Undergraduate study - 2018 entry

Degree Programme Specification 2017/2018

MAHonours in Chinese and Economics

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
Teaching institution: The University of Edinburgh
Programme accredited by: The University of Edinburgh
Final award: MA Honours
Programme title: Chinese and Economics
UCAS code: TL11
Relevant QAA subject benchmarking group(s): Language and Related Studies
Postholder with overall responsibility for QA: Head of School of Literatures, Languages and Cultures
Date of production/revision: September 2012

External summary

The programme reflects the growing importance of China in the world economy. Students on this programme complement their understanding of Chinese culture and language with knowledge/understanding of economics. The programme provides an excellent basis for careers in international business or finance or in other non-commercial international organisations.

The Scottish Centre for Chinese Studies offers courses in Chinese at all levels, taught by three full-time members of staff and a Chinese Language Assistant. Staff research interests cover literature, translation, film, history and culture in both modern and traditional Chinese: the expertise of the teaching staff was reflected in an excellent performance in the recent Research Assessment Exercise. For anyone thinking further ahead, this expertise has led to the development of an expanding programme of postgraduate studies.

You will discover Edinburgh to be a cosmopolitan city with ever-increasing opportunities to engage with China on academic, professional and cultural terms.

The Scottish Centre for Chinese Studies serves as a platform to link China related research at University of Edinburgh and at other HEI's in Scotland. The Centre organises interdisciplinary research seminar series, and hosts the interdisciplinary Master of Chinese studies programme.

The Confucius Institute was established in 2006 as a partnership between the University and Fudan University in Shanghai. Within four years of operation the Institute has developed into a comprehensive cultural centre, providing non degree language training as well as a large outreach and knowledge transfer programme.  In 2010, it has been honoured as ‘Institute of the Year’ by Hanban, sponsor of the global network of Confucius Institutes and Classrooms, for the fourth consecutive year, a recognition of its status as a world class Institute.

Economics is the study of the incentives that shape and reconcile the decisions that individuals, businesses, governments and societies make, and the macroeconomic outcomes such as economic fluctuations, growth, unemployment and crises, which may arise from those decisions.

Economics at the University of Edinburgh has a distinguished history, spanning over two hundred years. Leading Edinburgh-based scholars of the Scottish Enlightenment, such as Adam Smith and David Hume, played a key role in the development of modern economics. The leading international scholars, who comprise our current faculty, continue to work at the cutting edge of research , providing an exciting and stimulating learning environment for high ability students drawn from a wide range of countries.

Economics at Edinburgh offers students the opportunity to develop (i) an understanding of key economic and social issues, (ii) a strong blend of qualitative and quantitative reasoning skills, (iii) the ability to abstract from less relevant issues and get to the heart of a problem, (iv) the ability to assemble and evaluate complex evidence and arguments, (v) the ability to apply core economic principles to key decision-making contexts, (vi) the ability to communicate precisely and succinctly and (vii) personal effectiveness in task-management, time-management and teamwork.

During the first two years of the MA in Chinese and Economics, students attend a range of classes which provide a solid foundation in the Chinese language (Mandarin) and Economics. Together with courses on modern Chinese society and culture as well as outlines on China's rich history from earliest times to the present day students are well prepared for the third year of the programme, which is spent studying at a Chinese university. In the fourth year, students will cover the core of the Economics programme and will be able to choose a course from a list of Economics options.

The main programme aims of the programme are

  • to enable students to understand, evaluate and compare a range of theoretical and methodological frameworks.
  • to enable students to develop and apply their knowledge and skills to the understanding and evaluation of issues and problems in the contemporary world.
  • to enable students to develop and apply key generic skills in critical thinking, research, oral and written articulation of information and argument.
  • to equip students for progression to a wide variety of careers or to further academic study.

Educational aims of programme

The specific educational aims of the programme are

  • to provide students with the opportunity to develop and demonstrate an understanding of Chinese speaking countries, including the Chinese language (Mandarin), history, literature, culture and society
  • to provide students with the opportunity to develop and demonstrate a broad knowledge and understanding of key economic and social issues, principles, models and associated mathematical and statistical techniques, along with applications and policy implications of those models and a deeper understanding of recent research activity in some more specialised areas.
  • to offer society the resource of intellectually trained individuals capable of acting as conduits of knowledge and understanding between Britain and Chinese-speaking countries
  • to provide students with the opportunity to develop and demonstrate research and investigative skills such as problem framing and solving and the ability to assemble and evaluate complex evidence and arguments.
  • to provide students with the opportunity to develop and demonstrate personal and intellectual autonomy through independent learning, self evaluation and self improvement and through the application of core economic principles to key decision-making contexts.
  • to provide students with the opportunity to develop and demonstrate communication skills in order to critique, create and communicate understanding and to collaborate with and relate to others.

