lse essay

READ THIS BEFORE YOU START WRITING YOUR LSE PERSONAL STATEMENT

The few opportunities in LSE’s programmes get thousands of applications. They are logistically unable to properly review every application and read every person’s personal statement. As a result, an initial selection factor is utilised to decide whether to continue evaluating a candidate or to reject them outright.

The grades you received in your ninth, tenth, and eleventh grades together make up this initial selection factor (if 12th grade scores are available, then those are considered as well). An email is sent to the applicant rejecting admission if they don’t make the cut based on this preliminary assessment.

Now, LSE cannot claim that the applicant’s grades are insufficient because many applications do fulfil their fundamental entrance requirements. Consequently, the school informs the applicants that their “personal statement is not convincing enough.” Although it may not seem fair, LSE is forced to do this because of the overwhelming number of applications they get. You should be aware that your statement of purpose considerably influences your chances of decision. On that note, let’s take a look at how to write a proper personal LSE statement in this blog.

About LSE Before we get into the specifics of drafting your individual LSE application, it’s critical that you brush up on your knowledge regarding the institution to which you are applying so that you can adjust your SOP to meet its requirements.

An English public research university in London, the London School of Economics and Political Science is a constituent institution of the Federal Institute of London. It is ranked second in the world for social sciences and management and is acknowledged as a hub of academic excellence and innovation in the social sciences. Unlike any other university in the UK, 50% of all LSE research was placed in the top 4 in the most recent Research Excellence Framework.

We are all aware of the low admission rate for international students at LSE; therefore, your ability to craft a compelling SOP will set you apart from the competition. Students should take into account the \ UCAS’ guidelines as they get ready to complete this portion of their application.

Please be aware that completing the personal statement writing guidelines does not ensure approval. There is stiff competition for admission to the LSE, and personal statements are assessed in comparison. The institution does not accept additional personal statements. Only the personal statement provided via UCAS is taken into consideration.

Writing your LSE personal statement When assessing your application, the selection committee will take into account how well your academic interests align with the LSE program. Here’s where research can be useful. Since the LSE doesn’t offer any sections on ancient history, a personal LSE statement that emphasises a strong interest in contemporary international history (with an emphasis on the LSE International History course) is more likely to offer you a competitive advantage.

In order for your personal statement to reflect on each of your UCAS choices, if you are applying for several different courses, it is good to draw attention to the areas where they overlap. Note that the LSE does not accept substitute or supplemental personal statements. Make sure your personal statement is well-organised, concise, and that you utilise all of the UCAS-provided space. Make a rough draft of your personal statement, then go back and double-check the grammar, punctuation, and spelling to make sure it makes sense. You should always give new English terms a try, but be careful not to let them overshadow the important points of your LSE personal statement.

Elements to include in your personal statement

The focus of your personal statement should be on your intellectual enthusiasm for the field you plan to study. Looking at what the LSE expects from undergraduate students can be one method to approach the personal statement:

• LSE students are expected to read up on subjects relating to their class or engage in other experiences, and then write essays in which they explain the ideas they learned.
• The university looks for this skill in personal statements, so it is advised that you spend at least 80% of your statement on this kind of intellectual discussion.

How you demonstrate a broader interest in your subject is entirely up to you. The institution is not searching for students who have had the most opportunities, but rather those who can best reflect on the experiences and intellectual ideas they have encountered as a result of the opportunities made available to them. If you’re unsure of where to begin, you might check out the newsletter for suggested reading selections or listen to the recordings of LSE public events. Keep in mind that the institution wants to see proof that you have thought deeply about academic ideas, not merely a list of what you have read or done.

You can address these questions in your SOP When writing your LSE personal statement, think about the following questions:

• Why did you pick this particular course?
• What aspects of the subject have you found compelling enough to pursue a degree in it?
• What are your top priorities and areas of interest?
• Do you have a passion for a subject unrelated to your studies?
• What are the readings or lectures that piqued your interest, and what are your thoughts on the aspects covered?
• Did you have the chance to have any work experience that might be useful for your application? Have you taken part in any LSE projects or activities, such as Saturday Schools, Summer Schools, LSE Choice, etc.?

How can Rostrum help? We acknowledge and understand that writing a personal statement is a challenging task. Don’t worry. Rostrum Education has your back. Our counsellors can help you write the ideal personal statement because they are acquainted with the application process. We can connect you to current students studying at LSE so that you get an idea regarding what it takes to get into LSE. Contact us right away to schedule a free counselling session!

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Sarmed Hyder

August 14th, 2021, essay competition 2021.

10 comments

Estimated reading time: 5 minutes

Our Annual Essay Competition has returned!

Essay Question 2021:

To what extent have emerging social movements caused politicians to respond with effective social change .

• £100 Amazon Voucher
• Certificate signed by Cheryl Schonhardt-Bailey, Head of the LSE Department of Government
• Essay published in the LSEUPR blog
• The opportunity to attend and to present your essay at the LSEUPR Annual Conference
• £50 Amazon Voucher
• £25 Amazon Voucher
• Exploration:  this is a chance to engage with the topic and to explore your ideas and thoughts in a new way, outside the confines of academic stress from examinations and grades.
• Experience:  for those of you wishing to apply to university, this essay competition is a chance to produce an evidence-based, long form piece of writing. This is exactly the kind of work you will be regularly asked to produce at university, LSE or elsewhere!
• Prestige:  taking part in this competition is an achievement in itself and something that you can discuss in interviews, on your CV, and your personal statement for university.

Eligibility

• You must be yet to complete your A-Level studies, IB or equivalent, i.e. about to begin year 12 or 13 of secondary school or equivalent.
• Students from any country are allowed to enter, the competition is not limited to the UK, but is limited by level of study.

How to Enter:

Submission specifics:.

• Must be written in English.
• Please note: any in-text citations, footnotes and headings are included in the word count, but the title, bibliography and appendix, if applicable, are not included.
• Arial font, sized 12.
• Standard 1-inch margins.
• Submit essay as a PDF.
• It is extremely important to cite your sources. You are free to use any established referencing style (APA, Chicago, Harvard), as long as its use is consistent.
• Ensure that the PDF essay entry is completely anonymised, there should not be any personal details such as name or school attended included within the PDF.
• This is an independent piece of work. While you are free to discuss the topic with your peers/teacher, the final submission ultimately needs to be your own work. Plagiarism is a serious case of academic misconduct and will be met with disqualification.
• Submissions that are explicitly biased, agenda-fuelled, or without strong supporting evidence, are discouraged – scholarly essays are not columnist opinion pieces.

