Philosophy, Politics and Economics (PPE) BA

PPE (Philosophy, Politics and Economics)

Key information

Duration:
3 years full time
Typical A-level offer:
AAA-AAB
UCAS code:
L0V0
Start date:
September 2018

PPE at Sussex gives you a thorough understanding of each of the three subjects, and in-depth knowledge of the two you choose to specialise in.

You learn from experts in all three departments. But you study in seminar groups alongside other PPE students, so that you develop strong connections with your PPE student community.

Whatever you choose to do once you finish your degree, PPE at Sussex gives you the skills and insight to make a difference in the world.

I study a course that I love, with like-minded people and brilliant lecturers  I’ve never second-guessed my decision to choose Sussex.”Martha Cleary
Philosophy, Politics and Economics (PPE) BA

Entry requirements

A-level

Typical offer

AAA-AAB

GCSEs

You must have GCSE (or equivalent) Mathematics, with at least grade B (or grade 6 in the new grading scale). 

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Extended Project Qualification

We take the EPQ into account when considering your application and it can be useful in the summer when your results are released if you have narrowly missed the conditions of your offer. We do not routinely include the EPQ in the conditions of your offer but we sometimes offer alternative conditions that include the EPQ. If you wish to discuss this further please contact Admissions at ug.enquiries@sussex.ac.uk

Other UK qualifications

Access to HE Diploma

Typical offer

Pass the Access to HE Diploma with at least 45 credits at Level 3, of which 30 credits must be at Distinction and 15 credits at Merit or higher.

Subjects

The Access to HE Diploma should ideally be in the humanities or social sciences.

GCSEs

You must have GCSE (or equivalent) Mathematics, with at least grade B (or grade 6 in the new grading scale).

International Baccalaureate

Typical offer

34 points overall from the full IB Diploma.

Pearson BTEC Level 3 National Extended Diploma (formerly BTEC Level 3 Extended Diploma)

Typical offer

DDD

GCSEs

You must have GCSE (or equivalent) Mathematics, with at least grade B (or grade 6 in the new grading scale). 

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

Scottish Highers

Typical offer

AAABB

GCSEs

You must also have Mathematics at Standard Grade, grade 1 or 2.

Welsh Baccalaureate Advanced

Typical offer

Grade B and AA in two A-levels.

GCSEs

You must have GCSE (or equivalent) Mathematics, with at least grade B (or grade 6 in the new grading scale).

You should also have a broad range of GCSEs (A*-C), including good grades in relevant subjects.

International baccalaureate

Typical offer

34 points overall from the full IB Diploma.

European baccalaureate

Typical offer

Overall result of at least 80%

Other international qualifications

Australia

Typical offer

Relevant state (Year 12) High School Certificate, and over 85% in the ATAR or UAI/TER/ENTER. Or a Queensland OP of 5 or below.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Austria

Typical offer

Reifeprüfung or Matura with an overall result of 2.2 or better for first-year entry. A result of 2.5 or better would be considered for Foundation Year entry.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Belgium

Typical offer

Certificat d'Enseignement Secondaire Supérieur (CESS) or Diploma van Hoger Secundair Onderwijs with a good overall average. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Bulgaria

Typical offer

Diploma za Sredno Obrazovanie with excellent final-year scores (normally 5.5 overall with 6 in key subjects).

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Canada

Typical offer

High School Graduation Diploma. Specific requirements vary between provinces.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

China

Typical offer

We usually do not accept Senior High School Graduation for direct entry to our undergraduate courses. However, we do consider applicants who have studied 1 or more years of Higher Education in China at a recognised degree awarding institution or who are following a recognised International Foundation Year.

If you are interested in applying for a business related course which requires an academic ability in Mathematics, you will normally also need a grade B in Mathematics from the Huikao or a score of 90 in Mathematics from the Gaokao.

Applicants who have the Senior High School Graduation may be eligible to apply to our International Foundation Year, which if you complete successfully you can progress on to a relevant undergraduate course at Sussex. You can find more information about the qualifications which are accepted by our International Study Centre at  http://isc.sussex.ac.uk/entry-requirements/international-foundation-year .

 

 

 

 

 

 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Croatia

Typical offer

Maturatna Svjedodžba with an overall score of at least 4-5 depending on your degree choice.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Cyprus

Typical offer

Apolytirion of Lykeion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Czech Republic

Typical offer

Maturita with a good overall average.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Denmark

Typical offer

Højere Forberedelseseksamen (HF) or studentereksamen with an overall average of at least 7 on the new grading scale.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Finland

Typical offer

Finnish Ylioppilastutkinto with an overall average result in the final matriculation examinations of at least 6.5

France

Typical offer

French Baccalauréat with an overall final result of at least 14/20.

Germany

Typical offer

German Abitur with an overall result of 1.8 or better.

Greece

Typical offer

Apolytirion with an overall average of at least 18 or 19/20 will be considered for first-year entry.

A score of 15/20 in the Apolytirion would be suitable for Foundation Year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hong Kong

Typical offer

Hong Kong Diploma of Secondary Education (HKDSE) with grades of 5, 4, 4 from three subjects including two electives. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Hungary

Typical offer

Erettsegi/Matura with a good average.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

India

Typical offer

Standard XII results from Central and Metro Boards with an overall average of 75-80%. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Iran

Typical offer

High School Diploma and Pre-University Certificate.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Ireland

Typical offer

Irish Leaving Certificate (Higher Level) at H1 H1 H2 H2 H3

Additional requirements

You must have at least grade O5 in Mathematics.

Israel

Typical offer

Bagrut, with at least 8/10 in at least six subjects, including one five-unit subject.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Italy

Typical offer

Italian Diploma di Maturità or Diploma Pass di Esame di Stato with a Final Diploma mark of at least 85/100.

Additional requirements

You will need Mathematics at least grade O5 in the ILC

Japan

Typical offer

Upper Secondary Leaving Certificate is suitable for entry to our Foundation Years. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Latvia

Typical offer

Atestats par Visparejo videjo Izglitibu with very good grades in state exams.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Lithuania

Typical offer

Brandos Atestatas including scores of 80-90% in at least three state examinations (other than English).

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Luxembourg

Typical offer

Diplôme de Fin d'Etudes Secondaires.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Malaysia

Typical offer

Sijil Tinggi Persekolahan Malaysia (STPM). As well as various two or three-year college or polytechnic certificates and diplomas.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Netherlands

Typical offer

Voorereidend Wetenschappelijk Onderwijs (VWO), normally with an average of at least 7.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Nigeria

Typical offer

You are expected to have one of the following:

  • Higher National Diploma
  • One year at a recognised Nigerian University
  • Professional Diploma (Part IV) from the Institute of Medical Laboratory Technology of Nigeria
  • Advanced Diploma

You must also have a score of C6 or above in WAEC/SSC English.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Norway

Typical offer

Norwegian Vitnemal Fra Den Videregaende Skole- Pass with an overall average of at least 4.5.