Programme outcomes: Knowledge and understanding

  1. Modern spoken and written Chinese (Mandarin)
  2. Modern and classical Chinese literature
  3. Chinese history and thought
  4. Political and social issues related to Chinese speaking countries
  5. Linguistic issues related to the Chinese language (its structure, functions, registers, writing systems etc.)
  6. Key methods and concepts of literary, historic and linguistic analysis
  7. Core economic concepts (e.g. opportunity cost, incentives, strategic thinking, marginal considerations, expectations and surprises).
  8. Core principles and models of microeconomics (concerning e.g. decision and choice, production and exchange, interdependency and markets, risk and information, economic welfare) and macroeconomics (concerning the aggregate consequences of individual decisions e.g. output, employment, growth, business cycles, money, inflation, and exchange rates).
  9. Applications of core economic theory and reasoning to applied topics and policy issues.
  10. Key mathematical and statistical/econometric techniques. The ability to understand applications of these techniques and to use them as problem solving tools or for data analysis
  11. Major modern developments in economic analysis, with a deeper understanding and appreciation of ongoing research activity in some more specialised areas.
  12. Knowledge and understanding of different disciplines up to the 2nd year level.

Teaching/learning methods and strategies

Chinese language is acquired through small-group classes, tutorials and regular, assessed coursework.  Additional support is provided through the self-access facilities for language learning at the Language and Humanities Centre and the Languages MicroLab.  The third year abroad provides total immersion in the Chinese language and culture.

Knowledge of Chinese literature, history, thought, culture and society is acquired through a combination of lectures and tutorials or seminars including group discussion and individual or joint presentations.

7 and 8 are developed progressively in the core courses in years 1,2 and 4 of the programme through lectures, small-group tutorials, on-line learning (via Learn 9), learning-by-doing through working through problem sets and guided independent study. Additional support in years 1 and 2 is provided by a Help Desk staffed by selected final year students.

9 and 11 are also developed in the core required courses, with more detailed and in depth treatment in a wide range of option courses taken in year 4 of the programme. Option courses employ a variety of teaching methods including: informal lectures, seminars, teamwork projects and debates. Regular class contact is supplemented by more informal, student-driven, office hours.

10 is developed as an integral part of the core courses. The core courses in years 1 and 2 have an innovative structure, in that rather than being taught and assessed in a separate module on quantitative techniques, these key techniques are developed and applied in a variety of micro- and macro-economic contexts, reinforcing understanding of the techniques and their usefulness in economic analysis. Additional support for learning is provided by on-line learning tools (via Learn 9) and a drop in ‘maths econ base’ staffed by maths honours students. 9 is further developed in the core courses in year 4, including courses in econometrics, and a variety of option courses in years 4. The core econometrics courses include lectures and small-group exercise classes, many of which are held in computer laboratories utilizing statistical/econometric packages.

Independent study, both to broaden knowledge and understanding and to learn-by-doing, is important throughout the programme and is progressively emphasised in later years. Co-operative learning, with fellow students, is also encouraged. Formal instances of co-operative learning exist through the use of study groups in Economics 1a and Economics 2.

12 is developed through ‘outside’ courses taken in years 1 and 2. Outside courses may be chosen from the very broad range of 1st and 2nd level courses offered by the University of Edinburgh. This enables students to pursue genuine outside interests in a wide diversity of subjects, as well as more cognate disciplines such as Economic History, Politics, Philosophy and Mathematics.

Assessment

Testing on the knowledge base is through unseen written examinations in all areas, combined with assessed regular language exercises and oral examinations in Chinese language; and essays, coursework assignments and a dissertation in Chinese studies.

In Economics, knowledge and understanding is tested by a mix of multiple choice and written examinations, short and extended essays, problem sets, project reports in various formats, teamwork projects (including poster presentations) 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.

Programme outcomes: Graduate attributes - Skills and abilities in research and enquiry

  1. to reason critically and cogently
  2. to apply linguistic, literary and historical concepts
  3. to identify and solve problems
  4. to analyse and interpret
  5. To use the Internet and bibliographic resources in both Mandarin Chinese and English
  6. plan, undertake and (in a scholarly and literate fashion) report on a piece of self-initiated research
  7. retrieve, sift and select information from a variety of sources and media, including those in the target language; analyse and interpret information and texts
  8. The ability to identify, define and analyse theoretical and applied economic problems and identify or devise approaches to investigate and solve these problems.
  9. The ability to search for, evaluate and use information to develop their knowledge and understanding of economic and social phenomena and the methods and techniques used to analyse these.
  10. The ability to critically assess existing understanding of economic and social issues, the limitations of that understanding and the limitations of their own knowledge and understanding of those issues.
  11. The ability to question the principles, methods, standards and boundaries of economic knowledge.
  12. The ability to understand economic, legal, and environmental issues in the use of information.

