Cynlluniau Astudio
Economics with Human Geography
Information provided by Aberystwyth Business School
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Information provided by Aberystwyth Business School
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Economics
Information provided by Aberystwyth Business School
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January 2013
Information provided by Aberystwyth Business School
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• Provide training in the principles of economics and their application
appropriate to the type of degree concerned: single honours, joint
honours or combined studies
• Stimulate students intellectually
through the study of economics and to lead them to appreciate its
application to a range of problems and its relevance in a variety of
contexts
• Provide a firm foundation of knowledge about the workings
of economic systems and to develop the relevant skills for the
constructive use of that knowledge in a range of settings
• Develop
in students the ability to apply the knowledge and skills they have
acquired to the solution of theoretical and applied problems in
economics
• Equip students with appropriate tools of analysis to
tackle issues and problems of economic policy
• Develop in students,
through the study of economics, a range of generic skills that will be
of value in employment and self-employment
• Provide students with
analytical skills and an ability to develop simplifying frameworks for
studying the real world. They should be able to appreciate what would be
appropriate levels of abstraction in order to study a range of economic
issues
• Provide students with the knowledge and skill base, from
which they can proceed to further studies in economics, related areas or
in multidisciplinary areas that involve economics
• Generate in
students an appreciation of the economic dimension of wider social
political and environmental issues.
Information provided by Aberystwyth Business School
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The learning outcomes of this programme are designed to meet the expectations of the latest QAA benchmarking statement for Economics (2007). The programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas.
Information provided by Aberystwyth Business School
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To achieve these aims, the Economics Major degree comprises the following elements:
1. A coherent core of economic principles. The understanding of these
might be verbal, graphical or mathematical.
2. Economic principles
should cover the microeconomic issues of decision and choice, the
production and exchange of goods, the pricing and use of inputs, the
interdependency of markets, the relationships between principals and
agents, and economic welfare.
3. Economic principles should also
include the macroeconomic issues of employment, national income, the
balance of payments, the distribution of income, inflation, growth and
business cycles, money and finance.
4. The understanding should
extend to economic policy at both the microeconomic and macroeconomic
levels. In all these, students should show an understanding of
analytical methods and model-based argument and should appreciate the
existence of different methodological approaches.
5. Relevant
quantitative methods and computing techniques. These would include
appropriate mathematical and statistical methods, including
econometrics. Students should have exposure to the use of such
techniques on actual economic, financial or social data, using suitable
statistical or econometric software.
6. A knowledge and appreciation
of the nature, sources and uses of economic data, both quantitative and
qualitative.
7. Students should also have some knowledge of and an
ability to select and apply appropriate methods that the economist might
use to structure and analyse such data.
8. The applications of
economics. Students should have the ability to apply a core of economic
principles and reasoning to a variety of applied topics. They should
also be aware of the economic principles that can be used to design,
guide and interpret commercial, economic, social and environmental,
policy.
9. Students should have the ability to discuss and analyse
government policy and to assess the performance of the UK and other
economies.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Lectures, tutorials, seminars and problem based scenarios, group work, presentations and computer practicals. Dissemination of individual module outlines complete with reading lists, assessment methods and assignment instructions. Contact with module co-ordinators and lecturers. Feedback on assignments. University e-learning facility (ALTO).
Assessment -
Coursework - planning, preparatory research,
writing and feedback.
Examination - seen, unseen and open book.
Project
work - case studies, presentations and group work
Information provided by Aberystwyth Business School
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10.2.1 Cognitive and intellectual skills
Students should be able to demonstrate a range of cognitive and intellectual skills together with techniques specific to economics. Key intellectual features that characterise the economist's approach include (no particular order of importance):
1. First there is the ability to abstract and simplify in order to
identify and model the essence of a problem.
2. Second is the
ability to analyse and reason - both deductively and inductively.
3.
Third is the ability to marshal evidence and to assimilate, structure,
analyse and evaluate qualitative and quantitative data.
4. Fourth is
the ability to communicate results concisely to a wide audience,
including those with no training in economics.
5. Fifth is the
ability to think critically about the limits of one's analysis in a
broader socio-economic context.
6. Sixth is the ability to draw
economic policy inferences, to recognise the potential constraints in
their implementation and to evaluate the efficacy of policy outcomes in
the light of stated policy objectives.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Lectures, tutorials, seminars and problem based scenarios, group work, presentations and computer practicals. Individual module outlines complete with reading lists distributed. Contact with module co-ordinators and lecturers. Feedback on assignments. On-line information.
Assessment -
Coursework - planning, preparatory research,
writing and feedback.
Examination - seen, unseen and open book.
Project
work - case studies, presentations and group work
10.2.2 Subject specific skills
Economics graduates should also possess subject-specific, rigorous skills. These skills may be summarised as follows.
1. Abstraction. From the study of economic principles and models,
students see how one can abstract the essential features of complex
systems and provide a useable framework for evaluation and assessment of
the effects of policy or other exogenous events. Through this, the
typical student will acquire proficiency in how to simplify while still
retaining relevance. This is an approach that they can then apply in
other contexts, thereby becoming more effective problem-solvers and
decision-makers.