Pakistan

Typical offer

Bachelor (Pass) degree in arts, commerce or science.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Poland

Typical offer

Matura with three extended-level written examinations, normally scored within the 7th stanine.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Portugal

Typical offer

Diploma de Ensino Secundario normally with an overall mark of at least 16/20. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Romania

Typical offer

Diploma de Bacalaureat with an overall average of 8.5-9.5 depending on your degree choice.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Singapore

Typical offer

A-levels, as well as certain certificates and diplomas.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovakia

Typical offer

Maturitna Skuska or Maturita with honours, normally including scores of 1 in at least three subjects.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Slovenia

Typical offer

Secondary School Leaving Diploma or Matura with at least 23 points overall.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

South Africa

Typical offer

National Senior Certificate with very good grades. 

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Spain

Typical offer

Spanish Título de Bachillerato (LOGSE) with an overall average result of at least 8.0.

Sri Lanka

Typical offer

Sri Lankan A-levels.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Sweden

Typical offer

Fullstandigt Slutbetyg with good grades.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Switzerland

Typical offer

Federal Maturity Certificate.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

Turkey

Typical offer

Devlet Lise Diplomasi or Lise Bitirme is normally only suitable for Foundation Years, but very strong applicants may be considered for first year entry. Find out more about Foundation Years.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

USA

Typical offer

We look at your full profile taking into account everything you are studying. You must have your high school graduation diploma and we will be interested in your Grade 12 GPA. However, we will also want to see evidence of the external tests you have taken. Each application is looked at individually, but you should normally have one or two of the following:

  • APs (where we would expect at least three subject with 4/5 in each)
  • SAT Reasoning Tests (normally with a combined score of 1300) or ACT grades
  • and/or SAT Subject Tests (where generally we expect you to have scores of 600 or higher). 

We would normally require APs or SAT Subject Tests in areas relevant to your chosen degree course.

Please note

Our entry requirements are guidelines and we assess all applications on a case-by-case basis.

My country is not listed

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

English language requirements

IELTS (Academic)

6.5 overall, including at least 6.0 in each component

IELTS scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test.

If you are applying for degree-level study we can consider your IELTS test from any test centre, but if you require a Confirmation of Acceptance for Studies (CAS) for an English language or pre-sessional English course (not combined with a degree) the test must be taken at a UK Visas and Immigration (UKVI)-approved IELTS test centre.

Find out more about IELTS.

Other English language requirements

Proficiency tests

Cambridge Advanced Certificate in English (CAE)

For tests taken before January 2015: Grade B or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CAE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Advanced.

Cambridge Certificate of Proficiency in English (CPE)

For tests taken before January 2015: grade C or above

For tests taken after January 2015: 176 overall, including at least 169 in each skill

We would normally expect the CPE test to have been taken within two years before the start of your course.

You cannot combine scores from more than one sitting of the test. Find out more about Cambridge English: Proficiency.

Pearson (PTE Academic)

62 overall, including at least 56 in all four skills.

PTE (Academic) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about Pearson (PTE Academic).

TOEFL (iBT)

88 overall, including at least 20 in Listening, 19 in Reading, 21 in Speaking, 23 in Writing.

TOEFL (iBT) scores are valid for two years from the test date. Your score must be valid when you begin your Sussex course. You cannot combine scores from more than one sitting of the test. Find out more about TOEFL (iBT).

The TOEFL Institution Code for the University of Sussex is 9166.

English language qualifications

AS/A-level (GCE)

Grade C or above in English Language.

Hong Kong Advanced Level Examination (HKALE)/ AS or A Level: grade C or above in Use of English

French Baccalaureat

A score of 12 or above in English.

GCE O-level

Grade C or above in English.

Brunei/Cambridge GCE O-level in English: grades 1-6.

Singapore/Cambridge GCE O-level in English: grades 1-6.

GCSE or IGCSE

Grade C or above in English as a First Language.

Grade B or above in English as a Second Language

German Abitur

A score of 12 or above in English.

Ghana Senior Secondary School Certificate

If awarded before 1993: grades 1-6 in English language.

If awarded between 1993 and 2005: grades A-D in English language.

Hong Kong Diploma of Secondary Education (HKDSE)

 Level 4, including at least 3 in each component in English Language.

Indian School Certificate (Standard XII)

The Indian School Certificate is accepted at the grades below when awarded by the following examination boards:

Central Board of Secondary Education (CBSE) – English Core only: 70%

Council for Indian School Certificate Examinations (CISCE) - English: 70% 

International Baccalaureate Diploma (IB)

English A or English B at grade 5 or above.

Malaysian Certificate of Education (SPM) 119/GCE O-level

If taken before the end of 2008: grades 1-5 in English Language.

If taken from 2009 onwards: grade C or above in English Language.

The qualification must be jointly awarded by the University of Cambridge Local Examinations Syndicate (UCLES).

West African Senior School Certificate

Grades 1-6 in English language when awarded by the West African Examinations Council (WAEC) or the National Examinations Council (NECO).

Country exceptions

Select to see the list of exempt English-speaking countries

If you are a national of one of the countries below, or if you have recently completed a qualification equivalent to a UK Bachelors degree or higher in one of these countries, you will normally meet our English requirements. Note that qualifications obtained by distance learning or awarded by studying outside these countries cannot be accepted for English language purposes.

You will normally be expected to have completed the qualification within two years before starting your course at Sussex. If the qualification was obtained earlier than this we would expect you to be able to demonstrate that you have maintained a good level of English, for example by living in an English-speaking country or working in an occupation that required you to use English regularly and to a high level.

Please note that this list is determined by the UK’s Home Office, not by the University of Sussex.

List of exempt countries

  • Antigua and Barbuda
  • Australia
  • Bahamas
  • Barbados
  • Belize
  • Canada**
  • Dominica
  • Grenada
  • Guyana
  • Ireland
  • Jamaica
  • New Zealand
  • St Kitts and Nevis
  • St Lucia
  • St Vincent and the Grenadines
  • Trinidad and Tobago
  • United Kingdom
  • USA

** Canada: you must be a national of Canada; other nationals not on this list who have a degree from a Canadian institution will not normally be exempt from needing to provide evidence of English.

