(BSc) Bachelor of Science
Financial Economics (Including Foundation Year)
University of Essex
University of Essex
UK and EU applicants:
All applications for degree courses with a foundation year (Year Zero) will be considered individually, whether you
- think you might not have the grades to enter the first year of a degree course;
- have non-traditional qualifications or experience (e.g. you haven’t studied A-levels or a BTEC);
- are returning to university after some time away from education; or
- are looking for more support during the transition into university study.
Our standard offer is 72 UCAS tariff points from at least two full A-levels, or equivalent.
Examples of the above tariff may include:
- A-levels: DDD
- BTEC Level 3 Extended Diploma: MMP
- T-levels: Pass with E in core
For this course all applicants must also hold GCSE Maths at grade C/4 or above (or equivalent). We may be able to consider a pass in Level 2 Functional Skills Maths where you cannot meet the requirements for Maths at GCSE level. However, you are advised to try to retake GCSE Mathematics if possible as this will better prepare you for university study and future employment.
If you are unsure whether you meet the entry criteria, please get in touch for advice.
Mature applicants and non-traditional academic backgrounds:
We welcome applications from mature students (over 21) and students with non-traditional academic backgrounds (might not have gone on from school to take level 3 qualifications). We will consider your educational and employment history, along with your personal statement and reference, to gain a rounded view of your suitability for the course.
You will still need to meet our GCSE requirements.
Essex Pathways Department is unable to accept applications from international students. Foundation pathways for international students are available at the University of Essex International College and are delivered and awarded by Kaplan, in partnership with the University of Essex. Successful completion will enable you to progress to the relevant degree course at the University of Essex.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 5.5 overall. Specified component grades are also required for applicants who require a Student visa to study in the UK.
Other English language qualifications may be acceptable so please contact us for further details. If we accept the English component of an international qualification then it will be included in the information given about the academic levels required. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
If you do not meet our IELTS requirements then you may be able to complete a pre-sessional English pathway that enables you to start your course without retaking IELTS.
Our Year 0 courses are only open to UK and EU applicants. If you’re an international student, but do not meet the English language or academic requirements for direct admission to your chosen degree, you could prepare and gain entry through a pathway course. Find out more about opportunities available to you at the University of Essex International College.
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Mr Pedro David Matos Serodio
Mr Teng Ge
External Examiners provide an independent overview of our courses, offering their expertise and help towards our continual improvement of course content, teaching, learning, and assessment.
External Examiners are normally academics from other higher education institutions, but may be from the industry, business or the profession as appropriate for the course.
They comment on how well courses align with national standards, and on how well the teaching, learning and assessment methods allow students to develop and demonstrate the relevant knowledge and skills needed to achieve their awards.
External Examiners who are responsible for awards are key members of Boards of Examiners. These boards make decisions about student progression within their course and about whether students can receive their final award.
1. To equip students with the basic tools, methods and techniques needed to solve theoretical or applied problems.
2. To enable students to acquire a broad understanding of mathematics and statistics.
3. To provide students with the ability to assess problems logically and to approach them analytically.
4. To ensure that students from a wide range of educational backgrounds have a broad understanding of basic economics concepts, terminology and graphs.
5. To develop in students effective problem solving and decision making including identifying, formulating and solving economics problems.
6. To enable students to describe, explain and analyse at a basic level fundamental economics concepts in an exam situation.
7. To provide a solid foundation of knowledge about the workings of economic systems.
8. To provide students with the knowledge and skill base from which they can proceed to further studies in economics.
9. To develop in students the ability to construct logical arguments and to communicate arguments clearly.
10. To help students acquire and practise strategies for effective reading and for academic vocabulary development.
11. To provide opportunities for students to develop IT skills.
12. To train students in language awareness.
13. To encourage students to develop general study skills, particularly including the ability to learn independently using a variety of source materials.