Essay Writing: 

• General guidance on academic essay writing: https://info.lse.ac.uk/current-students/lse-life/resources/podcasts/academic-writing-basic-principles
• Developing your essay thesis: https://writingcenter.fas.harvard.edu/pages/developing-thesis

Structuring your essay:

• https://writingcenter.fas.harvard.edu/pages/essay-structure
• https://info.lse.ac.uk/current-students/lse-life/resources/podcasts/essay-writing-planning-and-structure

Writing a clear introduction:

• https://info.lse.ac.uk/current-students/lse-life/resources/podcasts/essay-writing-the-introduction

Ensuring your essay is clear and easy to follow:

• https://writingcenter.fas.harvard.edu/pages/topic-sentences-and-signposting
• https://writingcenter.fas.harvard.edu/pages/transitioning-beware-velcro

Writing an impactful conclusion:

• https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

Editing your essay:

• https://writingcenter.fas.harvard.edu/pages/editing-essay-part-one
• https://writingcenter.fas.harvard.edu/pages/editing-essay-part-tw
• https://writingcenter.fas.harvard.edu/pages/developing-thesis

Referencing your Essay

General overview:   https://student.unsw.edu.au/referencing

• Chicago: Chicago Manual of Style (17 th Edition): https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/chicago_manual_of_style_17th_edition.html
• https://owl.purdue.edu/owl/research_a
• https://student.unsw.edu.au/apa
• Harvard : Harvard style https://student.unsw.edu.au/harvard-referencing
• Footnotes & bibliographies: https://student.unsw.edu.au/footnote-bibliography-or-oxford-referencing-system

Topic Specific Resources:

The study of social movements is vast and it can be difficult to know where to start. If you are unsure of where to begin, here are some resources that can kick off your research:

LSE Research on Social movements 

• https://www.lse.ac.uk/middle-east-centre/research/smpm/papers ]
• http://eprints.lse.ac.uk/88297/1/Ishkanian_Social%20Movements_Accepted.pdf
• http://eprints.lse.ac.uk/29695/1/__Libfile_repository_Content_Campbell,%20C_Heeding%20the%20push_Heeding%20the%20push%20(lsero).pdf

Background on social movements and effective change: 

• https://hbr.org/2017/01/how-protests-become-successful-social-movements
• https://www.scientificamerican.com/article/how-lsquo-good-rsquo-social-movements-can-triumph-over-lsquo-bad-rsquo-ones/

Background on specific examples of critical social movements: 

• https://harvardpolitics.com/rhodes-must-fall/
• https://www.globalcitizen.org/en/content/rhodes-must-fall-founder-racist-statues/
• https://library.law.howard.edu/civilrightshistory/BLM
• https://www.pewresearch.org/internet/2016/08/15/the-hashtag-blacklivesmatter-emerges-social-activism-on-twitter/
• https://www.bbc.co.uk/news/world-asia-india-51004204
• https://thewire.in/law/jnu-sedition-case-umar-khalid-kanhaiya-kumar-delhi-court
• https://www.bbc.co.uk/news/world-asia-india-51005444
• https://www.bbc.co.uk/news/world-africa-47952787
• https://www.bbc.co.uk/news/world-africa-34592527
• https://globalclimatestrike.net/

Examples of responses to protests: 

• https://www.bbc.co.uk/news/uk-england-oxfordshire-57189928
• https://www.bbc.co.uk/news/uk-england-oxfordshire-57175057
• https://myscp.onlinelibrary.wiley.com/doi/epdf/10.1002/jcpy.1201

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10 Comments

Hi, when will results be announced? Before Oct. 15th which is oxbridge application deadline?

Hi there! Thank you so much for your interest in the essay competition. We are aiming to complete the review process before the 15th October deadline for the benefit of Year 13 students but we cannot guarantee that this will happen. However, we would still strongly recommend that you submit a piece as partaking in prestigious essay competitions (such as this!) can add a lot to your personal statement.

I hope this helps!

Hi, there! May I ask whether I have to focus on BLM movement as stated below the question, or can come up with totally new social movements that I want to deal with? Thank you:)

Thank you for your question! You absolutely do not have to focus on the BLM movement. You can choose to talk about any social movement you like: such as the Climate Strikes or the student-led gun control movement in the USA (March for Our Lives). You may even want to talk about a few! Do look at our ‘Topic Specific Resources’ section for more pointers on different types of social movements you could discuss. However, do remember to choose the social movements carefully and ensure they are relevant to the question and give you enough material to talk about.

Can the word count go a little over 1000 words?

Hi there! You should ensure that is it under 1000 words. Cutting down your essay is a very important skill and something you will have to do many times if you decide to go to university! Look for unnecessary words and sentences which are too long.

I have completed my essay on the Nirbhaya movement which occurred in 2012-2013. I couldn’t find any specific date details other that it needing to be recent . Is this okay? Thank you !

Hi there! That’s absolutely fine, we’re looking forward to reading your work soon!

Is a bibliography required?

Yes, when you cite a source in-text you must include it in a bibliography. Please look over the referencing resources above for more guidance on how to do citations and how to keep a bibliography properly.

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LSE100 Assessment

Over the course of LSE100, students will complete one individual assessment and one group research project. All LSE100 themes are assessed in the same way.

The individual assessment is due towards the end of Autumn Term. The group research project is completed collaboratively in a group of 4-5 students over Winter Term, and is due for submission at the end of Winter Term.

Each assessment is worth 50% of the final LSE100 grade. There are no exams for LSE100.

In 2023/24 the assessments on LSE100 are as follows:

LSE100 Autumn Term Assessment: Event Analysis and Reflection (50%)

Event Analysis & Reflection: Thinking Like a Social Scientist In this assessment, students analyse a recent event related to their theme using readings and videos from LSE100 as supporting evidence, and reflect on how both their own discipline and other disciplines explored in the course can help us better understand its causes and effects. This assessment gives students the opportunity to dive deeper into a specific dimension of their chosen theme, using interdisciplinary tools and concepts from LSE100 to investigate the world around them as a social scientist.

LSE100 Winter Term Assessment: Group Research Project (50%)

Making Change in Complex Systems

In this assessment, students work in teams and apply their interdisciplinary knowledge to a system related to their theme. Using tools and theories of systems thinking and system change, students work collaboratively to investigate how their system relates to the complex challenge studied on LSE100, before proposing a positive change to the system. The change students identify will take the form of either a policy proposal addressing governmental or institutional actors within the system, or a strategic plan for a social movement or activist organisation to enact change. Students collaboratively produce a digital report and presentation outlining their proposed change for a target audience.

Academic Skills

The following sections link to important information for LSE100 students about how to approach citing and referencing, and how to understand and avoid plagiarism when completing LSE100 assessments. 

Citing and referencing: styles and how to use them in your LSE100 assessments

What are citing and referencing.

Introduction

While studying at LSE you will come across many ideas, thoughts and statements from other writers, either from material on your reading list, or while carrying out your own research. It’s important to learn how to properly acknowledge the work of other writers, while presenting it alongside your own thoughts and ideas. However, when using other people’s ideas you want to ensure you don’t inadvertently plagiarise by suggesting that their ideas are your own. For this reason, learning how to cite and reference properly is very important.