Admissions information for applicants

Transfers into Year 2

Yes. Find out more about transferring into Year 2 of this course. We don’t accept transfers into the third or final year.

If your qualifications aren’t listed or you have a question about entry requirements, email ug.enquiries@sussex.ac.uk.

Why choose this course?

  • Ranked in the top 5 in the UK for Philosophy (The Guardian University Guide 2018).
  • Unlike PPE courses at most other universities, at Sussex you study all three subjects for the first two years of your course, so you gain skills in all three subjects before specialising in two.
  • Learn from academic staff who are carrying out original and innovative research in areas including global politics and international trade.

Course information

How will I study?

In Philosophy and Politics you take at least two modules each in your first year. You choose from Philosophy topics including:

  • early modern philosophy
  • existentialism
  • truth and morality: the meaning of life.

You also choose from Politics topics including:

  • British political history
  • foundations of politics
  • research skills and methods in political science.

In Economics, you study mathematics and finance, helping you to gain quantitative skills.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Core modules

Options


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

How will I study?

In Philosophy and Politics you take at least two modules each. You choose from topics including:

Philosophy:

  • aesthetics
  • feminist philosophy
  • philosophy of science.

Politics:

  • contemporary public policy
  • European politics
  • politics of governance.

Economics:

  • advanced macro- or microeconomics
  • statistics for economics and finance.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Options


Customise your course

Our courses are designed to broaden your horizons and give you the skills and experience necessary to have the sort of career that has an impact.

Gain programming skills and apply them to areas such as digital media, business and interactive design. Find out about our Year in Computing

Study abroad (optional)

Apply to study abroad – you’ll develop an international perspective and gain an edge when it comes to your career. Find out where your course could take you.

Placement (optional)

A placement is a great way to network and gain practical skills. When you leave Sussex, you’ll benefit from having the experience employers are looking for. Find out more about placements and internships.

Please note

If you’re receiving – or applying for – USA federal Direct Loan funds, you can’t transfer to the version of this program with an optional study abroad period in any country or optional placement in the USA. Find out more about American Student Loans and Federal Student Aid

How will I study?

You specialise in two of the PPE subject areas. You also focus on writing your dissertation. You can choose from topics including:

Philosophy:

  • social and political philosophy
  • ethics and philosophy of language
  • Islamic philosophy and modern European philosophy.

Politics:

  • conservatives and conservatism
  • parties and voters in the UK
  • populism and politics.

Economics:

  • behavioural economics
  • climate change economics
  • understanding global markets.

Modules

These are the modules running in the academic year 2017. Modules running in 2018 may be subject to change.

Options

The exciting thing about PPE is that it brings together people with great energy and commitment. It provides an atmosphere that is both dynamic and reflective.Professor Michael Morris
Professor of Philosophy

Fees

UK/EU students:
Fees are not yet set for entry in the academic year 2018. The University intends to set fees at the maximum permitted by the UK Government (subject to continued satisfaction of the Teaching Excellence Framework). For the academic year 2017, fees were £9,250 per year.

The UK Government has confirmed that if you’re an EU student applying for entry in September 2018, you’ll pay the same fee rate as UK students for the duration of your course, even if the UK leaves the EU before the end of your course. You’ll also continue to have access to student loans and grants. Find out more on the UK Government website

Channel Islands and Isle of Man students:
The University aligns fees for Channel Islands and Isle of Man students with fees for UK/EU students. These fees are not yet set for entry in the academic year 2018. We intend to set fees at the maximum permitted by the UK Government (subject to continued satisfaction of the Teaching Excellence Framework). For the academic year 2017, fees were £9,250 per year.
International students:
£15,500 per year
Study abroad:
Find out about grants and funding, tuition fees and insurance costs for studying abroad
Placement:
Find out about tuition fees for placements

Note that your fees may be subject to an increase on an annual basis.

Find out about typical living costs for studying at Sussex

Scholarships

Our focus is personal development and social mobility. To help you meet your ambitions to study at Sussex, we deliver one of the most generous scholarship programmes of any UK university.

Careers

Your future career

Develop skills in communication, critical thinking and research with a Philosophy, Politics and Economic BA from Sussex. These skills mean you can go into jobs at multinational companies, advising governments and managing organisations.

Outside the classroom, you can join our Philosophy or Politics Societies where you:

  • get involved in philosophical debates
  • attend talks by visiting speakers
  • attend weekly politics meetings and take part in debates.

You also benefit from specialist economics career events and workshops where you can:

  • meet and hear from graduate employers and former Sussex students
  • find out more about graduate schemes.

Working while you study

Our Careers and Employability Centre can help you find part-time work while you study. Find out more about career development and part-time work

Introduction to Mathematics for Finance and Economics

  • 15 credits
  • Autumn Teaching, Year 1

This module introduces you to the basic mathematical methods and techniques used in economic analysis, and will enable you to use these skills independently and with confident. These skills also have a transferable content and are useful in other disciplines and applications.

Paradox and Argument

  • 15 credits
  • Autumn Teaching, Year 1

The aim of this module is to help you to become reflective about the way arguments work by looking at a number of paradoxes.  

Paradoxes puzzle and perplex us. If you're going to sort them out, you have to clearly lay out the arguments and assumptions that lie behind the puzzlement and perplexity. And doing that helps you to see how to analyse arguments more generally.

You'll see that most paradoxes have several solutions. Understanding the reasons in favour of different solutions will help you to see how arguments work, and how assumptions are often in play – ones that you may not have thought about before.

Macroeconomics 1

  • 15 credits
  • Spring Teaching, Year 1

This module introduces core short-run and medium-run macroeconomics.

First you will consider what determines demand for goods and services in the short run. You will be introduced to financial markets, and outline the links between financial markets and demand for goods. The Keynesian ISLM model encapsulates these linkages. Second, you will turn to medium-term supply. You will bring together the market for labour and the price-setting decisions of firms in order to build an understanding of how inflation and unemployment are determined. Finally, you will look at supply and the ISLM together to produce a full medium-term macroeconomic model.

Microeconomics 1

  • 15 credits
  • Spring Teaching, Year 1

This module develops consumer and producer theory, examining such topics as consumer surplus, labour supply, production and costs of the firm, alternative market structures and factor markets. It explores the application of these concepts to public policy, making use of real-world examples to illustrate the usefulness of the theory.

