Education (L1098)156
  Financial Economics (L1095)156
  Global Approaches to Peace (005ID)306
  Global Politics of Food (011IRSDU)306
  Human Rights (L2124S)306
  International Relations of the Modern Middle East (L2065SD)306
  Race, Ethnicity and Identity (L6090D)306
  Rural Livelihoods in the Global South (F8017S)306
  The Economics of Development (L1065)156
  The Reign of Rights in Global Politics (L2141DUD)306
  The United States in the World (L2064SDUD)306

Course convenors

Photo of Elizabeth Harrison

Elizabeth Harrison
Professor of Anthropology and International Development
E:
T: +44 (0)1273 877350

Photo of Peter Holmes

Peter Holmes
Reader in Economics
E:
T: +44 (0)1273 678832

Photo of Julie Litchfield

Julie Litchfield
Senior Lecturer in Economics
E:
T: +44 (0)1273 678725

About your joint honours course

Sussex has always promoted interdisciplinary study by encouraging students to combine different subjects and different approaches to learning. Joint-honours courses are an ideal option if you want to study more than one subject in depth. A key idea behind joint-honours is to experience the range of ways that different academic disciplines use to teach, learn and research. Those differences are stimulating and challenging, but they can also be confusing, so you will find some useful information below to help you get the most out of your course.

  • To find information about the individual modules that make up your course, go to the school that teaches the module. Each module is assessed by the school that teaches it, so on their website you will find (under “student information”) information about the assessment criteria being used, the referencing style you need to use for your work, contact times for your tutors, information about the student reps scheme and lots of other useful information.
  • To find general information about joint honours, use the Frequently Asked Questions list
  • For information about the rules and regulations that govern all Sussex students, start with the general student handbook
  • For help in improving your study skills, using the library and with careers, try the Skills Hub.

And if you have any other questions, contact the convenors for your course; they are here to help you.

Useful links

Please note that the University will use all reasonable endeavours to deliver courses and modules in accordance with the descriptions set out here. However, the University keeps its courses and modules under review with the aim of enhancing quality. Some changes may therefore be made to the form or content of courses or modules shown as part of the normal process of curriculum management.

The University reserves the right to make changes to the contents or methods of delivery of, or to discontinue, merge or combine modules, if such action is reasonably considered necessary by the University. If there are not sufficient student numbers to make a module viable, the University reserves the right to cancel such a module. If the University withdraws or discontinues a module, it will use its reasonable endeavours to provide a suitable alternative module.