Modular dissertation pathways in undergraduate economics: A case study of curriculum innovation

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 improved student engagement, reduced supervision pressures, and strengthened inclusivity and employability outcomes. 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.