British Political History

  • 15 credits
  • Autumn Teaching, Year 1

This module provides an overview of the major developments in British political history since 1900, focusing mainly (but not exclusively) on the post-war period. You focus on the major challenges domestic and international which have confronted political elites and masses during the period. It provides a critical understanding of some of the major debates between and within the UK's major political parties, and introduces some of the academic arguments generated by them. Politicians, and indeed political scientists, often make use of particular versions of history in order to persuade people that what they are offering is either tried and trusted or, on the other hand, new and improved. Pundits are also fond of making casual allusions to political events of the past in order to illustrate or support their arguments about the present often based on little more than second-hand knowledge and outdated received wisdom. This module provides a firm foundation of knowledge on which to build the more advanced understanding promoted by more advanced modules. And, by subjecting to critical analysis what is often taken for granted, it encourages a degree of healthy scepticism towards any references to politics in the past made in both public and academic discourse.

Existentialism

  • 15 credits
  • Autumn Teaching, Year 1

The module critically engages with thinkers such as Nietzsche, Kierkegaard, Heidegger, Sarte, de Beauvoir, Camus, Arendt and Murdoch.

You examine themes such as human freedom, the relation between faith and reason and the absurd. You trace the development of existential ideas in philosophical, religious, poetic and fictional works, asking why this movement in particular seems to have led to such a rich intermingling of philosophy and literature.

You conclude your studies by considering some of the political and ethical consequences of existentialism.

Explanatory Concepts in Political Science

  • 15 credits
  • Autumn Teaching, Year 1

In this module, you gain a firm understanding of some of the basic theories of the state including majoritarian and consensus democracy, pluralism, elite theory, Marxism and public choice theory.

The module applies the theories to British politics in order to gain a better understanding of particular political interests for example: the constitutions, political parties, voting, interest groups and globalisation.

The module develops a dialogue, which confronts established theories with the changing reality of British politics.

Science and Reason

  • 15 credits
  • Autumn Teaching, Year 1

Science has a special status in our understanding of the world. Several of the earlier philosophers of the modern era were active and innovative scientists in their own right, and the model of scientific understanding has shaped the way philosophy has been done right up to the present day.

Some have tried to develop a specifically scientific kind of philosophy; others have tried to separate the task of philosophy from that of science.

In this module, you pursue questions about the relation between science and philosophy, looking in detail at particular texts (which may be drawn from any period) for which these issues are important.

Truth and Morality: The Meaning of Life

  • 15 credits
  • Autumn Teaching, Year 1

In this module, you study the central issues of morality – examining both the kinds of considerations that might be appealed to in moral arguments, and the status of moral arguments themselves.

What should we bear in mind when deciding whether to eat meat, or whether to help someone, or whether to fight a war?

In what sense are the decisions we make right? How can a moral argument be a good argument? Are some people wiser than others? Is there any truth in moral relativism? You will tackle these and related issues from a range of theoretical positions.

Early Modern Philosophy

  • 15 credits
  • Spring Teaching, Year 1

You are introduced to assumptions, arguments and ideas from major philosophers of the 17th and 18th centuries that ground the empiricist and rationalist traditions. These philosophers include Descartes, Locke, Leibniz, Berkeley, Hume, Spinoza.

You examine these assumptions, arguments and ideas in the context of contemporary discussions of the issues, in order to promote understanding both of the concerns which lie at the heart of much contemporary philosophy and of the history of those concerns.

Foundations of Politics

  • 15 credits
  • Spring Teaching, Year 1

You are introduced to some of the central concepts and issues in political theory.

The module offers you an opportunity to think not just about the way politics is, but also about the way it ought to be.

We will ask questions such as 'why should we obey the state?', 'is democracy the best form of government?', and 'what makes a just society?'

We begin with some of the most fundamental and enduring questions in political theory, and we finish with some more recent debates.

The module is designed to be cumulative, so that the analysis developed in one week is built on in the weeks that follow.

By the end of the term you should have acquired a basic understanding of the central questions in political theory, and you should have begun to develop some of your own answers to these questions.

Logic and Meaning

  • 15 credits
  • Spring Teaching, Year 1

In this module you will be introduced to the basic ideas and methods of (modern) elementary formal logic. The emphasis will be on using logic as a tool to evaluate arguments. You will be introduced to logical concepts such as truth-functionality, logical form, subject/predicate, validity, and derivability. We will also consider related issues concerning meaning, such as the meaning of ordinary-language conditionals; the distinction between literal meaning and conversational implicatures, and the distinction between referring expressions and quantifiers.

Reading Philosophy

  • 15 credits
  • Spring Teaching, Year 1

The aim of this module is to spend time reading a small number of philosophical texts very closely. Different tutors may choose different texts.

You are taught to develop the kind of attentiveness to detail which is important philosophically.

Research Skills and Methods in Political Science

  • 15 credits
  • Spring Teaching, Year 1

This module is designed to introduce you to some of the fundamental issues faced by scholars as they try to analyse the political world around them.  We begin by examining the discipline of political science, what 'studying politics', and introduce some of the key terms such as epistemology, behaviouralism, quantitative methods.

You will be introduced to the basics of quantitative methods and the advantages and disadvantages of using surveys, questionnaires and statistical packages to analyse real world political activity. 

The next set of lectures analyse a completely different mode of enquiry; those based on interpretist understandings of political affairs. There are, obviously, all sorts of ways of collecting evidence to support your case/answer a question, and some of the most popular involve doing interviews, focus groups, simple participation etc. We discuss some of the strengths and weaknesses of using these methods, analysing why they are chosen in the first place and how they link with more quantitative approaches. 

By the end of the module, you should have an enhanced understanding of what the political science discipline is, how political scholars conduct their research and how they reach the conclusions that they do. You should also be able to critically interpret many of the claims and counter-claims, often based on statistical indicators, that are a feature of contemporary political debate.

Most of the lectures will necessarily focus on presenting various, often rather abstract, concepts and procedures. However, the relevance of these in modern political analysis will be demonstrated by incorporating practical exercises in which the concepts and methods learnt will be applied in seminars and computer workshops.

Society, State and Humanity

  • 15 credits
  • Spring Teaching, Year 1

In this module, you look at the fundamental answers given by Western thinkers to the question 'what is society', exploring them in conjunction with answers to the questions 'what is the state?' and 'what is a human being?'.

There is a particular focus on the question of whether humans can be said to exist prior to society or only as constituted by it.

Conceptions of society, state and humanity studied may include those of Plato, Aristotle, St. Paul, Hobbes, Smith, Rousseau, Kant, Hegel, Marx, Durkheim, Freud, and feminist and postmodern critiques of these.

Please note: this module has some overlap in content with the second year module 'Modern Political Thought,' which is a core module for students studying joint honours Politics and Philosophy.