14. To stimulate engagement and participation in the learning process.
15. To encourage students to become autonomous learners.
Learning outcomes and learning, teaching and assessment methods
On successful completion of the programme a graduate should demonstrate knowledge and skills as follows:
A: Knowledge and understanding
A1: Knowledge and understanding of the basic mathematical methods and techniques of pure mathematics, calculus and statistics that underpin further study of more advanced mathematical ideas
A2: Knowledge of the fundamental principles of economics
A3: Awareness of the sources of information
A4: Understanding of the nature and process of management and the theory that explains the management process
A5: Fundamental accounting concepts and principles
Lectures are the principal method of delivery for the concepts, knowledge and skills described in A1-A5.
Throughout the year the courses IA112, IA116, IA104 and IA106 introduce the basic concepts and develop them as the syllabi open out.
Constant references to textbooks, published lecture notes and other online material address all these outcomes, with particular reference to A3.
Classes and tutorials reinforce understanding of the academic principles, and develop A1 to A5.
A1-A5 are assessed throughout the year with regular coursework assignments, tests and closed book examinations.
B: Intellectual and cognitive skills
B1: Understand a specific problem and choose the most appropriate methods and tools for its solution
B2: Be aware of the relative merits of a range of theories, techniques and tools needed to solve a problem or to present arguments and policies
B3: Synthesise and interpret information from a range of sources - lectures, classes, textbooks, the Web etc
B4: Evaluate the relative importance and relevance of different source material to specific areas of study
B5: Construct and present coherent and well reasoned descriptions and assessments of ideas in economics and management science
The basis for intellectual skills is provided by lectures, which are developed by classes and tutorials throughout the programme - (B1-B5).
Development of cognitive skills is achieved through classes and tutorials as well as the regular coursework assignments (B1-B5).
Students are provided with feedback, comments and suggestions on all assessed work to guide and enhance their intellectual development and to encourage the expansion of their cognitive skills (B2-B5).
Development of intellectual and cognitive skills is assessed through coursework assignments (B2-B5), tests (B1) and closed-book examinations (B1, B2, B5).
C: Practical skills
C1: Apply an analytical and numerate approach to a problem
C2: Gather information from a variety of relevant sources
C3: Take notes and organise material
C4: Present economic, accounting and management ideas and arguments coherently in writing
C5: Use and apply basic terminology and concepts appropriate to the field of study
The practical skills of mathematics and statistics are introduced in the first term and developed in term two, with classes and coursework exercises addressing outcomes C1 and C3.
Development of C2, C3, C4 and C5 are encouraged throughout the programme during lectures and classes, and via online lecture notes.
C1, C2 and C5 skills are developed in the preparation of assignments for the relevant courses.
Development of all practical skills is assessed directly and indirectly through coursework assignments, tests and closed-book examinations.
D: Key skills
D1: An ability to communicate both mathematical arguments and textual accounts of basic ideas and concepts in economics, mathematics, accounting and management
D2: An ability to use relevant software products for supporting learning, including the use of statistical packages for data analysis
D3: An ability to use basic mathematical techniques and to apply them to the analysis of statistical data and the solution of mathematical problems
D4: An ability to identify and find solutions to problems
D5: An ability to work with a group of fellow students and to contribute in a class and tutorial environment
D6: An ability to learn independently using a variety of media, including books, learned journals, the Internet, etc. An ability to use the most effective strategies for reading and vocabulary development
A broad range of key skills is developed at all levels throughout the programme and on all courses as part of the overall development of students‘ skills.
D1 to D3 are developed through lectures and classes.
Feedback on all coursework assignments reinforces D1, D2, D3 and D5.
D2 and D3 are reinforced by all the mathematical elements of the programme, and their associated weekly class exercises and assignments.
D4 and D5 are developed in classes and more particularly in tutorials, where feedback is most useful.
D4 is developed within the tutorial context.
D5 is addressed in class feedback of assignments and coursework, when marked work is returned and discussed.
D1, D2 and D3 are assessed through coursework, assignments, tests and closed-book examinations.
D4 is assessed in classes where a team project is issued.
D5 is assessed by tutorial feedback from coursework assignments and the repeating of specific assignments.