(BSc) Bachelor of Science
Finance and Mathematics (Including Placement Year)
Current
University of Essex
University of Essex
Mathematics, Statistics and Actuarial Science (School of)
Colchester Campus
Honours Degree
Full-time
Mathematics, Statistics and Operational Research
Accounting
BSC GN15
08/05/2024
Details
Professional accreditation
None
Admission criteria
- A-levels: BBB - BBC or 120 - 112 UCAS tariff points from a minimum of 2 full A-levels, including B in Mathematics or Further Mathematics. Please note we are unable to accept A-level Use of Mathematics or Statistics in place of A-level Mathematics.
- BTEC: DDM - DMM or 120 - 112 UCAS tariff points from a minimum of the equivalent of 2 full A-levels and only in conjunction with A-level Maths. The acceptability of BTECs is dependent on subject studied and optional units taken - email ugquery@essex.ac.uk for advice.
- Combined qualifications on the UCAS tariff: 120 - 112 UCAS tariff points from a minimum of 2 full A levels or equivalent including B in Mathematics or Further Mathematics. Tariff point offers may be made if you are taking a qualification, or mixture of qualifications, from the list on our undergraduate application information page.
- IB: 30 - 29 points or three Higher Level certificates with 555-554.Either must include Higher Level Mathematics grade 5.
- IB Career-related Programme: We consider combinations of IB Diploma Programme courses with BTECs or other qualifications. Advice on acceptability can be provided, email Undergraduate Admissions.
- QAA-approved Access to HE Diploma: 6 level 3 credits at Distinction and 39 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided, email Undergraduate Admissions. The Access to HE Diploma is only acceptable in conjunction with A-level Mathematics
- T-levels: We consider T-levels on a case-by-case basis, depending on subject studied. The offer for most courses is Distinction overall. Depending on the course applied for there may be additional requirements, which may include a specific grade in the Core. T-levels are only acceptable in conjunction with A-level Mathematics
Contextual Offers:
We are committed to ensuring that all students with the merit and potential to benefit from an Essex education are supported to do so. For October 2024 entry, if you are a home fee paying student residing in the UK you may be eligible for a Contextual Offer of up to two A-level grades, or equivalent, below our standard conditional offer.
Factors we consider:
- Applicants from underrepresented groups
- Applicants progressing from University of Essex Schools Membership schools/colleges
- Applicants who attend a compulsory admissions interview
- Applicants who attend an Offer Holder Day at our Colchester or Southend campus
Our contextual offers policy outlines additional circumstances and eligibility criteria.
For further information about what a contextual offer may look like for your specific qualification profile, email ugquery@essex.ac.uk.
If you haven't got the grades you hoped for, have a non-traditional academic background, are a mature student, or have any questions about eligibility for your course, more information can be found on our undergraduate application information page or get in touch with our Undergraduate Admissions Team.
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall, or specified score in another equivalent test that we accept.
Details of English language requirements, including component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
If we accept the English component of an international qualification it will be included in the academic levels listed above for the relevant countries.
English language shelf-life
Most English language qualifications have a validity period of 5 years. The validity period of Pearson Test of English, TOEFL and CBSE or CISCE English is 2 years.
If you require a Student visa to study in the UK please see our immigration webpages for the latest Home Office guidance on English language qualifications.
Pre-sessional English courses
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.
Pending English language qualifications
You don’t need to achieve the required level before making your application, but it will be one of the conditions of your offer.
If you cannot find the qualification that you have achieved or are pending, then please email ugquery@essex.ac.uk
.
Requirements for second and final year entry
Different requirements apply for second and final year entry, and specified component grades are also required for applicants who require a visa to study in the UK. Details of English language requirements, including UK Visas and Immigration minimum component scores, and the tests we accept for applicants who require a Student visa (excluding Nationals of Majority English Speaking Countries) can be found here
Additional Notes
If you’re an international student, but do not meet the English language or academic requirements for direct admission to this 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
Course qualifiers
A course qualifier is a bracketed addition to your course title to denote a specialisation or pathway that you have achieved via the completion of specific modules during your course. The
specific module requirements for each qualifier title are noted below. Eligibility for any selected qualifier will be determined by the department and confirmed by the final year Board of
Examiners. If the required modules are not successfully completed, your course title will remain as described above without any bracketed addition. Selection of a course qualifier is
optional and student can register preferences or opt-out via Online Module Enrolment (eNROL).
None
Rules of assessment
Rules of assessment are the rules, principles and frameworks which the University uses to calculate your course progression and final results.
Additional notes
None
External examiners
Dr Yinghui Wei
Prof Stephen Langdon
Professor
Brunel University LondonDr Murray Pollock
Director of Statistics / Senior Lecturer
Newcastle University
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.
Programme aims
To enable students to acquire a broad understanding of finance and mathematics.
To equip students with the knowledge and skills that are currently in demand in mathematically oriented employment in business, commerce, industry, government service, the field of education and in the wider economy, and in particular in financial markets or corporate careers that involve financial decision-making.
To provide students with an academic training in the principles of accounting and finance.
To foster in students an appreciation of the appropriate level of abstraction and simplification needed to explore a range of issues.
To develop in students the ability to construct logical arguments and to communicate arguments clearly in writing.
To provide students with a foundation for further study and research.
To produce graduates who are mathematically literate and capable of producing a logical argument.
To provide teaching which is informed and enhanced by the research activities of the staff.
To encourage in students the acquisition of autonomous study skills and the adoption of an investigative approach to tackle problems in finance and mathematics to ensure their continuing professional development.
To allow students to acquire critical, analytical and research skills, problem-solving skills, and transferable skills.
To provide students with a foundation for further studies in finance, mathematics and allied disciplines.