Ancient Philosophy

  • 15 credits
  • Autumn Teaching, Year 2

In this module we will look at some central themes in the works of Plato, concentrating especially on ethics and metaphysics. We will examine the attempts to define virtues in some supposedly early dialogues, and the central Socratic ethical claim that it is impossible to do wrong knowingly. These issues will be pursued into the central moral argument of the Republic. We will also look at the so-called 'theory of forms' as it appears in various dialogues, including (especially) the Republic and the criticisms of it which are made in the Parmenides. We will consider Plato's philosophy of art in connection with the theory of forms.

European Politics

  • 15 credits
  • Autumn Teaching, Year 2

The political map of contemporary Europe is changing rapidly and fundamentally, as the traditional boundaries between East and West and between domestic and international governance break down.

This module aims to provide a pan-European introduction to the continent's politics, rooted in a comparative rather than a country-by-country approach. After setting the historical and socio-economic context, it moves on to tackle not just institutions (the nation-state, government and policy-making, legislatures, parties, pressure groups and the media) but also issues – participation, immigration, the supposed blurring of the left-right divide, and Europe in the world.

Feminist Philosophy

  • 15 credits
  • Autumn Teaching, Year 2

Feminist philosophy covers a range of issues.

At the applied end, it is concerned with issues of particular political relevance to women, such as discrimination and equality, and ethical issues surrounding reproduction.

At the more abstract end, it is concerned with whether Western philosophical approaches and conclusions are themselves a product of patriarchy. 

In this module, you explore such themes.

Kant

  • 15 credits
  • Autumn Teaching, Year 2

You are introduced to some of the central issues in Kant's theoretical and practical philosophy.

Topics covered include:

  • Kant's doctrine of the subjective nature of space and time; causation
  • the self and selfidentity; freedom and moral agency
  • duty and the moral law
  • the question as to the meaning and coherence of Kant's 'idealism.'

Macroeconomics 2

  • 15 credits
  • Autumn Teaching, Year 3

The module is concerned with two main topics:

The Long Run is an introduction to how economies grow, gradually raising the standard of living, decade by decade. Once we have the basic analysis in place, we can begin to explain why there are such huge disparities in living standards around the world.

Expectations is a deepening of the behavioural background to modelling saving and investment decisions, emphasising the intrinsically forward-looking nature of saving and investment decisions and analysing the financial markets which coordinate these decisions.

Microeconomics 2

  • 15 credits
  • Autumn Teaching, Year 3

This module develops the economics principles learned in the first year (Microeconomics 1).

Alternative market structures, such as oligopoly and monopolistic competition are studied and comparisons drawn with perfect competition and monopoly.

Decision-making under uncertainty and over multiple time periods is introduced, relaxing some of the restrictive assumptions made in the first year module.

The knowledge gained is applied to such issues as investment in human capital (e.g. education), saving and investment decisions, insurance and criminal deterrence.

Modern Political Thought

  • 15 credits
  • Autumn Teaching, Year 2

This module addresses some of the most important texts in the history of western political philosophy. It covers the work of seven major political thinkers and aims to provide you with knowledge of the broad contours of modern political thought from the 17th to the 20th century. You will develop your ability to analyse philosophical arguments and to situate the texts studied in the appropriate historical contexts. Throughout, the aim will be to encourage close textual reading whilst developing an awareness of the wider themes and concepts that inform modern political thought.

Philosophy of Mind

  • 15 credits
  • Autumn Teaching, Year 2

This module will examine the nature of the mind, employing the procedures of analytic philosophy. We will be concerned with the nature of thought and of mental representation, addressing such questions as the following. How are mental properties and physical properties related? Are beliefs and desires the causes of actions? Could we have thoughts even if there were no world? What grounds the authority we appear to have over claims about the contents of our own minds? How are we to understand the nature of consciousness ?

Statistics and Introductory Econometrics

  • 15 credits
  • Autumn Teaching, Year 3

This module provides an introduction to the statistical techniques used in economics, and includes computer-based applications.

Topics covered include:

  • summarising and plotting data
  • basic probability theory
  • hypothesis testing
  • correlation analysis; and
  • bivariate and multiple regression analysis.

You are introduced in greater detail to the EXCEL spreadsheet package, which you will use for your assessed modulework.

Advanced Macroeconomics

  • 15 credits
  • Spring Teaching, Year 2

The module completes the macroeconomics sequence, starting with a consideration of the policy implications of rational expectations. The macroeconomy is then opened up to international trade and capital movements: the operation of monetary and fiscal policies and the international transmission of disturbances under fixed and flexible exchange rates are contrasted, and the issues bearing on the choice of exchange-rate regime are explored. The major macroeconomic problems of hyperinflation, persistent unemployment and exchange-rate crises are examined. The module concludes by drawing together the implications of the analysis for the design and operation of macroeconomic policy.

 

Advanced Microeconomics

  • 15 credits
  • Spring Teaching, Year 2

This module covers the topics of general equilibrium and welfare economics, including the important issue of market failure. General equilibrium is illustrated using Sen's entitlement approach to famines and also international trade. Welfare economics covers concepts of efficiency and their relationship to the market mechanism. Market failure includes issues such as adverse selection and moral hazard, and applications are drawn from health insurance, environmental economics and the second-hand car market.

 

Aesthetics

  • 15 credits
  • Spring Teaching, Year 2

Aesthetics is concerned with two sorts of philosophical questions: questions about aesthetic experience and judgment, and questions about art.

They are connected, insofar as art is thought to be one of the primary sources of aesthetic experience.

However, not every question in aesthetics is about art; and not all questions about art are about aesthetic experience.

In this module you tackle questions raised by aesthetics in this wide sense, and will approach them from an "analytic" perspective.

Applied Economics Topics

  • 15 credits
  • Spring Teaching, Year 2

This module introduces you to a range of applied topics that illustrate the use of economics principles learned at level two. The topics covered may vary from year to year and are based upon faculty interests and research. A typical topic might be the use of taxes or quotas to limit pollution, as in the US acid rain programme, limiting emissions of SO2. Alongside each lecture topic will be a class
devoted to that topic, involving discussion of the issues or some other kind of exercise.

Applied Statistics for Finance and Economics

  • 15 credits
  • Spring Teaching, Year 2

This module will introduce you to the empirical use of a variety of statistical methods used in the social sciences.  A key objective of the module is to teach best statistical practice through the use, exploration and analysis of empirical data.  Topics covered include: measuring skewness and kurtosis in empirical data and undertaking tests for normality, goodness-­of-­fit and non­-parametric testing principles; ANOVA and experimental design; OLS and maximum likelihood estimation in the bivariate regression model; the linear probability and the logistic models; detrending, deseasonalising and forecasting using time series data; basic concepts in sample survey methods.