When you have used an idea from a book, journal article etc, you must acknowledge this in your text. This is referred to as 'citing' which you do by including a 'reference' at the end of your text to the original author.

Why do we need to cite and reference?

Citing and referencing is an extremely important part of writing academic work. Citing allows you to acknowledge the thoughts and opinion of other writers; for example to quote without plagiarising.

When writing any piece of academic work you want to be able to demonstrate the body of knowledge on which you have based your work. Citing also helps other students, researchers or your tutors to trace your sources and lead them on to further information. A standard system of citing has been developed to ensure it is simple to trace knowledge efficiently.

Organising your references as you study

While you are studying you will start to read lots of different materials and may well collect numerous references. It’s important to start thinking about this early on and to devise a way of managing your information that allows ease of sorting and retrieving. Some keys things to remember include:

• Consider organising your references electronically using software such as  Endnote ,  Mendeley  or  Zotero .
• If you are collecting references in electronic format you can also include notes in both Endnote, Mendeley and Zotero.
• If you think you might use a quote from a book or article, make a note of what page it appears on and keep this together with the quote.
• Don't forget important information such as year of publication and the edition of a book can be checked on the  Library Search .

Don’t forget

• When paraphrasing (putting another author’s ideas/words into your own) you must remember to reference the original source.
• If you quote text, indicate clearly which part is quoted using double quotation marks (e.g., "This is a direct quote") and include the source of the quote in a citation.
• If the facts are common knowledge there is no need to provide a citation but if you are in any doubt it is better to be safe and cite the source!

An introduction to citing in the text

There are several different methods of citation but one of the most popular is the Harvard Citation System or citing in the text. It is sometimes called the Author-date method because when citing material in this manner you must list the author’s surname and the publication year, in the text of your work, every time you refer to a quote or an idea or concept from your source. For example:

The work of some authors (Patton, 1995) has emphasised the importance of evaluation in qualitative research.

If there are two authors you should use both names in the citation e.g. (Secker & Smith, 1999). If there are more than two authors use first author and  et al  (which means literally 'and others') e.g. (Secker  et al , 1999).

If you have drawn on the ideas of several writers you can also include multiple references to different works in one citation, for example (Secker, 1999; Patton, 2006; Smith, 2007).

The more detailed information, such as the publication title and publisher are reserved for the bibliographical references at the end of your work.

An alternative way of referencing to citing in the text is to use footnotes (or endnotes) with footnote references and a bibliography at the end of your work. In LSE100 we recommend you use the Harvard Citation System (citing in the text) as this is the simplest way to reference and has several key advantages.

Advantages of in-text citations

One of the main advantages of citing in the text is that only the author and date of publication appear in the main body of work, which means all the references are listed at the end of your essay. References are listed in full in alphabetical order by author's surname, at the end of your essay, for example:

Aiken, T. (2007) Writing a good essay. New York: Palgrave.

Patton, S. (1995)  Evaluation in qualitative research . London: Macmillian.

Smith, J. (2005) Structuring your arguments in academic writing. Oxford: Chandos.

The Harvard system also saves time when you are writing (or reading) an essay as the references can be seen quickly. It is also clear to the reader when you are quoting from important writers in a field, and whether your references are up to date. If you use footnotes for references you need to include the references in a footnote and also in a bibliography at the end, which leads to duplication of effort.

If you use a direct quotation from an author you should make this clear with quotation marks.

You should include the page number/s to show where the quote originated.

Example of short quotation:

Patton (1995, p.6) believes that “…evaluation is an essential part of qualitative research” and this could be argued to form the basis of his work.

If a quote is more than two lines of text indent the quote.

Example of a long quote:

Several studies have been written in this field of research methodology and it has been argued that:

“…evaluation is an essential part of qualitative research and should be considered before the researcher begins to undertake their fieldwork. Moreover, it is a crucial stage in the process.” (Patton, 1995, p.6)

Use an ellipsis (three full stops) to indicate any omitted text in a quote but be careful not to change the meaning if you remove any words in the middle of prose. For example:

"Sometimes a writer might ... remove some text from a sentence." (Patton, 1995, p.6)

If you what to include your own emphasis in a quotation (such as putting a word in bold) you need to state this as your emphasis in square brackets. In addition if you add a word to a quote, to make sense grammatically you indicate this with square brackets as well. For example:

"Sometimes a writer might emphasise [my emphasis] a word from a sentence." (Patton, 1995, p.6)

"Sometimes a writer might [include] a word into a sentence so that it makes sense." (Patton, 1995, p.6)

Dealing with multiple works by the same author

It is fairly common in certain subjects to find that one author may have written several publications and sometimes these appeared in the same year. To avoid confusion, lower-case letters are used when this is the case.

For example where Patton published two papers in 1995 they would be cited accordingly in the text:

Evaluation is recognised as being important (Patton, 1995a) and an essential part of the qualitative approach to research (Patton,1995b).

These two papers would then be listed in the bibliography accordingly:

Patton, Michael (1995a). Evaluation as a tool.  Journal of Social Science , 18 (3) 345-356. Patton, Michael (1995b). Doing qualitative research.  Journal of Social Research , 6 (1) 23-28.

Bibliographic styles

There can be considerable variation in how a citation is laid out, in terms of the order the pieces of information appear, the punctuation that is used and any formatting (such as italics) that is used. This is usually governed by something called a bibliographic style.

There are lots of bibliographic styles available, and you can even create your own. Different publishers often have what is called a ‘house style’ and if you go on to publish your own work you might be expected to lay out your references in accordance with this style.

However, when studying it is usual to follow precedents in your subject area and it is important to be consistent! LSE100 recommend you use a style called the American Psychological Association (APA) 7th style. It is used widely in the social sciences, and you don't need to be an expert but should try to follow this style. If you wish to find out more about it you can visit the  APA website .

You can find out more abot how to references different texts  here  (LSE login required).

Avoiding plagiarism, what is plagiarism.

By the end of this section you will understand the ethical issues surrounding the use of information, your own responsibility to use information appropriately and how to avoid falling into the trap of 'unintentional plagiarism'.

Plagiarism is when you copy someone else’s work or use their ideas in your essay, coursework, thesis etc, and then do not acknowledge that you have done this.

For example, if Sally writes an essay for her studies and John copied some or all of her essay and submitted it for his coursework, that would be considered plagiarism. Similarly, if while writing her essay, Beatrice copies and pastes several paragraphs of text she finds on the internet and presents it as her own work this is also plagiarism.

Different types of plagiarism

There are several different types of plagiarism. You should take care to avoid all these listed below:

Copy / paste This is when a student copies a piece of text from the internet, an e-journal, MS Word document or any other source and pastes it into their assignment without without placing the material inside quotation marks and acknowledging its source.

