Dr Mylene Lagarde

This course is not available as an outside option to students on other programmes. This course uses controlled access as part of the course selection process. For information on controlled access courses, including eligibility, application processes, deadlines, and departmental contact details, please refer to the Controlled Access Courses webpage.

This course is only available on MSc Global Health Policy. Students must choose between HP431 Dissertation in Health Policy and HP413 Global Health Policy Capstone Project.

The Global Health Policy Capstone Project offers students the opportunity to apply their academic knowledge to real-world challenges in global health policy. Working in groups, students will collaborate with global health organisations to address pressing issues, develop research-based solutions, and present their findings to stakeholders.

The course focuses on key objectives, including enhancing research and policy analysis skills, understanding decision-making processes in global health organisations, and addressing ethical and cultural considerations in global health interventions.

Students will deliver two primary outcomes: an assessed final report (max 10,000 words) and an unassessed company presentation. Teams will be formed based on company preferences, and all projects will adhere to the ethics guidelines set by LSE.

Throughout the course, students will develop essential skills for communicating with diverse stakeholders, navigating complex policy environments, and making practical contributions to global health policy.

1.5 hours of lectures in the Autumn Term.
7.5 hours of workshops in the Winter Term.

Continuous assessment in April.

The formative assessment for the Global Health Policy Capstone Project is designed to provide students with continuous feedback and opportunities for improvement throughout the course. Regular meetings with academic mentors and partner organisations will allow students to refine their research focus, align their work with organisational goals, and address any challenges collaboratively. These sessions are integral to the learning process, helping students develop critical thinking, problem-solving, and project management skills. The iterative nature of this feedback ensures that students can enhance the quality of their final outputs while building confidence in their ability to navigate real-world global health policy environments.

Learning Log / reflective learning report (20%, 1000 words).

Capstone (80%, 8000 words) in August.

This component of assessment includes an element of group work.

Group Project (80%) – All students are expected to contribute equally to the final submission.
Individual Reflective Statement (20%) – A self-evaluation of 700 - 1000 words (The reflective statement should include an evaluation of the project as a whole, a clear account of the student's individual contributions (including specific sections), and a critical reflection on group dynamics).

An alternative assessment pathway is available in situations where groups are dissolved or individual students are removed from groups usually, but not exclusively, for disciplinary, client related or personal reasons. The suitability of this pathway is determined by the respective Programme Director and/or Head of Teaching.