Epistemology

  • 15 credits
  • Spring Teaching, Year 2

Epistemology is a central philosophical area and pertains to issues concerned with knowledge and how we acquire it.

In this module, you concentrate on current issues in contemporary epistemology, though your studies are also informed by certain important historical debates and figures.

You address questions that may include:

  • what is knowledge?
  • is certain knowledge a genuine possibility?
  • what makes a belief justified?
  • is there such a thing as epistemic virtue?
  • what are the special problems surrounding inductive knowledge?
  • does one have special privileged access to knowledge about one's own mind?
  • how might perception best be characterised?

Europe in the International Economic Order

  • 15 credits
  • Spring Teaching, Year 2

In this module, you are introduced to main developments in the world economy and its governance arrangements since 1945 - as they affect Europe, including its relations with the US and the developing world.

You cover debates on globalisation, the role of multinational firms and the role of the WTO, and you follow the evolving international financial crisis.

Finance for Development

  • 15 credits
  • Spring Teaching, Year 2

This module discusses and analyses the major challenges and current initiatives in the creation of finance industries appropriate to and effective in developing countries. The module focuses on the private financial sector and issues relating to access to finance. After a general overview, the module begins by examining the forms of finance available for larger firms in developing countries, mainly the banking sector and the stock market. Subsequently, it covers the evidence on the effects of financial development on economic growth and the role of institutional factors, such as corporate governance, in financial development. It then moves on to examine the access to finance for smaller firms and households and the implications of a lack of access. Finally, the module touches upon private international sources of finance, namely private capital flows, FDI and remittances to developing countries.

Phenomenology

  • 15 credits
  • Spring Teaching, Year 2

Over 50 years ago, Merleau-Ponty began his great work The Phenomenology of Perception with the words: "what is phenomenology?" It may seem strange that this question has still to be asked half a century after the first works of Husserl appeared. The aim of this module is to continue to ask that question about the nature of what has become one of the most important philosophical movements in the last hundred years, and it does so by examining some of the key texts of the philosophers most influenced by, and most critical of, the founder of that movement, Edmund Husserl (1859-1938). These philosophers include Heidegger (1889-1976), Sartre (1905-1980), Merleau-Ponty (1908-1961), Levinas (1906-1995), and Derrida (1930-2004), and they cannot be properly understood unless their relationship to Husserl's philosophy is examined.

Overall, phenomenology attempts to focus on "how" things appear to us rather than simply asking "what" these things are. Themes to be discussed include the nature of perception, the role of the sciences, the impact of emotions, the body and intersubjectivity.

A reader with photocopies of the most important texts for this module can be purchased in the first session.

Philosophy of Religion

  • 15 credits
  • Spring Teaching, Year 2

This module aims to encourage you to engage with different perspectives on the philosophy of religion, drawing on analytic and continental sources.

You start with a methodological discussion and an examination of different approaches to the question of how philosophy can contribute to religious knowledge and understanding.

You cover topics including the existence of God, providence and free will, and the morality of afterlife.

One question that arises out of this discussion concerns the appropriateness of treating 'God' as a peculiar kind of object. You consider this question in relation to phenomenological and existentialist approaches that focus on religious experience and also approaches that focus on the meaning of religious terms and the nature of belief.

You conclude by considering current debates about religion and science and the role of religion in everyday life.

 

Philosophy of Science

  • 15 credits
  • Spring Teaching, Year 2

The philosophy of science explores, among other things: the nature of laws and scientific explanation; the distinctive character of science and of how science progresses; realism/anti-realism about the theoretical entities posited by scientific theories. This module will introduce you to these issues and the central arguments involved. You will also explore notions integral to science, such as time, natural kinds, counterfactual support and causation.

Politics of Governance: East Asia

  • 15 credits
  • Spring Teaching, Year 2

This module studies government in East Asia (both Northeast and Southeast Asia) covering the great diversity of polities in the region ranging from totalitarian systems (for example, China and North Korea), to 'soft' authoritarian states (for example, Singapore and Malaysia), to 'defective' democracies (for example, Indonesia and Thailand) and fully consolidated democratic regimes (for example, Japan and South Korea). We will analyse political systems through general frameworks of comparative politics to discuss two principal questions: How can existing theories help us further our understanding of Asian politics? And, conversely, how can the study of Asian politics contribute to theory building in political science? The analysis will be framed around key concepts such as political parties, elections, corruption and civil-military relations.

Politics of Governance: Eastern Europe

  • 15 credits
  • Spring Teaching, Year 2

The module begins by examining the kind of legacies that the communist period left in these countries before moving on to consider their institutional structures and party and electoral politics of the new post-communist democracies. You then considers some of the major issues raised by the process of post-communist democratisation. These include: how to deal with functionaries of the previous non-democratic regime, how to introduce radical economic reform, and how to accommodate the existence of the numerous ethnic minorities that most of these states encompass? The impact of attempts to integrate into Euro-Atlantic international structures (the EU and NATO) on Central and East European domestic politics is considered before a final session that attempts to evaluate the nature of the regimes that are emerging in the region.

Politics of Governance: France

  • 15 credits
  • Spring Teaching, Year 2

Democracy in France has a troubled history, which continues to impact on contemporary politics in significant ways that have contributed to the representation of France as being in many ways 'exceptional'. This idea of 'the French Exception' will serve as a context for this module, which aims to give you a basic understanding of the institutions, policies and issues which dominate political life in France today. The module uses current affairs in France as its starting point in order to encourage engagement, and will use this to build up a grasp of the institutional framework in which political power operates. Important themes to be analysed will be: institutional and constitutional change, party dynamics, and policy reforms.

Politics of Governance: Germany

  • 15 credits
  • Spring Teaching, Year 2

The overall intellectual aim of this module is to provide a comprehensive analysis of the structure and norms of governance in the Federal Republic of Germany. The module examines the structure of German governance post-1945, looking at the formal codified arrangements of German federalism and the relationship between the constitution, parties and the wider polity. Particular emphasis is placed on Germany's role within the broader international community and the effects that unification has had on the structures and practices of German governance. We will also look at two particular policy fields (foreign policy, asylum and immigration policy) in order to see how the structures of governance affect policy making and policy development in individual policy areas. Learning objectives are specified by week for each topic. You should use these to think about when reading the material and preparing for each seminar.

