Economics, Banking and Finance | University of Winchester
The BSc Economics provides unique training in both mainstream and heterodox theories. It allows students to develop quantitative and qualitative skills and critically use these to analyse and address the challenges the world faces.
How does the programme provide content to ensure students achieve an understanding of a reasonably diverse set of perspectives on understanding economies?
The bachelors programmes are open to students from all backgrounds (economics, maths, history, geography) at GSCE levels. We are convinced that this background variability is an enrichment for the students and for our program. This translates itself into a curriculum that provides a critical understanding of mainstream economics as one of many theoretical approaches. The provided training includes explorations in Institutional Economics, Modern Monetary Theory and Ecological Economics. Under the banner of research methods, students are encouraged to explore an alternative pluralistic topic related to one of the UN's SDGs.
How does the programme ensure students understand the interaction between economic and ecological systems?
Students are introduced to the tradition of ecological economics which views the economy as being embedded into the ecosystem. In the core module Macroeconomic Analysis, mainstream and heterodox theoretical and modelling approaches to the macroeconomics of climate change are discussed. Students also engage with the recent debates about the role of macroeconomic policies for achieving the transition to a low-carbon economy. Students are required to produce a report about how macroeconomic policy can affect positively or negatively the economy but also consider the ecosystems.
How does the programme ensure students understand how to critically explore real-world evidence, both qualitative and quantitative?
In 'Maths for Economists' ‘Econometrics’ students receive training in modern econometric methods and learn how to use these to examine quantitative empirical evidence. Students are taught how to write their own codes in R for the purposes of data analysis. In further advancing their knowledge of microeconomics and macroeconomics, students use case studies and real-world examples to evaluate the strengths (or weaknesses) of specific economic theories. The core module ‘Research Methods’ pays particular attention to qualitative methods in economics and equips students with the necessary skills for mixed methods research. This prepares them for a final year dissertation in exploring ecological economics, institutional economics, and heterodox economics topics in greater depth.
What pedagogical approaches does the programme use to ensure that students examine the historical context, assumptions and values in all economic thinking?
As part of our commitment to Decolonising the Curriculum, we offer institutional, feminist, ecological, social, and neoclassical political economic perspectives. These are embedded throughout the curriculum and modules and analyse the development of economic thought within the prevalent historical context at the time.
How does the department ensure that the teaching culture and capacity to deliver economic pluralism are continually improving?
Our commitment is embedded in the curriculum and modules on offer as part of the BSc Economics degrees. This requires the professors to engage with a wide variety of schools of thought when teaching.
University of Winchester
Economics, Banking and Finance
Department of Law, Economics, Accounting and Finance (LEAF)