Teaching/learning methods and strategies

Intellectual skills are developed through the teaching and learning programme outlined above.  Each course, whatever the format of the teaching, involves discussion of the key issues, practice in applying concepts both orally and in writing, analysis and interpretation of material and individual feedback on work produced.

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; seminars and project work; discussions in informal lectures; guidance for independent study; 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. Honours option courses, taken in the fourth year of the programme 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.

Assessment

The variety of assessment methods employed all place great emphasis on the learner’s ability to demonstrate the above skills through the production of cogent and coherent written and oral responses to problems and tasks set.  Essays and dissertations produced in the Honours years provide an especially valuable vehicle for the training of those skills.

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, and project work also emphasize skills and abilities relating to research and enquiry.

Programme outcomes: Graduate attributes - Skills and abilities in personal and intellectual autonomy

  1. to structure and communicate ideas effectively in both oral and written form
  2. to be a constructive and efficient member of a team
  3. to work independently
  4. to find information on and use information technology
  5. to be self-reliant to assess and respond to the ideas of others
  6. to demonstrate and exercise independence of mind and thought
  7. distinguish relevant from irrelevant considerations in argument
  8. construct clearly organised arguments

Teaching/learning methods and strategies

All courses require written work, usually in the form of essays, and regular feedback is given to the learners in order to develop their understanding and power of expression.  Teamwork and leadership skills are acquired through active contributions to tutorials and seminars, both as group members and discussion leaders.  Time management is learned through the expectation to submit coursework by prescribed deadlines notified at the outset of each course.  Teamwork and assessment and response to the ideas of others are developed in classes, seminars and tutorials, which rely on discussion and interaction, as well as presentations by individuals and groups of students.  Independent work and self-reliance are developed during the year abroad.  IT skills are developed through University-wide training courses and individual learning.

Assessment

Effective communication of ideas is an important criterion in assessing all areas of a learner’s work, and the regular feedback and the final mark both reflect this.  Additionally, penalties are levied for late submission of essays and coursework assignments.  Structuring and communication of ideas, independent work, self-reliance, IT skills and assessment and response to the ideas of others are all assessed through regular coursework, essays and dissertations.  Although these are supervised they are nevertheless a manifestation of the independent thought and research by the learner.  IT skills are assessed through the assembly of necessary information for essays, etc. and their production on PCs.

Programme outcomes: Graduate attributes - Skills and abilities in communication

  1. To speak, write and read Mandarin Chinese at an advance level of proficiency
  2. To translate and interpret from and into Mandarin Chinese
  3. To communicate effectively in English to inform and educate others about Chinese language and culture
  4. to structure and communicate ideas effectively in both oral and written form
  5. to be a constructive and efficient member of a team
  6. The ability to make effective use of oral, written and visual means to critique, create and communicate understanding.
  7. The ability to further their own learning through effective use of feedback.
  8. The ability to use communication as a tool for collaborating and relating to others.
  9. The ability to communicate both qualitative and quantitative reasoning

Teaching/learning methods and strategies

In Chinese, classes are given on literary, historical and linguistic concepts and on approaches to translation.  Throughout their studies, students take classes and receive instruction in Mandarin Chinese language.  The year abroad further promotes the active learning of the Chinese language to an advanced level.

Comprehensive bibliographies are provided for each course, as are guidelines for the production of essays, coursework assignments and dissertations.

In Economics, 6 and 7 are encouraged and reinforced by feedback on course-work essays, 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 Honours dissertation. Learning opportunities, such as the Help Desk and office hours, develop communications and interpersonal skills. Teamwork projects and presentations, interaction in seminars and 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 4. 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.

Assessment

All skills listed are primarily assessed through essays, coursework assignments, team work projects and dissertations.  Use of the Mandarin Chinese language and translating and interpreting from and into Chinese are assessed by class and home exercises, tests and degree examinations.  The ability to gather information on Chinese speaking countries and to present it effectively in English is assessed through degree examinations on Chinese literature, history, thought, culture and society.

In Economics, this group of skills plays an important part in all forms of assessment. 4, 5, 6, 7 and 9  are emphasized, in particular, in essays, project reports and by written examinations; 8 by assessed teamwork projects and presentations.