Politics of Governance: India

  • 15 credits
  • Spring Teaching, Year 2

The politics and governance component of the politics degrees concentrates on the relationship between political institutions and the wider society. This module is concerned with the ability of institutions such as structures of governance, bureaucracies and political parties to adapt to changing circumstances and respond to demands from interest groups while dealing with the ongoing pressures of social and economic development in India. 

This module will be divided into two main parts. The first part will deal with India's political history and independence with a focus on analysing the institutional mechanisms of governance in the country. We will look at the design of the Indian constitution at independence, examining its key features such as federalism, secularism and the choice of political and electoral system. The module would also examine and evaluate how key constitutional features have functioned in India to support governance and its democracy. We also analyse the evolution of the party system in India focusing on its key features, attributes, determinants and the linkages between the national and the sub-national party systems. 

The second part of the module will analyse the key instruments of governance in India: the legislatures, bureaucracy, judiciary, army and the election commission. We will examine the ability of these institutions to support governance in a highly complex political and social environment. The focus will be on the relationship between politics and economy, politics and society, and politics and conflict. 

The module primarily uses an empirical approach but also presents relevant theoretical constructs and some comparative analysis to provide you with a rich insight into the politics of governance in India.

Politics of Governance: International Institutions and Issues

  • 15 credits
  • Spring Teaching, Year 2

This module critically analyses the evolution of the international institutional order since World War II up to contemporary times. It examines the emergence and transformations of these bodies in the face of evolving and emerging issues and challenges. You will focus on institutions such as the United Nations, the World Bank, the International Monetary Fund, the World Trade Organisation, as well as non-state actors and then gauge and assess their response to the issues and challenges in their respective fields of competence (for example, the environment, global ethics, intervention, failing states, self-determination, the changing nature of war and global governance).

Politics of Governance: The European Union

  • 15 credits
  • Spring Teaching, Year 2

This module treats the EU as a system of governance and examines it on that basis looking at the nature of executive, legislative and judicial politics as well as looking at the nature of interest representation and examining the nature of democracy in the EU and the impact of the EU on European states. It does so the basis of a variety of theoretical accounts derived from international relations and political science that have been applied to the EU

Politics of Governance: USA

  • 15 credits
  • Spring Teaching, Year 2

This module examines four approaches to understanding contemporary US politics that emphasise the role of institutions, ideas, individuals and interests. These approaches are applied to the three main institutions of the Presidency, Congress and the Supreme Court and to the nature of political parties and voting in the US.

Economics of European Integration

  • 15 credits
  • Autumn Teaching, Year 3

The aim of this module is to cover economic and institutional aspects of the European integration process, focusing on the economic and also legal aspects of the European Union, internally and in its relations with partners, including prospective members. Customs union theory, the theory of monetary union, fiscal federalism and regional economics will be covered. You will be expected to understand the basic economics of integration, and also the interrelationship between economics, law and politics, as well as knowing how to track down up to date policy materials on the web.

Environmental Economics

  • 15 credits
  • Autumn Teaching, Year 3

The module Environmental Economics gives an introduction to the economics of the environment and environmental policy.The module discusses externalities, optimality, sustainability, cost-benefit analysis and their ethical foundations; methods for valuing environmental goods and services; policy instruments for pollution control; environment and development; environment and trade; and environmental accounting for countries and corporations. In the seminars the concepts of the lectures will be applied to environmental problems such as air pollution, climate change, acidification and eutrophication.

Ethics

  • 30 credits
  • Autumn Teaching, Year 3

You look at the central questions in normative ethics and meta-ethics.

These include:

  • what makes an action right
  • whether there are moral rules
  • whether there are moral facts, and if so, how they can be known
  • whether there are external moral reasons; and of the relation between moral truths and non-moral truths.

Positions to be examined include non-cognitivism, naturalism, non-naturalism, internalism and externalism.

Labour Economics

  • 15 credits
  • Autumn Teaching, Year 3

The module explores how labour economics informs the discussion of many social issues such as the causes of unemployment; how technological change is shifting the distribution of jobs and wages; the impact of immigration on wages and employment; the impact of social security on the incentive to work; and the causes of gender and racial wage and employment gaps.

Modern European Philosophy

  • 30 credits
  • Autumn Teaching, Year 3

Inthis module, you investigate the work of some of the key European philosophers of the past two hundred years.

You study: Hegel, Nietzsche, Kierkegaard, Sartre, Heidegger, Levinas, Lukacs. Adorno, Arendt, Foucault, Derrida and Habermas.

You examine some of the most signifcant work done in two or more of the following traditions:

  • phenomenology
  • hermeneutics
  • deconstruction
  • critical theory
  • dismodule ethics
  • feminism.

Because of the wealth of thinkers and ideas in the area, the module can vary substantially from year to year; in each year, there will be one or more unifying themes, such as critique, art, truth, faith, law, or ethics.

Monetary Theory and Policy

  • 15 credits
  • Autumn Teaching, Year 3

The module begins with Keynes's reformulation of monetary theory and the application of Keynes's ideas to economic depressions.

The bulk of the module deals with monetary policy in practice, and considers:

  • the role of medium-term macroeconomic targets in policymaking
  • how policy should respond to new information in the short-term
  • money demand
  • the money supply process; and
  • how financial market imperfections should affect policymaking.

The last part of the module deals with banks, financial crises and financial regulation.

Photography and Politics

  • 30 credits
  • Autumn Teaching, Year 3

Political Change: Eastern Europe in Transition

  • 30 credits
  • Autumn Teaching, Year 3

Political Change: Political Parties and Party Systems

  • 30 credits
  • Autumn Teaching, Year 3

In this module, you look at the factors behind political change within political parties and party systems.

You examine the development of political parties and their importance in modern advanced industrial democracies in Western Europe - and learn how to use theoretical and analytical models to study parties and party systems in a wide range of countries. 

Topics include: 

  • examining where political parties and party systems were formed and how they have changed over time
  • investigating the role of political parties
  • exploring if political parties are fulfilling the functions that democracy requires of them.

Political Change: The European Union as a Global Actor

  • 30 credits
  • Autumn Teaching, Year 3

The emergence, over the last five and a half decades, of the European Union as a global actor of real relevance forms the basis for this module. It will chart and critically analyse this process of change from a community of six member states consumed with internal economic priorities to a union of 27 member states (and growing) whose decisions frequently have a global reach and whose troops  have undertaken missions in south-east Europe, Central Africa and the Far East. What have been the key actors and factors behind this transformation? And where is this process of political change headed? The tutor will encourage and assist you in tackling these and other related questions in a critical manner. The module will cover the following distinct but related topics: foreign policy integration at EU level and its limits; the impact of new member states; the militarization of the Union; the EU and crisis management; the EU and conflict prevention; the impact of the USA and Russia on this process of change; and the soft power/hard power debate.