Collusion This is when one student produces work and allows another student to copy it. If both students submit the work, both students will be deemed to have colluded. Collusion differs from group work. Some coursework assessments will involve students working together on a particular project. This will always be made explicit by the lecturer or teacher. 

Word switch This is when a student copies a sentence or paragraph into their assignment and changes a few words.

Failing to reference or cite This is when a student misuses quotations or adopts an inappropriate referencing strategy. Failue to reference other people's ideas or work appropriately is the most common cause of  unintentional  plagiarism.

Ways to avoid plagiarism

Students are often concerned that they will be accused of plagiarism. However, there are several techniques you can develop to ensure your essay is an original piece of work. In the next section you will find out about three important techniques that help avoid accusations of plagiarism. These include:

• Referencing and citing

Paraphrasing

Citing and referencing in your assignments.

It is very important that you reference and cite your work properly. If you do reference your work correctly you can help increase your marks and avoid being accused of plagiarism. An example of a quote in an essay would be as follows:

Smith (1998, p.72) states: 

"The most common female crime prosecuted at the Quarter Sessions was that of battering men. This would suggest that women were not the passive and obedient members of society that men would have liked to believe they were."

You can find more information in the Citing and referencing section above on this page.

Quoting from sources

Quoting is when you use the exact words of an author in your assignment. Quotations help support your arguments and help to reinforce or raise a new point.

When to use quotations:

• when you want to use a key (memorable) phrase
• when you want to comment on someone else’s view and it is important to use their exact words
• to develop / support your own argument.

An example of a memorable phrase would be:

‘The end of history’ - Francis Fukuyama or ‘The selfish gene’ – Richard Dawkins

When not to use quotations:

• when describing or summarising ideas
• in place of your own thoughts and ideas.

When you’re describing ideas you should use your own words, unless the exact wording is important. An essay should be your own thoughts on a topic, not a compilation of quotations from other people.  As discussed in the second skills lecture, the worst thing about 'patchwork writing' (stringing together a series of quotations) is that it prevents you from bringing together and presenting your own thoughts. As your lecturer might say:

“I already know that this textbook author understands the subject; I want to find out whether you do too!”

Quotation styles

When writing an essay you will develop your own writing style and, if you are not careful, quotations can spoil that flow and make it difficult for your reader. They must fit grammatically. Research is time-consuming but you need to ensure you find the most appropriate quotation so that it both benefits and complements your essay.

The following is an example of paraphrasing and quotes using verbs which help to introduce your quote:

In the eighteenth century lawyers set us on the path of copyright confusion and arguments over moral rights by seeking to "fix the notion of literary property" (Rose, 1997). This change in thinking is mirrored by the way authors began to regard the term plagiarism. Coleridge made frequent reference to "questions of origins and originality – and the practical and moral problems of derivativeness and plagiarism" (Stillinger, 2001). He openly admitted, however, that he had "appropriated … sizable passages" from others' work without acknowledgement. The difference in attitude in the eighteenth century is demonstrated by the fact that he was publicly charged with plagiarism. It is interesting to note that his accuser was a supposed friend, Thomas De Quincey, who was a "notable plagiarist and opium eater in his own right" (Stillinger, 2001).

Paraphrasing is when you read a piece of work and then rewrite it in your own words while retaining the ‘flavour’ and ‘ideas’ of the original text. Paraphrasing demonstrates that you have understood the academic context of the piece andallows you to support your argument. Please see  here  (LSE Login required) for an example of how to paraphrase.

Turnitin and academic integrity

LSE100 uses Turnitin software for all assessment submissions. Turnitin is a text matching tool that matches text from your submission against extensive databases of previously submitted work by other students, websites, academic papers and other online resources. Turnitin produces a similarity report and a percentage score, which is used by the LSE100 teaching team to ensure academic integrity and monitor for potential plagiarism. When submitting your assessments for LSE100, you must agree to the use of Turnitin when uploading your submission on Moodle.

Turnitin also allows you to check your own drafts for citing and referencing mistakes and omissions - for example, you can use Turnitin to see where you may have accidentally forgotten to credit a passage of text or omitted quotation marks if using a direct quote. You can access your Turnitin similarity report and score (%) for your LSE100 summative assessments by submitting a draft to the appropriate submission link before the deadline. If you wish, you can then overwrite the draft with the final version of your assessment submission once you have interpreted your similarity report and corrected any mistakes or omissions in your citation and referencing. Using Turnitin as an academic writing development tool can help you recognise and prevent plagiarism and increase your understanding of academic integrity.

• For more information about Turnitin and how it used at LSE, read the School's  Turnitin FAQs for students .
• To learn more about how to interpret and understand your Turnitin similarity report and use it to improve your writing, we strongly recommend that all students complete the  academic integrity unit  (Moodle - LSE login required) of the Prepare to Learn at LSE online course offered by LSE LIFE.
• LSE100's Turnitin policy can be found  here .

Policy on the use of Generative AI in LSE100

 In common with LSE departments LSE100 has established a policy on the use of Generativbe AI tools in summative assessments. The policy can be found here  and applies to LSE100 assessments only . 

LSE100 and classification

For students enrolled on three- and four-year BA/BSc degrees, LSE100 counts towards the first-year average. The first-year average is calculated as the best six of a student's nine first-year marks. LSE100 counts as one of these nine marks, equivalent to a half-unit course. For students studying LLB Laws, like all other first-year courses, LSE100 will not count towards your degree classification. LSE100 will appear on your degree transcript.

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Assessment: Coursework and Examinations

 2023-24, assessment aims.

Upon successful completion of your studies, you will be able to demonstrate specific learning outcomes:

Undergraduate Students will be able to:

• Outline and evaluate contemporary concepts and empirical evidence in relation to the main areas of social policy formulation and implementation
• Critically evaluate the suitability, implications and effects of social policies in different social sectors and across different national contexts
• Construct persuasive, theoretically informed oral and written arguments in relation to key debates in contemporary social policy
• Apply a comprehensive understanding of social policy as a multi-disciplinary field of study to the analysis of social problems
• Understand and deploy basic qualitative and quantitative research skills in the study of social policy problems

Taught postgraduate students will be able to:

• Explain and evaluate the main theoretical positions in the field of social policy formulation and implementation
• Integrate theory from different disciplinary backgrounds into the analysis of social problems
• Construct persuasive oral and written arguments in relation to key issues of social policy theory and practice
• Conduct and design rigorous research projects using a range of methodologies and epistemologies
• Apply theoretically informed approaches to the analysis of social problems

Each degree programme also has specific learning outcomes linked to Quality Assurance Agency (QAA) standards.

Each programme has a conceptual “spine” of core courses which, in combination with option courses, ensure the full range of learning outcomes are achieved.

Forms of Assessment

The Department provides a combination of different assessment methods within each programme. This approach ensures you develop relevant knowledge and skills, and allows the Department to test your learning effectively.