Programme outcomes: Graduate attributes - Skills and abilities in personal effectiveness

  1. the confidence to rely on one’s own intellectual capacities
  2. the ability to motivate oneself, to plan one’s own work, and to set one’s own goals and deadlines
  3. ability to work autonomously
  4. time and priority management skills
  5. be sensitive to ambiguity and multiplicity of meanings
  6. to manage time and work to deadlines
  7. to exercise leadership skills

The small classes in the final year of the degree allow space for extensive discussion involving all the students.

The dissertation is an important part of the final year programme. Students are given guidance about how to produce a substantial piece of work through a series of one-to-one meetings with a supervisor appointed from the academic teaching staff. The production of a lengthy piece of work, on a topic chosen by the student, provides individuals with a major sense of achievement.

Course handbooks, and other department and university resources, provide guidance on task and time management. 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 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 and presentations, interaction in seminars and 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 the ability to work with others. 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 knowledge and understanding outcomes (as well as relating to personal and intellectual autonomy). Provision of different levels of academic and pastoral support at different stages in the programme fosters the development of personal effectiveness.

Programme outcomes: Technical/practical skills

Students should acquire skills that can be used in a wide variety of intellectual contexts and forms of employment.  These include: -

  • computing skills – the ability to use computers for word-processing, information storage and for retrieving information from the world wide web
  • use of libraries – the ability to use libraries for the recovery of information, and related research skills, including the ability to discriminate between different sources of information, suggested readings, and so on.
  • High level language programming ability in STATA and/or other statistical packages
  • Modelling skills: abstraction, logic, succinctness, quantitative analysis (mathematics and statistics)
  • Qualitative analysis

Students are given instruction in how to access material in Chinese through the use of internet resources. Students routinely use Chinese word processing software to insert Chinese characters into essays and dissertations.

During the year abroad, students have the chance to take Chinese History 3, a comprehensive e-learning course relating to the First Emperor of China, combining historical study with critical analysis of sources and analysis of cultural representations of this iconic figure in Chinese history in contemporary literature and film. Students respond to weekly set questions related to set reading assignments to the course tutor, and actively participate in discussion groups.

The course provides a platform for discussion and a "virtual classroom" for the students at different places in China, offering them the possibility of studying in a continuous social setting, as well as keeping in touch with their classmates and their tutor.

At the same time, by giving access to Western reading material through WebCT, which would not be available in China, it gives students the opportunity to continue developing their academic skills.

In Economics, extensive use, linked to learning-by-doing, is made of computing and IT resources throughout the programme, including: computer assisted learning; essay, report and dissertation presentation; data analysis and statistical econometric work; as an information resource; for communication by e-mail.

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. Frequent use of written assessments throughout the programme 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.

Programme structure and features

Programme structure and features:

Chinese and Economics (MA)

Degree Type: Joint Honours

NYT

Course

CT

Degree classification weights

1

Economics 1A

40

Chinese 1

40

Further courses

40

2

Chinese 2A or 2B

40

Economics 2

40

Issues in Global Economics

20

Further Courses

20

3*

Chinese Language Acquisition Through Residence/Study B

80

0

Chinese History 3 or

Chinese Literature 3

20

1

Chinese Special Subject 3

20

0

4

Chinese Language 4a

10

2

Chinese Language 4b

10

2

Chinese Oral

0

1

Chinese Special Subject  4

20

2

Essentials of Econometrics

20

1

Applications of Economic Analysis

20

1

Topics in Economic Analysis 1

20

1

Economics Option

20

1

* Entry into third year normally requires (i) at least 200 credits  (ii) a mark of 50% or above in Economics 2 (iii) a pass in Issues in Global Economics

Courses are taught through a combination of lectures and tutorials.

Details of courses can be found at: - http://www.drps.ed.ac.uk

 

Progression Requirements:

Students are normally expected to have gained 120 credits from each year of study. 

Students who do not progress into Honours may graduate after three years of full-time study, or a longer prescribed period of part-time study, with a B.A. in Humanities and Social Science.

Teaching and learning methods and strategies

Strategies

Teaching and Learning strategies employed at the University of Edinburgh consist of a variety of different methods appropriate to the programme aims. The graduate attributes listed above are met through a teaching and learning framework (detailed below) which is appropriate to the level and content of the course.