Political Change: the Evolution of Post War European Integration

  • 30 credits
  • Autumn Teaching, Year 3

This module explores in depth the historical development of the European Union. In doing so, it provides an opportunity to review the various debates which have emerged within the social sciences and history about the dynamics of integration, the motivations of policy-makers and the influence of different actors. Drawing upon a range of concepts and approaches from those disciplines, the module focuses on a series of milestones, turning points and crises in the evolution of the EU.

Understanding Global Markets

  • 15 credits
  • Autumn Teaching, Year 3

The aim of this module is to give you an understanding of key features of the newly emerging globalised world economy. The module therefore comprises four components. The first of these analyses the conceptual background to understanding global markets, as well as examining the underlying changes in technology, which has transformed economic relations between regions and nation states. The subsequent components then use that background in order to focus on the key characteristics and changes in trade, goods and services, capital flow, and movement of people.

The module structure is as follows:

  1. The context
    1. The emergence/development of global markets and understanding what can be meant by globalisation.
    2. The impact of technological change on global markets (information technology, transport costs, etc).

  2. Goods and services
    1. Why do countries trade and why do countries integrate into regional blocs?
    2. The evolution of patterns of trade:
      • Trade volumes
      • Geographical patterns of trade (North-North, North-South, South-South, regional groupings etc)
      • Vertical spcialisation and value chains, outsourcing, offshoring, supply chaining
    3. The role of services in the global economy ad the evolution of services trade.

  3. International Capital flows: multinationals and foreign direct investment – theory and data.
    1. Short run capital flows: global capital markets and origins of financial and exchange rate crises.

  4. Labour Migration
    1. Why workers migrate: individual and family motives.
    2. The impact of migration on the home market and on the host market.

Applied Econometrics

  • 15 credits
  • Spring Teaching, Year 3

This module examines in greater depth topics covered in the Introduction to Econometrics module. The module explores the analysis of time series data with particular reference to unit root testing, cointegration and dynamic modelling, and also examines the use of models with limited dependent variables (eg the probit model).

Behavioural Economics

  • 15 credits
  • Spring Teaching, Year 3

During this module you will examine the psychological underpinnings of economic behaviour and examine recent theories and empirical results in behavioural economics. This forms the starting point in core economics modules and the dominant model of choice in economics, in which agents maximize expected utility given the information they possess and the choice set they have.

A growing body of empirical evidence has sought to challenge the assumption of individuals as rational economic agents; you will analyse this recent empirical evidence across a range of fields of economics and examine the new theories of economic behaviour.

Climate Change Economics

  • 15 credits
  • Spring Teaching, Year 3

This module will deal with the economics of anthropogenic climate change, which apart from being the international policy issue of the present time will be a vehicle for the illustration of a wide range of ideas and techniques from economic analysis.

Figures in Analytic Philosophy

  • 30 credits
  • Spring Teaching, Year 3

This module will look in detail at the position and arguments of one or more major figures in analytic philosophy, such as Frege, Russell, Wittgenstein, Kripke or Lewis.

Figures in Post-Kantian Philosophy

  • 30 credits
  • Spring Teaching, Year 3

In this module you will look in detail at the position and arguments of a major figure in post-Kantian philosophy, such as Hegel or Heidegger.

Figures in Social and Political Philosophy

  • 30 credits
  • Spring Teaching, Year 3

In this module you will look in detail at the position and arguments of a major figure in social political philosophy, such as Rawls, Marx or Habermas.

Independent Study/Internship Option

  • 30 credits
  • Spring Teaching, Year 3

This option provides an opportunity for you to carry out your own research project - working independently but with the help of a project tutor. In order to be accepted onto this option you produce a project outline by the end of you second year which needs to be approved by the module convenor. This many be linked to a period as an intern in the place of work (eg, in a local authority or at Westminster).

International Trade

  • 15 credits
  • Spring Teaching, Year 3

This module develops the theory of international trade and explores contemporary developments in the international trading system; in particular, it examines the underlying causes and welfare effects of trade on countries and their residents, and the implications of these results for international trade policy and institutions.

Political Corruption

  • 30 credits
  • Spring Teaching, Year 3

The objective of this module is to shed some light on the dark side of politics by developing analytical and theoretical tools that will allow us to analyse corruption across both time and space. We begin by analysing exactly what we understand by ‘corrupt’ behaviour and how this appears to differ (often quite starkly) across national boundaries. Are humans naturally corrupt? If so, does this matter? Is corrupt behaviour absolute and universal or does it depend on location and context? Indeed, can corruption sometimes even be a good thing?

Armed with the analytical tools aimed at unpacking the complex phenomenon of political corruption, we examine specific examples of corruption across the developed world, ranging from systematic abuses of power by parties and politicians to small-scale, almost trivial, petty misdemeanours. This analysis then provides a foundation for examining what reforms might contribute to lessening instances of political corruption in the western world.

Populism and Politics

  • 30 credits
  • Spring Teaching, Year 3

Populism is a widely used term in politics but rarely conceptualised in political science. This module explores the phenomenon of populism and its relationship to politics and particularly to representative politics and considers populism, its meaning, its causes and effects in a systematic and comparative way. Populism is understood in its widest possible sense in this module so that we explore populism of the right and of the left and we examine a wider range of disparate cases of populism from different parts of the world. The module has essentially two elements: the first is the examination of a range of different examples of populist movements, moments, personalities and parties (eg from Russia, North America, Latin America and Europe). The second element is to examine the conceptualisation of populism and to engage with the debates about whether to and how to define populism. The module will be empirically oriented allowing you to develop interests in a small number of cases with an eye to clarifying your positions on the wider conceptual debates regarding populism.

Statistics Project

  • 15 credits
  • Spring Teaching, Year 3

This module provides an opportunity for you to make use of the statistical techniques you may have learnt on the Statistics for Economists module. You will be required to submit a project based on your own research, having gathered your own data (either from primary or secondary sources). You will be able to choose a topic of interest to yourselves and will receive supervision during the course of the term.

The Economics of Development

  • 15 credits
  • Spring Teaching, Year 3

This module addresses some of the major problems of economic development in low- and middle-income economies: the relationship between poverty, inequality and economic growth; long-run growth and structural change; microeconomic issues in agricultural development, including theories of peasant resource allocation and farm size and efficiency; market performance in the rural and informal sectors of less developed countries (LDCs); industrialisation and trade policy; the roles of monetary policy and foreign aid in resource mobilisation; stabilisation and structural adjustment; and investment in human capital.

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