Formative  assessment develops the knowledge and skills that you acquire at LSE.  Formative  assessment is a compulsory part of every programme and may include: class/seminar discussions and presentations; essays; problem sets; dissertation proposals, mock examinations or quizzes.  Formative  assessment does not count towards your overall degree classification but is designed to prepare you for the summative (assessed) work that you will complete later in the course. The feedback you receive from your formative work will help prepare you for your summative work.

Summative  assessment tests whether you have acquired the learning outcomes described above. This is achieved through a variety of methods including closed book and take-home assessments, presentations, coursework and dissertations.  Summative assessment counts towards your overall degree classification. Individual courses may be assessed by one piece of Summative work or by a combination of different types of summative work.

Whatever the form of assessment on your Social Policy courses, you will find our short but comprehensive guidance documents  here , which will answer questions you may have. 

If your course involves an element of coursework, all information (including details of assessment weightings, submission dates etc.) can be found via the course's Moodle page.

Presentation and Content

You will submit summative coursework via Moodle in electronic format only; no hard copies of your work are accepted. 

In the Department of Social Policy, we operate strict word limits for assessments.  Written work must not exceed the word limit  set out in the assessment details. If it is clear that a piece of coursework exceeds the set word limit, markers will only mark strictly up to the word limit for each of your answers.

If you are taking a course from an outside Department, you should make sure to check their policy regarding word limits as different Departments may have different guidance.

Submission                                                                                                                   

The Department of Social Policy has standard procedures for the submission of summative coursework for its courses (any course with the prefix SP). When submitting your work (essay, long essay, dissertation, project etc.):

• Ensure that your assessed work is submitted anonymously. Your name  must not appear anywhere  on the work or coversheet. Your five-digit candidate number (available via LSE for You in AT) should be the only means of identifying your work. Your candidate number should be on the coversheet. Please do not share details of your candidate number with anybody.  The Department will not accept assessed work from you if you have not included your candidate number.
• All the information you need regarding submitting your assessment is available via the relevant course's Moodle page.         

Penalties for the late submission of Summative Assessment                                     

Every piece of assessed work has a clear deadline. The submission deadlines are to be taken seriously, since penalties may be applied in the case of late submissions.

If you have a summative assessment and circumstances outside of your control may prevent you from meeting the deadline (e.g. you become ill) make sure you talk to the Department as there are some options you can explore, depending on the circumstances. These include applying for an extension or a deferral.

If you don’t successfully apply for either of these, and you submit your work late,  penalties will be applied   as follows:

Summative Essays

• Five marks will be deducted for an essay submitted within 24 hours after the deadline
• A further five marks will be deducted for each subsequent 24 hour period (not limited to working days) until the essay is submitted.
• Essays more than five days late will only be accepted with the permission of the Chair of the Sub-Board of Examiners. These penalties apply immediately after the deadline time for submission on the submission date.

Online Assessments (within a 24 hour window): A penalty of 1 mark will be deducted for each minute beyond the deadline up to 15 marks beyond the deadline. Any work received after this will receive a zero mark.

Online Assessments (within either a 48-hour, 72-hour, one-week, two-week or three-week window):

• For the first 24 hours after assessment submission deadline: Five percentage marks will be deducted for every half-day (12 hours), or part of a half day the assessment is received late. This will result in a maximum penalty of ten percentage marks for the first 24 hours.
• For the period beyond the first 24 hours after assessment submission deadline: Ten percentage marks will be deducted for the first 24 hours as above then five percentage marks will be deducted per 24 hour period (not limited to working days) the assessment is late, or 24 hour period, thereafter

In-person Exams and online assessments

In Person Exams take place during the Spring Term (May/June) and are timetabled by the School. There is also a January exam period which takes place just before the start of WT. The Course Guide for the relevant course will state when the in-person exam is expected to take place. i.e (January/Summer)

Social Policy courses do not have in-person exams, but if you are taking a course outside the Department, you should check if the course(s) you are taking  require(s) you to sit an in-person exam.

Please note that Online Assessments are similar in format to traditional exams, but they are (with the exception of 24 hour take-home assessments) timetabled by the Department rather than the School and you will be informed of their deadlines separately from the School’s in-person exam timetable.

The School's exam timetables are published ahead of the exam periods, either in late Autumn or early Winter Term.

You can obtain your unique candidate number ahead of any assessments, and your personal examination timetable via LSE for You ahead of any in-person exams.

To help you prepare effectively for your exams and online assessments you should make yourself fully aware of the format and syllabus to be covered in the exam/assessment.

Past papers can be accessed via the  Library web pages  (access restricted to LSE network only).

Specimen exam papers (or appropriate exam-type questions) are provided for (i) any new course or (ii) an existing course where there have been significant changes to the syllabus in the current academic year. Permitted materials are also specified early in the year.

All assessed work (coursework and exam scripts) must be anonymous and identified only by candidate number. 

Plagiarism- What is it and how to avoid it?

Plagiarism is the attempt to use the work of others as though it is your own work. This applies whether the work is published or not, and can include the work of other students.

Self-Plagiarism is the re-use of your own work without appropriate referencing. The Department is clear that students cannot submit previously assessed, or elements of, their own work (whether work from their time at LSE or another institution) for assessment- this constitutes self-plagiarism. 

The Department ensures that the School’s rules on Plagiarism are clearly communicated. Each Programme handbook clearly sets out the Department’s policy on plagiarism, signposts students to the School’s guidance, and provides examples of what constitutes plagiarism and how to avoid it.

The Department is clear that Plagiarism and Self-Plagiarism are unacceptable, and will be treated seriously according to the School’s regulations. There are sessions which cover avoidance of plagiarism as part of Programme Dissertation workshops. For additional guidance on how to avoid Plagiarism, you are encouraged to contact your Academic Mentor and  LSE Life .

Further information about Plagiarism .

Turnitin- plagiarism detection software

The School considers academic integrity to be an issue of the utmost importance. Under the  Conditions of Registration  for your programme of study you consented to all of your summative coursework (essays, projects, dissertations, etc.) being analysed by plagiarism detection software.

The Department of Social Policy submits all summative coursework to Turnitin UK for textual similarity review and the detection of plagiarism. Copies of all papers submitted to this software will be retained as source documents in the reference database solely for the purpose of detecting plagiarism.

You have the option to submit your coursework to Turnitin yourselves for checking, prior to the final submission of your work. We strongly encourage this practice to make sure that you have not inadvertently plagiarised other work, for which you could still be held responsible.  Here are some Turnitin FAQ's . 

If you wish to submit your coursework to Turnitin yourself, prior to submitting your final piece of work, make sure that you submit it ‘in draft’ on Moodle and NOT ‘for grading’. As long as you submit in draft, you will be able to finalise your coursework before final submission. ONLY when you are sure that you want to finally submit your work for grading should you choose this option. Once your work is submitted for grading, you will not be able to change it.