2. Analysis, deduction and induction. Economic
reasoning is highly deductive, and logical analysis is applied to
assumption-based models. However, inductive reasoning is also important.
The development of such analytical skills enhances students'
problem-solving and decision-making ability.
3. Quantification and
design. Data, and their effective organisation, presentation and
analysis, are important in economics. The typical student will have some
familiarity with the principal sources of economic information and data
relevant to industry, commerce, society and government, and have had
practice in organising it and presenting it informatively. This skill is
important at all stages in the decision-making process.
4. Framing.
Through the study of economics, a student should learn how to decide
what should be taken as given or fixed for the purposes of setting up
and solving a problem, ie what the important 'parameters' are in
constraining the solution to the problem. Learning to think about how
and why these parameters might change encourages a student to place the
economic problem in its broader social and political context. This
'framing' skill is important in determining the decision-maker's ability
to implement the solutions to problems.
Information provided by Aberystwyth Business School
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From learning economic principles, the typical student acquires a facility with some key concepts that are present in most of the decision problems that they are likely to face subsequently in their careers. This transferability is evidenced by the wide range of careers into which graduates in economics move. The development of these skills is particularly emphasised in the course of an undergraduate degree through the study of economic principles and economic methods.
Key skills include:
1. Communicate effectively, orally and in writing, using a range
of media and formats which are widely used in Economics and its
applications.
2. Demonstrate effective self-management in
terms of time, planning and behaviour, motivation, self-starting,
individual initiative and enterprise.
3. Demonstrate self
reflection and criticality including self awareness, openness and
sensitivity to diversity in terms of people, cultures, and the impact of
economic decisions on a wide range of issues.
4. Demonstrate the
skills of learning to learn and developing a continuing appetite for
learning; reflective, adaptive and collaborative learning.
Students should also be able to demonstrate mastery of the following key concepts:
5. Opportunity cost - a problem solver or decision-maker
must routinely ask 'what would have to be given up if...', where the
answer does not always involve a simply calculated financial cost. It is
often the case that actions are proposed that fail to recognise forgone
alternatives. Opportunity cost allows the economist to think about the
costs in terms of all resources. There are many examples of economic
policies which enhance efficiency yet reduce equity and vice-versa, or
where gains in one time period involve costs in other time periods. All
of these examples encourage an appreciation of inevitable trade-offs.
6.
lncentives - economists are trained to recognise and evaluate the
incentives implied by particular rules, and how to establish sets of
rules that actually lead people to react in ways that give rise to some
intended outcome. The ability to think logically about these issues is
essential in the effective design of both policy and strategy
7.
Equilibrium, disequilibrium and stability - these are concepts that
economists make heavy use of and the typical graduate will have seen
these deployed in economic argument with great regularity. The concept
of equilibrium is a state where no participant has any incentive to
change behaviour. The ability to recognise disequilibria and appreciate
their stability properties, and to think coherently about reactions to
this, are essential ingredients of good decision-making
8. Strategic
thinking - economists learn the importance of strategic thinking,
and the roles of opportunities, strategies, outcomes, information and
motivation in the analysis of strategic actions, including conflict,
bargaining and negotiation
9. Expectations and surprises -
economists learn that behaviour partly depends on experience and partly
on peoples' perceptions of what is expected to happen. Thus behaviour
may change when unanticipated events occur. Effective decision-making
requires the skill of reacting in a context where people's behaviour is
based on expectations that may be confounded by subsequent surprises.
Students in economics will have been exposed to these issues and this
will enhance their potential effectiveness as decision-makers
10.
The relevance of marginal considerations - economists are trained to
recognise that important decisions often relate to small variations in
key variables and parameters. An action is worth undertaking if the
additional benefit that accrues is greater than the additional cost
incurred. The typical student in economics will be fully aware of the
importance of the margin relative to the average
11. The possible
gains from voluntary exchange - economists study and measure the net
gains that people, institutions and countries can obtain from economic
interaction in the form of specialisation, employment, exchange and
trade. The identification and measurement of gains relative to costs and
the barriers to maximising net gains are important in devising
appropriate policies to optimise the use of scarce resources with
respect to various individual, institutional, political. social and
environmental objectives
12. Systems and dynamics - many
economic decisions or events can start a complex chain of events.
Economists gain an understanding of the interrelationships between
economic phenomena and how effects can accumulate or die away. The
ability to see beyond the direct or short-term effects is a crucial
insight that economists can bring to analysing the effects of both
deliberate decisions and external shocks.
Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated
Formal teaching in lectures. Use of seminars and tutorials to reinforce subject teaching, often by means of problem based scenarios and case studies. Guided learning is provided by individual module outlines and supplementary reading lists specifying sources of relevant information, available in hardcopy and on blackboard- Group work and presentations may be used as appropriate. Prompt feedback on assignments is provided.
BSC Economics with Human Geography [L1L7]
Blwyddyn Academaidd: 2024/2025Cynllun Prif Bwnc/Isbwnc - ar gael ers 2014/2015
Hyd (astudio Llawn Amser): 3 blwyddynBlwyddyn Ddiwethaf: 2020/2021