THE UNIVERSITY of EDINBURGH |
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Degree
Programme Specification MSc in Economics (Finance) Full-time |
MSc in Economics (Finance) Full-time |
To give you an idea of what to expect from this programme, we publish the latest available information. This information is created when new programmes are established and is only updated periodically as programmes are formally reviewed. It is therefore only accurate on the date of last revision. |
Awarding institution: | The University of Edinburgh |
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Teaching institution: | Teaching
based at University of Edinburgh with teaching staff drawn from
the eight Scottish Universities participating in the SGPE: University of Aberdeen University of Dundee University of Edinburgh University of Glasgow Heriot-Watt University University of St. Andrews University of Stirling University of Strathclyde |
Programme accredited by: | N/A |
Final award: | MSc in Economics (Finance) (Full-time) (Year 1 of SGPE) |
Programme title: | MSc in Economics (Finance) (Year 1 of SGPE) |
UCAS code: | N/A |
Relevant QAA subject benchmarking group(s): | Economics |
Postholder with overall responsibility for QA: | Dr Richard Holt |
Date of production/revision: | January 2022 |
Further Information: | View the prospectus entry for this programme |
Teaching and learning methods and strategies |
Knowledge and understanding: 11.A1-11.A4 are developed
progressively in the core courses in Teaching Blocks 1 to 3 of
the programme through lectures, tutorials, learning-by-doing
through working through problem sets and guided independent
study. The core econometrics and macroeconomics courses include
lectures and small-group exercise classes, many of which are
held in computer laboratories utilizing statistical/econometric
packages. Additional support is provided by a Help Desk staffed
by selected PhD students. Skills and abilities relating to research and enquiry are central to the mastery of economics and are emphasized and developed progressively throughout the programme. While all teaching/learning modes play an important role in developing these capabilities, they are particularly emphasised in: small-group classes and tutorials; feedback and guidance on exercises and essays; project work; discussions in informal lectures; guidance for independent study, e.g. dissertation supervision; and student-driven office-hour consultations. Exercises, essays and other assignments, throughout the programme, develop these capabilities by challenging students to apply, adapt, question and extend knowledge and understanding in novel contexts. The programme structure enables students to develop an appreciation of differing approaches to analysing economic phenomena ranging from more literary and discursive modes to more technical and formal modes. Core and option courses, and the dissertation, provide opportunities for critical appraisal of existing understanding at or close to the research frontier and scope to extend knowledge and understanding of economic and social phenomena. 11.B1-11.B5 are emphasised in the SGPE Postgraduate Residential Research Conference. Skills and abilities relating to personal and intellectual autonomy are emphasized and developed throughout the programme. They are encouraged and reinforced by feedback on course-work, guided exercises and project reports throughout the programme. The emphasis on these skills increases throughout the programme, culminating in the dissertation. Learning opportunities, such as the Help Desk and office hours, require the use of independent action and initiative. Core economics principles and concepts (e.g. opportunity cost, incentives, strategic thinking, marginal considerations, expectations and surprises) are transferable to most decision contexts and foster 11.C2. Projects, interaction in small-group classes and cooperative learning, develop 11.C4. More generally, finance options and the dissertation topic, taken by the student, possibly following consultation with their Director of Studies foster 11.C1-11.C4. Provision of different levels of academic and pastoral support at different stages in the programme fosters the development of personal and intellectual autonomy. Skills and abilities in Communication: 11.D1 and 11.D2 are encouraged and reinforced by feedback on, guided exercises and project reports throughout the programme. The study of Economics emphasises succinct communication through the use of formal modelling and abstraction. The emphasis on these increases throughout the programme, culminating in the dissertation. Learning opportunities, such as the Help Desk and office hours, develop communications and interpersonal skills. Teamwork projects, interaction in small-group classes, cooperative learning, and regular day-to-day contacts (such as obtaining information and advice from busy lecturing, service or administrative staff) develop 11.D3. Both the diverse set of phenomena and the range of modes of analysis embodied in the Economics programme enable students to develop an ability to understand communicate both qualitative and quantitative reasoning. The wide range of extra-curricular activities available at the University of Edinburgh, together with vacation employment and internship opportunities, also play an important role in developing and enhancing these skills. Skills and abilities in Personal Effectiveness: The MSc Programme Handbooks, and other department and university resources, provide guidance on 11.E1. The time-pressures of student life involve balancing the demands of non-academic and academic pursuits: keeping up-to-date with studies, course-work deadlines (which involve some deadline bunching), exam preparation, and longer-term projects, such as the dissertation, reinforce these skills through learning-by-doing in the context of independent