When you submit the electronic copy in Moodle you will be asked to confirm, at the point of submission, that you understand the School's regulations on plagiarism and assessment, and by submitting your work on Moodle you are confirming that the work you are submitting is your own.

What is feedback?

Feedback is information about your work that you can use to make improvements, and it is an integral part of the teaching and learning process.

Feedback is a two-way process which is most effective when you engage with it fully.

You are informed of the guidelines on assessment and feedback through your  programme handbook  and the  LSE Academic Code .

The Department is committed to providing timely, regular and constructive feedback to you and promotes ‘feedback literacy’ among all its teachers and students to ensure that you understand the full range of feedback methods and opportunities available to you. We encourage you to engage actively with feedback, by learning to recognise when feedback is being given, the different forms it takes, and how best to use it.

The main opportunities you have to receive and discuss feedback are through Classes and Seminars, in Advice and Feedback Hours with your Academic Mentor or another member of Faculty, or via Moodle.

You are expected to understand when feedback is being given and what it means, and to ask for clarification it if is not clear. You may wish to also discuss feedback with fellow students – peer review can provide useful feedback and aid understanding.

When and how is feedback given?

Formative:  Feedback on  formative  work is normally provided within three term-time weeks of submission. It is primarily provided to prepare you for  summative  work. Assignments are returned to you with constructive commentary and guidance for future progress. Feedback is provided in two main forms: in writing (normally using the standard form, including a mark), and orally (students are expected to take notes). Students may also be provided with additional feedback opportunities on their formative work at Academic Mentor meetings.

Summative:  Feedback on  summative  work is normally provided within five term-time weeks of submission, and where possible, prior to future  summative  assessment for summative work submitted in AT and WT. NB.There will be no written feedback for Summative work submitted in the Spring Term (but feedback will be provided for the Dissertation).

Once provisional  overall  marks for a course have been confirmed by the External Examiner, these marks will be released on the School’s  provisional results  page on LSE for You. 

The Department has a general marking framework for both BSc and MSc students which can be found below.

BSc programmes marking framework 

MSc programmes marking framework 

A number of courses have their own versions of the above marking frameworks, adapted to reflect the specific requirements for that course. These can be found on the Moodle page for these courses.

There are three forms of marking which the Department uses. 

For courses which use ‘double-blind’ marking, first and second internal examiners marks each piece of summative work separately, and without any identification of the candidate. The two markers then agree the final internal mark.

Some courses use a method of ‘Sighted double marking’, where all work is examined anonymously by two examiners (as with double-blind marking), but the second marker has sight of the first markers’ marks when reviewing the work.

Some courses use 'single-marking with moderation', where each script is marked by a first marker, and then a selection of scripts are 'moderated' by a second marker to ensure marking standards are consistent. If the moderator finds any inconsistencies, scripts are re-marked.

Careful consideration is given by both the Department and School to ensure that appropriate methods of marking are used on each individual course.

External Examiners receives a representative sample of scripts and other assessed material from every course to review and confirm that internal marking has been consistent and is of an appropriate standard

Marking Schemes for the Award of a Degree:

Classification scheme for the BA/BSc degrees

Scheme for the award of a taught Masters degree (four units)

Taught Masters examination sub-board local rules

What if I need support? Extensions and Exceptional Circumstances

You are encouraged to speak to your Academic Mentor as early as possible if you are experiencing any challenges which are affecting your work. You are also encouraged to speak to your Programmes Support Team who may be able to help.

Requesting an Extension.

Summative work

If you find yourself unable to meet a summative assessment deadline because of illness/injury, bereavement or other serious personal circumstances, and you need to request an extension to the submission deadline, you should do so as early as possible and in advance of the deadline. Useful information outlining the School’s Extension Policy is available  here . 

If you would like to request an extension for SUMMATIVE work on a course based within the Department of Social Policy, the following process will apply. Please send your request to:

BSc level courses:  complete our  BSc extension request form

MSc level courses:  complete our  MSc extension request form

Supporting evidence must be provided with your request, and all evidence must be in English or accompanied by a certified translation. Please refer to our  ‘Standards of Evidence’  table before submitting your supporting evidence. 

In the Department of Social Policy, the Programmes Support team act as the designated contacts for all matters relating to your extension request. Please note that the Department practices anonymous marking, and so the extension process is separated from your course teachers. If you have any questions, please feel free to contact  [email protected]  (for UG enquiries) and  [email protected]  (for MSc enquiries). Please do not contact course convenors directly with any extension or deferral request. If you do have any questions, please contact the relevant Programmes Support team .

Once your extension request and evidence is received, it will be considered by the Chair of the Sub-Board of Examiners . Your Programmes Support team will email you with the outcome of your request, and inform the relevant marker(s). Please note that the final submission of your assessment must still be made via Moodle, regardless of the outcome of your request.

Formative Work

To request an extension on Formative work, please email your Programmes Support team ( [email protected] or [email protected] ) in the first instance, with an outline of what extension you are requesting; the reasons why; and any supporting evidence. 

Exceptional Circumstances

Exceptional circumstances (ECs) concern issues which are unforseen, out of your control and proximate to the timing of an assessment/s you have taken and which you feel may have had a significant impact on your academic performance during an exam, online assessment or other summative assessment. Such circumstances might include, but are not limited to, illness, injury, or bereavement. If you wish to make the Sub-Board of Examiners aware of your circumstances and how these have affected your performance in an assessment/s, please complete the Exceptional Circumstances form ( available here ). The form should be accompanied by supporting evidence of your circumstances (such as doctor's letter, hospital note, death certificate or police report).

Your EC form and supporting documentation must be submitted according to the details available via this webpage .

Under certain circumstances, if you are not in a good position to be able to sit an assessment (i.e., your are not ‘fit-to-sit’, you might be permitted to postpone either one or more assessments to the next appropriate assessment opportunity. This is known as deferral.

You may, for example, experience circumstances which are sudden, unforeseen and outside of your control around the time of one or more assessments. In such a case, you may wish to consider deferring the assessment/s to the next appropriate assessment period.

You can find out more about deferrals here.

Further queries?

If you have any queries please contact  [email protected]  (BSc students) or  [email protected]  (MSc students).

Handbooks for all of our programmes

How to use Feedback effectively A guide for students

Reports External Examiner reports

LSESU Economics Society

The Essay Competition 2023

Welcome to the lsesu economics society’s essay competition 2023. we are so excited to release this year’s questions, our questions range from the impact of artificial intelligence to explaining variations in happiness. we can’t wait to read your entries, prizes range from signed certifications by nobel prize-winning economists and include £100 amazon gift cards..

