City Research Online

Abstract

This paper presents a case study of curriculum innovation in undergraduate economics education at a UK Russell Group university. A modular dissertation structure was introduced to address uneven econometric preparation, rising supervision pressures, and increasingly diverse student interests. The redesigned framework separated dissertation activity into three interconnected modules: a shared research design module, a traditional empirical dissertation route, and a policy-oriented dissertation pathway with structured support. The initiative integrated thematic topic allocation, Stata training, digital scaffolding, drop-in support sessions, and oversight by a dedicated Director of Dissertations. Drawing on institutional data, student feedback, and reflective curriculum evaluation, the paper examines how the redesign was perceived to support student engagement, reduce supervision pressures, and strengthen the alignment between dissertation provision, inclusivity and employability. The study contributes to economics education literature by demonstrating how modular curriculum design and collaborative leadership can support sustainable dissertation delivery while preserving research-led learning in large undergraduate cohorts.

Publication Type:	Article
Additional Information:	© 2026 The Author. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).
Publisher Keywords:	Dissertations; Supervision; Employability; Scaffolding; Inclusivity; Curriculum
Subjects:	H Social Sciences > HB Economic Theory H Social Sciences > HD Industries. Land use. Labor L Education > LB Theory and practice of education > LB2300 Higher Education
Departments:	School of Policy & Global Affairs School of Policy & Global Affairs > Department of Economics
SWORD Depositor:	Symplectic Administrator

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