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 linear mathematics, calculus and statistics that underpin the study of more advanced mathematical ideas.
A2: Knowledge and understanding of some of the ideas and methods used in the proof of results in mathematics and familiarity with some specific examples.
A3: Knowledge and understanding of computer programming and mathematical computer packages, and experience in their use.
A4: Knowledge and understanding of the use of mathematics for modelling in finance and other fields, and as an investigative tool for the solution of practical problems.
A5: Knowledge and understanding at an introductory level of the central areas of mathematics, statistics and other modelling processes, and of applications to finance and other disciplines.
A6: Knowledge and understanding gained through the study at an advanced level of one or more areas of finance and mathematics.
A7: Knowledge of the fundamental principles of accounting, finance, and economics.
A8: Understanding of particular areas of finance.
A101: An experience-based understanding of work roles is developed through the placement year.
Learning methods
Lectures are the principal method of delivery for the concepts and principles involved in A1 - A8. Students are also directed to reading from textbooks, academic journal papers and material available on-line.
Understanding is reinforced by means of classes (A1 - A8), laboratories (A3 - A5) and essays and assignments (A1 - A8).
Lectures and classes in final year modules are particularly important to enable students to achieve A6.
A101 is acquired through a placement year at a host organisation. The details of the learning/teaching methods are included on each training agreement and are specific to an individual student.
Assessment methods
Achievement of knowledge outcomes is assessed through unseen closed-book examinations (A1 - A8), and also, in some modules, through marked assignments and tests (A1-A8), term papers (A6 - A8).
Formative assessment in mathematics is provided by regular problem sheets.
Assessment of the placement year is through a number of elements including an assessment of the students performance in securing the placement, undertaking the placement, and reflecting on the placement experience.
B: Intellectual and cognitive skills
B1: Analyse a specified problem and choose the most suitable methods and tools for its solution.
B2: Assess the relative merits of a range of theories, techniques and tools needed for a problem's solution or to articulate arguments and policies.
B3: Synthesise and interpret information from a range of sources (lectures, classes, journals, books, etc.) developing a critical evaluation of the importance and relevance of the sources to an area of study.
B4: Construct reasoned, informed and concise descriptions and assessments of financial ideas.
Learning methods
The basis for intellectual skills is provided in lectures, and the skills are developed by means of recommended reading, guided and independent study, and assignments.
Outcome B1 is developed particularly in exercises designed for core economic theory, mathematics and quantitative methods classes.
Students' acquisition of intellectual and cognitive skills, B1 - B4, is enabled primarily through lectures and further sustained via classes.
Outcomes B2 - B4 are key elements in students' preparation for assignments.
Supervision and guidance for term paper study are especially important in providing opportunities for students to acquire B2 - B4.
Assessment methods
Achievement of intellectual/cognitive skills is assessed through marked assignments (especially B1 and B3), tests (especially B1), term papers (especially B2 - B4), and unseen closed-book examinations (especially B1, B2 and B4).
C: Practical skills
C1: Use computational tools and packages.
C2: The ability to apply a rigorous, analytic, highly numerate approach to a problem.
C3: Identify, select and gather information, using the relevant sources.
C4: Organise ideas in a systematic way.
C5: Present financial ideas and arguments coherently in writing.
C6: Use and apply the terminology and concepts of finance.
Learning methods
The practical skills of mathematics are developed in exercise classes, laboratory classes, assignments and project work.
C1 is acquired through the learning of at least one programming language and the use of a number of computer packages, as a part of the teaching of modules for which they are relevant.
C2 is acquired and enhanced throughout the course.
C3 is developed via directed reading from textbooks and academic journal articles together with searches for online materials.
C4 is acquired during lectures and classes, and as a consequence of studying module materials.
C5 is articulated in the preparation of assignments and term papers.
C6 is developed in classes and is emphasised in the preparation of assignments and term papers.
Assessment methods
Achievement of practical skills C1 - C6, is assessed directly through marked assignments, tests, term papers and unseen closed-book examinations.
D: Key skills
D1: Communicate effectively, both mathematical arguments and textual accounts of ideas, evidence and critical assessment in mathematics and finance.
D2: Use appropriate IT facilities as a tool in the analysis of mathematical problems.
D3: Use mathematical techniques correctly and apply them.
D4: Analyse complex problems and find effective solutions. Understanding of how financial reasoning is used to address problems.
D5: Capacity to organise and implement a plan of independent study.
Learning methods
Students are guided in lectures, classes and through individual advice from teachers in acquiring skills D1 - D5.
D1 is practised throughout the course in the writing of solutions to mathematical problems, both for assessment and as exercises.
D1 and D2 are developed in group and individual project work.
D2 is also developed through the use of computer packages.
Skills D3 and D4 are reinforced through the quantitative methods sequence of modules and the mathematics element in the programme, where they are developed in exercises and assignments throughout the course.
D5 is developed through homework assignments, and is enhanced as students reflect upon the knowledge they need.
Only minimal formally assessed requirements for the completion of the course are listed here. In reality, the overwhelming majority of finance and mathematics students acquire a much broader range of key skills, and at greater depth, in ways that are integrated seamlessly throughout their studies of the subject.
Assessment methods
D1 and D4 are assessed through marked assignments, tests, term papers, projects and unseen closed-book examinations.
D2 is assessed primarily through coursework.
Assessment of the key skills D3 and D4 is intrinsic to subject based assessment.
D3 is assessed particularly through tests and unseen closed-book examinations.
D5 is assessed indirectly through students' capacity to construct submitted work and their study plans for unseen tests and examinations.
All Finance and Mathematics students are encouraged to participate in the University's programmes for key skills development.