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This thesis examines monetary policy in the presence of digital currencies issued by firms, as well as the effectiveness and credibility of recent bank recapitalisation reforms. The first chapter discusses the consequences for monetary policy arising from currencies issued by firms—such as Facebook’s Libra—in order to generate seignorage revenues and information on consumers. The paper develops a benchmark with two important results. First, information shapes the degree of currency competition: firms do not accept their competitors’ currencies. Second, the central bank loses its policy autonomy. Profit-maximising firms implement a variant of the Friedman rule. As a result, public currency is unable to compete unless the central bank sets their nominal interest rate to zero, resulting in deflation. Importantly, private currency market power breaks this benchmark: inflationary pressures arise if firms form currency consortia, but decision powers and seignorage claims are concentrated in the hands of one firm. The second chapter (with Alkiviadis Georgiadis-Harris, LSE) evaluates the effectiveness and market disciplining effects of bail-ins. During a bail-in, the government mandates equity writedowns and debt-to-equity swaps with the goal of recapitalising failing banks. We develop a model of asymmetric information on asset returns in which banks issue debt in order to finance projects. In equilibrium, the maturity of bail-in debt shortens if the government intends to impose losses on bank creditors. Runs ensue in the anticipation of bail-ins, rendering such policies ineffective. Controlling the maturity structure of debt has two benefits. First, it allows the government to avoid bailouts. Second, long-term bail-in debt leads to an increase in market discipline. The model provides an explanation why regulators impose a minimum maturity of one year for bail-in debt, and a motivation to treat short-term debt preferentially during intervention. The third chapter (with George Pennacchi, University of Illinois) empirically investigates the credibility of bank recapitalization reforms using a structural model similar to Merton (1974, 1977). In the data, credit spreads on bank debt are valued as the product of market-perceived ‘no-bailout’ probabilities and expected no-bailout loss rates. Thus, no-bailout probabilities are estimated by regressing credit spreads on model-implied no-bailout loss rates. Before the Lehman bankruptcy, we find significantly higher bailout probabilities for US banks, relative to nonfinancial firms. Since then, relative bailout probabilities have clearly declined.

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The London Stock Exchange (LSE)

Introduction.

With a rich history spanning over three centuries, the London Stock Exchange (LSE) stands tall as one of the oldest and biggest stock exchanges in existence. Its profound significance cannot be overlooked, as it plays a pivotal role in shaping the global financial landscape. By offering companies an avenue to generate capital and facilitating transactions between buyers and sellers, this powerhouse has solidified its position as a major player in driving economic growth worldwide (Camfferman, 2020). Consequently, esteemed conglomerates from across all corners of the globe have chosen to make their home at LSE – cementing its status as an essential destination for investors seeking fruitful ventures or stakeholders analyzing market trends with unwavering precision.

The means by which enterprises listed on the London Stock Exchange interact with their stakeholders is via the dissemination of annual reports and accounts. These written materials offer a comprehensive delineation of an organization’s fiscal achievements, plans for growth, and business dealings throughout a twelve-month period (Camfferman, 2020). They are deemed vital resources for investors and other involved parties in gauging an entity’s monetary well-being, making educated choices, as well as ensuring responsible management practices are being adhered to.

The significance of annual reports and accounts cannot be underestimated when it comes to their impact on the stakeholders of London Stock Exchange-listed companies. It is essential for individuals to gain a comprehensive understanding regarding how these documents are utilized and comprehended. This written piece delves into the examination of various stakeholder clusters including but not limited to investors, analysts, employees, as well as customers in terms of how they make use of said records (Camfferman, 2020). In this regard, by embarking upon such an endeavour, insights shall arise elucidating the role that aforementioned papers play within both LSE’s structure itself alongside its influence towards larger financial arenas.

Stakeholders

The first and most obvious stakeholder group of LSE-listed companies is investors. These can be classified as either individuals or institutions who have made a financial commitment to the company by purchasing its shares. Investors’ primary focus lies in analyzing the organization’s fiscal progress, future potential for growth, dividend strategy, and market value fluctuations (Welc, 2022). In order to make informed choices regarding whether they should acquire more shares, retain their existing ones or divest entirely from their investments in said enterprise; these stakeholders diligently scrutinize annual reports along with accompanying accounts which offer valuable insight into both overall corporate prosperity and team management competency.

Apart from the board members and shareholders, another influential group in the success of LSE-listed companies is a team known as analysts. These savvy professionals are hired by prestigious investment banks, brokerage firms or other esteemed financial institutions to closely monitor the performance of businesses across different industries. They meticulously study annual reports and accounts with keen precision to compare a company’s financial achievements against its peers before providing sound advice for potential investors (Welc, 2022). Their interest goes beyond surface-level numbers like revenue; instead they dive deep into details such as profit margins, cash flow patterns, and debt obligations – essentially any key indicator that can shed light on an enterprise’s true value is subjected to their intense examination.

Employees, a key cohort of stakeholders in LSE-listed companies, are deeply invested in the organization’s overall well-being and future prospects. Naturally curious about the company’s financial vitality and growth trajectory, these individuals also harbor a vested interest in scrutinizing its employment practices, workplace milieu, and avenues for career advancement. For this purpose they often turn to annual reports and accounts as invaluable sources of information pertaining to fiscal achievements and stability on one hand; social responsibility endeavors coupled with sustainability efforts on the other (Welc, 2022). It follows logically then that they pay heedful attention towards gaining insight into their employer’s vision along with strategy formulations since both impinge upon not only job security but ultimately eventual opportunities for professional growth too.

The significance of customers is important when it comes to LSE-listed companies. These businesses are accountable not only to their shareholders but also to the individuals who consume their goods or services. The curiosity of these stakeholders extends beyond mere product offerings and includes elements such as brand perception, quality assurance, pricing strategies and social responsibility practices in order to gain a holistic understanding of the company’s overall standing (Franklin, 2020). In fact, they scrutinize annual reports with keen interest, delving into details about financial performance and stability while keeping an eye on how customer satisfaction is being prioritized through innovative approaches. Furthermore, customer loyalty heavily relies on a firm’s commitment towards sustainability efforts, which ultimately shapes their perception of the brand itself.

A myriad of stakeholders, including regulators and government agencies, hold a vested interest in LSE-listed companies. Their scrutiny extends beyond financial performance to encompass legal compliance with intricate laws and regulations that safeguard the environment, society’s welfare and economic prosperity. The assessment of such factors hinges on their perusal of annual reports and accounts; scrutinizing every iota for evidence confirming adherence to stringent reporting standards as well as disclosure requisites is paramount (Franklin, 2020). However, these vigilant overseers’ far-reaching concerns span over corporate social responsibility practices deemed crucial in bolstering oversight efforts- key parameters include sustainability initiatives conducted by said corporations whilst balancing profitability aspirations- raising ethical conundrums often teeming within industry dealings can prove instrumental or disastrous regarding stakeholder’s activities ought also focus intently hereupon harmonization between business proceedings governing administration operates aligned but equilibrium.