Structure:

  • Lectures
  • Tutorials
  • Problem based learning activities
  • Peer group learning
  • One to one meetings with personal tutors/directors of studies/supervisors

Outcomes:

Skills and abilities relating to personal and intellectual autonomy are emphasized and developed

throughout the programme. Support for the lecture material and experience in problem solving is provided by weekly tutorial sessions accompanying each lecture module. These involve small groups of students with an academic tutor who will discuss the problems with full participation by students. 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 the ability to make decisions on the basis of rigorous and independent thought. Teamwork projects and presentations, interaction in seminars and small-group classes and cooperative learning, develop the ability to collaborate and debate effectively to test, modify and strengthen personal views. Provision of different levels of academic and pastoral support at different stages in the programme fosters the development of personal and intellectual autonomy.

Teaching and learning workload

You will learn through a mixture of scheduled teaching and independent study. Some programmes also offer work placements.

At Edinburgh we use a range of teaching and learning methods including lectures, tutorials, practical laboratory sessions, technical workshops and studio critiques.

The typical workload for a student on this programme is outlined in the table below, however the actual time you spend on each type of activity will depend on what courses you choose to study.

The typical workload for a student on this programme for each year of study
Start yearTime in scheduled teaching (%)Time in independant study (%)Time on placement (%)
Year 420800
Year 313267
Year 229710
Year 128720

Assessment methods and strategies

Assessment

Courses can be assessed by a diverse range of methods and often takes the form of formative work which provides the student with on-going feedback as well as summative assessment which is submitted for credit.

In Year 1

  • Class Exams – midterm and end of semester 1
  • Essay
  • Online Tests
  • Written Examinations

In Year 2

  • Class Exams – midterm and end of semester 1
  • Essay
  • Online Tests
  • Written Examinations

In Year 3

  • Class Exams
  • Essays
  • Projects
  • Presentations
  • Written Examinations

In Year 4

  • Class Exams
  • Essays
  • Projects
  • Presentations
  • Written Examinations

Assessment method balance

You will be assessed through a variety of methods. These might include written or practical exams or coursework such as essays, projects, group work or presentations.

The typical assessment methods for a student on this programme are outlined below, however the balance between written exams, practical exams and coursework will vary depending on what courses you choose to study.

The typical assessment methods for a student on this programme for each year of study
Start yearAssessment by written exams (%)Assessment by practical exams (%)Assessment by coursework (%)
Year 470030
Year 300100
Year 266034
Year 163037

Career opportunities

Economics graduates from the University of Edinburgh are highly regarded by employers. The skills you learn throughout your course will equip you for careers in accountancy, business, management and consultancy, or for work within aid agencies, not-for-profit organisations or government departments. Many previous graduates have chosen to enter the finance sector and some of the large financial firms actively seek to recruit Edinburgh graduates.

Other items

Support for students and their learning

  • Freshers’ week induction programme for general orientation and introduction to study skills and learning resources.
  • Extensive library and related IT and data resources in the nearby University Library.
  • Computing resources are available in extensive open access labs run by the University Information Services, located in the Central Area as well as at the Pollock Halls of Residence.
  • All students have e-mail, which facilitates easy communication with academic and administrative staff. Generous office-hour provision allows easy personal contact with teaching staff outside formal classes.
  • An Economics Help Desk staffed by selected Senior Honours students, and ‘maths econ base’ to support learning of maths skills
  • All students on the programme are allocated to a Personal Tutor, whose role is to provide advice and guidance on academic and personal matters. They are assisted by Student Support Officers who are able to assist students with routine queries, such as confirmation of attendance and course enrolments, and can provide factual references (for tenancies, bank accounts etc). Student Support Officers are available during normal office hours and are usually a student's first port of call.
  • University support services include the Advice Place (run by the Students’ Association), the Student Counselling Service, Chaplaincy Centre, the Disability Office, Accommodation Services, International Office.
  • Active student societies including, the Economic Society, AIESEC (an international business society), and the Trading and Investment Club, provide valuable social for a and opportunities for further developing important career-related skills and links.
  • Careers’ advice is provided by the well-regarded University Careers Service. In addition to general services and courses, the Careers Service also participates in programme-related guidance sessions organised by the School.
  • Student opinion is actively sought through participation in Staff-Student Liaison Committees, through the election of class- and tutorial-representatives, and by the wide circulation and review of detailed student questionnaires each semester. 
  • LLC have a student support office, where students can go for advice on degree transfers, course changes, authorised interruption of studies, confirmation letters and general support. Information can be found at: - http://www.ed.ac.uk/schools-departments/literatures-languages-cultures/current-students/undergraduate-support
  • further information about Asian Studies can be found at http://www.asianstudies.ed.ac.uk/

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 Economics Honours Handbook and other course handbooks; 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.