- UCAS course code
- L900
- UCAS institution code
- M20
Bachelor of Arts (BAEcon)
BAEcon Development Studies
In-depth study into the problems and options faced by the developing world.
- Typical A-level offer: AAA including specific subjects
- Typical contextual A-level offer: ABB including specific subjects
- Refugee/care-experienced offer: BBB including specific subjects
- Typical International Baccalaureate offer: 36 points overall with 6,6,6 at HL, including specific subjects
Fees and funding
Fees
Tuition fees for home students commencing their studies in September 2025 will be £9,535 per annum (subject to Parliamentary approval). Tuition fees for international students will be £29,500 per annum. For general information please see the undergraduate finance pages.
Policy on additional costs
All students should normally be able to complete their programme of study without incurring additional study costs over and above the tuition fee for that programme. Any unavoidable additional compulsory costs totalling more than 1% of the annual home undergraduate fee per annum, regardless of whether the programme in question is undergraduate or postgraduate taught, will be made clear to you at the point of application. Further information can be found in the University's Policy on additional costs incurred by students on undergraduate and postgraduate taught programmes (PDF document, 91KB).
Scholarships/sponsorships
Scholarships and bursaries, including the Manchester Bursary , are available to eligible home/EU students.
Some undergraduate UK students will receive bursaries of up to £2,000 per year, in addition to the government package of maintenance grants.
You can get information and advice on student finance to help you manage your money.
Course unit details:
History of Economic Thought
Unit code | ECON20601 |
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Credit rating | 10 |
Unit level | Level 2 |
Teaching period(s) | Semester 1 |
Available as a free choice unit? | Yes |
Overview
Studying economic thought offers comprehension about the evolution of economic theories and ideas that have shaped our economic understanding of the world today. It provides a foundation for understanding the intellectual and theoretical roots of contemporary economic debates and paradigms. By analysing the works of influential economists such as Adam Smith, Karl Marx and John Maynard Keynes, students gain a deeper appreciation for the different schools of economic thought, their underlying assumptions, and their implications for economic policy. Understanding the historical, social and political context in which economic ideas and theories emerged gives a valuable interpretation on why some ideas appeared in specific locations and time periods, highlighting how economic theories are not unquestionable natural laws but are instead products of specific political and historical contexts. This historical perspective enables students to critically analyse and evaluate current economic theories, identify their strengths and limitations, and engage in informed debates about economic issues. Furthermore, the history of economic thought offers a rich background on diverse perspectives and approaches to understanding economic phenomena. It introduces students to alternative frameworks, different schools of economic thought, which challenge the assumptions and methodologies of conventional economic models and theories. Exploring these different perspectives encourages students to think critically, to question usually unquestioned assumptions, and to appreciate the importance of pluralism in economic analysis. Students also delve into the ideas and intellectual debates that have shaped economic theory over centuries. A multidisciplinary approach combines elements of economics, politics, philosophy, history, and sociology, offering a broad understanding of how economic ideas emerge, evolve, and influence society. Ultimately, studying economic thought equips students with a nuanced understanding of the complexities of economic theory and its real-world applications, empowering them to contribute and shape the future of economic thinking.
Aims
Provide a brief historical and comparative overview on economic theories and methods.
Studying economic thought offers comprehension about the evolution of economic theories and ideas that have shaped our economic understanding of the world today.
It provides a foundation for understanding the intellectual and theoretical roots of contemporary economic debates and paradigms.
Give students a deeper appreciation for the different schools of economic thought, their underlying assumptions, and their implications for economic policy.
Discuss the historical, social and political context in which economic ideas and theories emerged, enabling students to critically analyse and evaluate current economic theories.
Syllabus
Indicative Syllabus
Methodology of Economics
Pre-Classical Thinking
Classical School
Marx
Marginalist Revolution
Keynes
Other Schools of Thought
Knowledge and understanding
Comprehend the evolution of major economic ideas, theories and thinkers in historical and comparative perspective to understand how they influence today`s economic thinking.
Understand the historical, social and political context of different authors to evaluate how they influenced the emergence of specific economic ideas and theories.
Identify the main authors, main question, key concepts, assumptions and methods of each school of economic thought to understand many perspectives in economics and how they differ.
Understand the importance diversity and pluralism of ideas and approaches to enhance a broader knowledge beyond the core units in economics.
Intellectual skills
Debate, analyse and compare ideas, theories and methods in economics to develop critical thinking assessing the relevance and applicability of economic theories in different historical settings
Apply different theoretical perspectives in comparative approach to evaluate current economic issues.
Practical skills
Research and identify relevant literature to inform the development of arguments.
Transferable skills and personal qualities
Concisely communicate material (digitally, written and verbally) to facilitate an exchange of ideas.
Assessment methods
Method | Weight |
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Written exam | 50% |
Written assignment (inc essay) | 40% |
Oral assessment/presentation | 10% |
Teaching staff
Staff member | Role |
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Matheus Vianna | Unit coordinator |