Annual Report and Accounts

The initial part of a yearly report and financial statements is typically dominated by the articulate thoughts of either the chairman or CEO. This segment furnishes readers with an extensive examination on how well the company has fared over a span of 365 days, emphasizing noteworthy triumphs and difficulties encountered along its path to progress. Furthermore, it serves as a platform for conveying their strategic approach towards accomplishing objectives while providing insight into future prospects (Franklin, 2020). In addition, there may also be contributions from board members expressing their stance followed by abridged insights on corporate governance strategies adopted within this establishment all coupled with affirmative measures undertaken concerning societal obligations and sustainable initiatives taken forthrightly.

The second portion of the yearly report and records comprises a financial appraisal. This crucial segment delves into an intricate examination of the organization’s monetary achievements, encompassing its earnings, net profits, liquidity position, debt obligations and various other fiscal indicators. Along with this evaluation comes a deliberation on the company’s pecuniary hazards and potentialities as well as their capital composition and distribution guidelines – factors that deeply influence financial performance. An indispensable accompaniment to this critical review are declarations depicting financial accounts; namely income analysis sheet calculations thereof alongside computation reports revealing cash flow activities within such allotted timeframe elapsed prior 12 months’ results respectively.

The section of an annual report and accounts that stands third in line is the ever-crucial business review. This integral portion aims to provide a comprehensive outlook on the company’s functioning, ranging from its array of products or services offered, targeted markets reached out to by them, customer base nurtured as well as those challenged by competitors vying for dominance within similar industry domains (Lee & Parker, 2019). Such enlightening insights might also throw light upon exhaustive research carried out with valuable findings discovered during this exercise highlighting dynamic marketing methodologies used coupled alongside sales strategies implemented leaving their mark at operational levels pushing businesses further forward like never before (Lee & Parker, 2019). Added ammunition materializes via top-notch supply chain management resulting ultimately towards expected accomplishments surpassing former high-water marks taking pride back home armed handsomely by precise key performance indicators (KPIs) precisely making it appear so unique when scrutinized impartially through-and-through.

The conclusive portion of a yearly report and financial statements pertains to the governance and remuneration disclosure. This significant section presents an elaborate depiction of the corporation’s practices in corporate management, encompassing the formation and duties entrusted upon its board members, along with the company’s methodology towards mitigating risks and maintaining internal checks (Lee & Parker, 2019). Furthermore, it may also entail an exploration into the organization’s policies on compensation for directors and high-ranking executives. Additionally, this segment could delve into how social responsibility is embraced within their framework, as well as incorporating elements related to sustainability while actively engaging stakeholders through transparent communication channels.

In general, annual reports and accounts are comprehensive documents that provide a detailed overview of a company’s financial performance, strategy, and operations over the course of a year. They are structured into several sections, including the chairman’s statement, financial review, business review, and governance and remuneration report (Lee & Parker, 2019). By providing a wealth of information on a company’s performance and prospects, annual reports and accounts are an essential tool for investors, analysts, and other stakeholders to make informed decisions and hold management accountable.

Stakeholders’ Use of Annual Report and Accounts

Investors, being a crucial group of stakeholders for LSE-listed companies, heavily rely on annual reports and accounts to gauge the financial performance and growth potential of these entities. These investors utilize various financial indicators such as revenue, profit margins, cash flow, and debt levels, among others, to assess the company’s fiscal robustness and viability. Additionally, they meticulously scrutinize details about dividend policies and share prices to determine possible returns on their investments (Lee & Parker, 2019). Moreover, the yearly report allows them an insight into vital aspects like management competence, business strategy & direction along with dedication towards ethical values& environmental sustainability; all contributing in formulating prudent investment decisions.

Analysts are another important stakeholder group of LSE-listed companies, and they use annual reports and accounts to provide research and analysis on companies and industries. For example, analysts may compare a company’s financial performance to its peers, evaluate its competitive position, and make recommendations to investors (Richard, 2020). They may also use the annual report and accounts to assess the company’s financial risks and opportunities, as well as its capital structure and dividend policy. Additionally, analysts may review the company’s business review section to gain insights into its operations, markets, customers, and competitors.

Employees are also stakeholders of LSE-listed companies, and they use annual reports and accounts to assess the company’s financial health and stability, as well as its commitment to social responsibility and sustainability. For example, employees may review the company’s financial review section to gain insights into its revenue, profit margins, and cash flow, as well as its capital structure and dividend policy (Richard, 2020). They may also review the company’s governance and remuneration report to gain insights into its corporate governance practices, including the composition and responsibilities of the board of directors, the company’s approach to risk management and internal control, and the company’s remuneration policy for directors and senior executives.

Customers are another important stakeholder group of LSE-listed companies, and they use annual reports and accounts to assess the company’s financial health and stability, as well as its commitment to customer satisfaction and innovation (Drake & Fabozzi, 2019). For example, customers may review the company’s business review section to gain insights into its products or services, markets, and competitors. They may also review the company’s social responsibility and sustainability practices to assess its impact on the environment, society, and the economy.

Regulators and government agencies are also stakeholders of LSE-listed companies, and they use annual reports and accounts to assess the company’s compliance with laws and regulations, as well as its impact on the environment, society, and the economy. For example, regulators and government agencies may review the company’s financial review section to gain insights into its financial performance and stability, as well as its adherence to reporting standards and disclosure requirements (Drake & Fabozzi, 2019). They may also review the company’s social responsibility and sustainability practices to assess its impact on the environment, society, and the economy.

In conclusion, different stakeholder groups use annual reports and accounts to assess a company’s financial health, performance, and impact, and to make informed decisions about their engagement with the company. Investors, analysts, employees, customers, and regulators all have different interests and priorities, and they use different sections of the annual report and accounts to gain insights into the company’s operations, financial performance, and governance practices (Loftus, 2020). By providing a wealth of information on a company’s performance and prospects, annual reports and accounts are an essential tool for stakeholders to make informed decisions and hold management accountable.

Camfferman, K. (2020).  Voluntary Annual Report Disclosure by Listed Dutch Companies, 1945-1983 . Routledge.

Drake, P. P., & Fabozzi, F. J. (2019).  Analysis of Financial Statements . John Wiley & Sons.

Franklin, L. (2020).  Financial Accounting. the Annual Report Sent to Shareholders Is a Key Part of the Directors’ Fulfilling Their Stewardship Function .

Lee, T. A., & Parker, R. H. (2019).  Evolution of Corporate Financial Reporting (RLE Accounting) . Routledge.

Loftus, J. (2020).  Financial Reporting . John Wiley And Sons Australia, Ltd.

Richard. (2020).  Financial Accounting Milestones in the Annual Reports of United States Steel Corporation . Routledge.

Welc, J. (2022).  Evaluating corporate financial performance : tools and applications . Palgrave Macmillan.

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