research. In conjunction with the increased emphasis on independent action, time-management skills are more important in later stages of the programme. Course-work deadlines, examinations and class presentations are potentially stressful, encouraging students to learn to cope with stress, with guidance and advice on stress-management provided by an extensive network of university and department resources. Teamwork projects, interaction in small-group classes, cooperative learning, and regular day-to-day contacts (such as obtaining information and advice from busy lecturing, service or administrative staff) develop 11.E4. Core economics principles and concepts (e.g. opportunity cost, incentives, strategic thinking, marginal considerations, expectations and surprises) are transferable to most decision contexts and hark back to outcomes 11.A1 through 11.A6 (as well as relating to C2). Provision of different levels of academic and pastoral support at different stages in the programme fosters the development of personal effectiveness. Technical/practical skills: Extensive use, linked to learning-by-doing, is made of computing and IT resources throughout the programme, beginning with the introductory course, QM0, including: computer assisted learning; essay, report and dissertation presentation; data analysis and statistical econometric work; as an information resource; for communication by e-mail. These foster development of 11.F1 and 11.F2. In analysing economic and social issues, throughout the programme, frequent use is made of formal mathematical and statistical models to study the mechanisms at work. Thus students have extensive opportunities to develop the ability to abstract from irrelevant details and focus on the heart of the problem, which is the essence of good modelling in economics. Use of models enables students to develop logical skills and offers them opportunities to develop the succinctness of their analytical arguments. Use of written assessments also encourages students to develop their skills of qualitative or discursive analysis: argumentation, strength of internal logic, sharpness of structure, use of relevant examples etc. |
Assessment methods and strategies |
Knowledge and understanding is tested by a mix of multiple choice and written examinations; problem sets, project reports in various formats, teamwork projects, essays, and a dissertation. Written examinations vary in format depending on the knowledge and understanding being tested. Some employ traditional essays (often with a model-based analytical core), others place more emphasis on problem-solving. All forms of assessment (outlined above) place great emphasis on research and enquiry. Examinations (including multiple choice exams) are designed to test the ability to analyse economic problems and evaluate understanding of economic phenomena, by challenging students to adapt and apply their knowledge and understanding, rather than rewarding memorization and regurgitation. Essays, project work and the dissertation also emphasize skills and abilities relating to research and enquiry. Skills and abilities in Personal and Intellectual Autonomy: This group of skills plays an important part in all forms of assessment. 11.C1-11.C3 is emphasized, in particular, in essays, reports and the dissertation. 11.C4 is emphasised by assessed teamwork projects. Skills and abilities in Communication: This group of skills plays an important part in all forms of assessment. 11.D1, 11.D2, 11.D4 and 11.D5 are emphasized, in particular, in essays, project reports, the dissertation and by written examinations; 11.D3 by assessed teamwork projects. Skills and abilities in Personal Effectiveness: This group of skills plays an important part in all forms of assessment. 11.E1 is emphasized, in particular, in essays and project reports. The dissertation, the work for which is staged over a period of 14 months, places particular emphasis on 11.E1. Examinations (including multiple choice exams) are designed to test 11.E2, by challenging students to adapt and apply their knowledge and understanding, rather than rewarding memorization and regurgitation. The wide variety of assessment modes in use throughout the programme encourages adaptability. 11.E3 is emphasized by examination and deadline pressures, and 11.E4 by assessed teamwork projects. Technical/practical skills: Assessment of 11.F1 and 11.F2 is primarily through course-work ??? guided exercises, essays, project reports - and the dissertation. 11.F3 and 11.F4 are assessed both through coursework and examination |
Career opportunities |
Economics graduates from the University of Edinburgh are highly regarded by employers. The MSc most naturally leads on to either further study, usually at PhD level, a career as a professional economist directly after graduation, or a job directly in finance. Opportunities include working for government, one example being the Government Economic Service within the Scottish Government, working for international organisations, or working as an economist within a financial organisation. The skills you learn throughout your course will also equip you for careers in business, management and consultancy, or for work within aid agencies, not-for-profit organisations or government departments. |
Other items |
Support for students and their learning |
Further information |
Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes advantage of the learning opportunities that are provided. More detailed information on learning outcomes, and other aspects of the programme, can be found in the MSc Programme Handbook; and the University of Edinburgh Degree Regulations and Programmes of Study. While every effort has been made to ensure that the information contained in this document is accurate, it does not constitute a definitive document. The programme structure and content also evolve over time. |