(BA) Bachelor of Arts
Economics with Psychology (Including Placement Year)
University of Essex
University of Essex
GCSE: Mathematics B/5
IB: 32 points or three Higher Level certificates with 655. Either must include Standard Level Mathematics grade 5, or a minimum of 3 in Higher Level Mathematics. We will accept grade 5 in either Standard Level Mathematics: Analysis and Approaches or Standard Level Mathematics: Applications and Interpretation.
Maths in the IB is not required if you have already achieved GCSE Maths at grade B/5 or above or 5 in IB Middle Years Maths.
We are also happy to consider a combination of separate IB Diploma Programme Courses (formerly certificates) at both Higher and Standard Level. Exact offer levels will vary depending on the range of subjects being taken at higher and standard level, and the course applied for.
We can also consider combinations with BTECs or other qualifications in the Career-related programme – the acceptability of BTECs and other qualifications depends on the subject studied, advice on acceptability can be provided. Please contact the Undergraduate Admissions Office for more information.
Access to HE Diploma: 15 Level 3 credits at Distinction and 30 level 3 credits at Merit, depending on subject studied - advice on acceptability can be provided.
What if I don’t achieve the grades I hoped?
If your final grades are not as high as you had hoped, the good news is you may still be able to secure a place with us on a course which includes a foundation year. Visit our undergraduate application information page for more details.
What if I have a non-traditional academic background?
Don’t worry. To gain a deeper knowledge of your course suitability, we will look at your educational and employment history, together with your personal statement and reference.
You may be considered for entry into Year 1 of your chosen course. Alternatively, some UK and EU applicants may be considered for Essex Pathways, an additional year of study (known as a foundation year/year 0) helping students gain the necessary skills and knowledge in order to succeed on their chosen course. You can find a list of Essex Pathways courses and entry requirements here
If you are a mature student, further information is here
IELTS (International English Language Testing System) code
English language requirements for applicants whose first language is not English: IELTS 6.0 overall. Different requirements apply for second year entry, and specified component grades are also required for applicants who require a 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 listed above. Please note that date restrictions may apply to some English language qualifications
If you are an international student requiring a 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.
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 here.
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
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.
- To provide students with an academic training in the principles of economics, behavioural economics and psychology.
- To enable students to enrich their understanding of individual decision making and market behaviour.
- To develop in students the ability to use both psychology and economic experimental techniques to test theories and explore human behaviour.
- To foster in students an appreciation of the appropriate level of abstraction and simplification needed to explore a range of economic issues.
- To provide students with two parallel and complementary forms of analysis to approach decision making.
- To encourage in students the acquisition of autonomous study skills and the adoption of an investigative approach to tackle problems.
- To develop in students the ability to construct logical arguments, to communicate arguments clearly in writing, and to appreciate, evaluate and respond to potentially conflicting interpretations of economic phenomena.
- To provide students with the opportunity to apply their knowledge and skills constructively to one or more specialist areas of economics and the associated policies.
- To enable students to acquire critical, analytical and research skills, problem-solving skills, and transferable skills.
- To provide students with a foundation for further studies in economics, behavioural economics and psychology
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 of the fundamental principles of economics, behavioural economics and psychology
A2: Knowledge of a range of applications in economics, behavioural economics and psychology. Understanding of the key developments in economics, behavioural economics and psychology (research-led-teaching)
A3: Understanding of the relationships between economics and psychology principles and real world applications of those principles
A4: Awareness of the significance of alternative economics and psychology approaches to human behaviour
A5: Knowledge of the methods used to analyse economics and psychology applications
A6: Understanding of the mathematical methods needed to articulate economic theories.
A7: Knowledge of statistical methods and a fundamental awareness of how they are applied in the analysis and evaluation of economic issues.
A101: Applying academic learning outcomes in a work-related context.
Outcomes A1-A5 are acquired through lectures, classes, and related coursework. Lectures are used to present material - ideas, data and arguments - in a clear and structured manner.
Lectures are also used to stimulate students' interest in learning.
Classes and preparation for lectures and classes, provide an opportunity for students to develop their knowledge and understanding of the content of the modules.
Preparation for term papers, tests, assignments and for examinations aids students in developing this knowledge and understanding.
Students are expected to extend and enhance the knowledge and understanding they acquire from lectures and classes by regularly consulting library materials relating to the course.
Outcomes A1-A5 are assessed throughout the modules comprising the degree by means of written examinations and coursework.
B: Intellectual and cognitive skills
B1: Logically analyse particular problems in economics, behavioural economics and psychology and choose the most appropriate methods for their solution
B2: Exercise critical judgement in assessing different and competing economic and psychology theories and methods and appraising their merits
B3: Formulate a coherent argument related to economics/psychology
B4: Construct reasoned, informed and concise descriptions and assessments of economics/psychology ideas
Skills B1-B4 are acquired and enhanced primarily through the work that students do for their modules, although lectures provide a means for teachers to demonstrate these skills through examples and applications.
Student preparation involves the reading, interpretation and evaluation of the relevant material including the relevant literature.
Teachers provide feedback on student work through comment and discussion. In addition, teachers engage students outside the classroom through office hours, appointments, and email.
Skills B1-B4 are assessed throughout the modules comprising the degree by means of written examinations and coursework.
C: Practical skills
C1: Identify, select and gather information using relevant sources, including the library and online searches
C2: Organise ideas in a systematic and critical fashion
C3: Present and critically assess ideas and arguments coherently in writing
C4: Use and apply the right terminology and concepts in economics/psychology
Skills C1-C4 are acquired and enhanced primarily through the work that students do for their modules. Lectures also provide a means of teachers demonstrating these skills through examples and applications.
Skills C1-C4 are assessed throughout the modules comprising the degree by means of written examinations and coursework. Skills C1 and C2 are also informally assessed by student's preparation for each module.
D: Key skills
D1: Communication in writing, using appropriate terminology and technical language:
(a) the articulation of economic theories,
(b) the description of economic evidence,
(c) the critical assessment of economic arguments and policies
D2: Use appropriate IT facilities to (a) produce word-processed coursework (b) Develop web-skills (c) Develop numerical skills using Excel software
D3: Use of mathematical techniques to construct economics and behavioural economics models
D4: Ability to apply economics and psychology reasoning to address issues in those subjects
D5: Capacity to work as part of a team
D6: Capacity to:
(a) organise and implement a plan of independent study,
(b) reflect on his or her own learning experience and adapt in response to feedback;
(c) recognise when he or she needs to learn more and appreciate the role of additional research
Students are guided in acquiring skills D1-D5 through lectures, classes and individual advice from teachers. These skills are further developed as students pursue the learning activities associated with their modules. Students also have the opportunity to develop skills in working in groups through their participation in classes for modules, especially the applied ones.
Skills D1-D5 are assessed throughout the modules comprising the degree by means of examinations and coursework.