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Bachelor of Science in Economics (with Honours) - BSc Econ H
Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start)
Queen Mary University of London
Entry requirements
Here's what you will need to get a place on the Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) course at Queen Mary University of London.
We're still busy gathering entry requirements for Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) at Queen Mary University of London. Look out for more info soon.
Tuition fees
| Location | Fees |
|---|---|
| England | £9,535 per year (provisional) |
| Scotland | £9,535 per year (provisional) |
| Wales | £9,535 per year (provisional) |
| Northern Ireland | £9,535 per year (provisional) |
Course summary
What this course is about
UCAS code: LG1X
Here's what Queen Mary University of London says about its Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) course.
Focus on the quantitative side of economics, applying advanced mathematical techniques to real-world situations.
In the first year you’ll build a foundation in microeconomics, macroeconomics and quantitative analysis, and in pure and applied mathematics, probability and statistics. The second year focuses on statistical methods and modelling and econometrics, alongside further studies in economics.
In the final year you choose from an exceptionally wide range of modules across both disciplines, steering your studies to match your interests or career goals. Cover previous topics in more depth, or branch out in a new direction. Options range from quantitative methods in economics and finance to corporate strategy and management of technology. Mathematical modules could see you studying chaos, actuarial mathematics or cryptography.
Joint teaching from the School of Mathematical Sciences and the School of Economics and Finance means you’ll learn from experts across both fields, and benefit from the support of two academic schools.
Course details
Qualification
Bachelor of Science in Economics (with Honours) - BSc Econ H
Department
Economics and Finance
Location
Main Site | London
Duration
5 Years
Study mode
Full-time with time abroad and foundation year
Subjects
• Mathematics
• Statistics
• Economics
Start date
September 15, 2025
Application deadline
January 29, 2025
The modules you will study
YEAR 1
Applied Probability & Statistics Macroeconomics 1 Mathematical Methods in Economics and Finance Microeconomics 1 Personal and Career Development Plan 1 Principles of Economics Sets, Functions, and Numbers Vectors and Matrices
Please note that all modules are subject to change.
How you will be assessed
Assessment typically includes a combination of coursework (presentations, assignments, essay report writing, in-class tests, research and project work) and/or examinations in January and May/June.
Queen Mary University of London reviews
Showing 194 reviews
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National Student Survey (NSS) scores
The NSS is an annual survey where final-year students are asked to rate different aspects of their course and university experience.
The Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) course at Queen Mary University of London features content from more than one subject area. Using the options below, you can see ratings from students who took courses in each of these subject areas at this uni
Select an option to see a detailed breakdown
Teaching on my course
78%
low
Teaching on my course
78%
low
How often does your course challenge you to achieve your best work?
83%
low
How good are teaching staff at explaining things?
86%
low
How often do teaching staff make the subject engaging?
61%
low
How often is the course intellectually stimulating?
83%
low
Learning opportunities
77%
low
Learning opportunities
77%
low
To what extent have you had the chance to bring together information and ideas from different topics?
77%
low
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
85%
med
How well has your course developed your knowledge and skills that you think you will need for your future?
73%
low
To what extent have you had the chance to explore ideas and concepts in depth?
78%
med
To what extent does your course have the right balance of directed and independent study?
72%
low
Assessment and feedback
71%
low
Assessment and feedback
71%
low
How well have assessments allowed you to demonstrate what you have learned?
78%
med
How fair has the marking and assessment been on your course?
81%
low
How often does feedback help you to improve your work?
63%
low
How often have you received assessment feedback on time?
62%
low
How clear were the marking criteria used to assess your work?
70%
low
Academic support
85%
low
Academic support
85%
low
How easy was it to contact teaching staff when you needed to?
87%
low
How well have teaching staff supported your learning?
82%
low
Organisation and management
75%
low
Organisation and management
75%
low
How well were any changes to teaching on your course communicated?
75%
low
How well organised is your course?
76%
med
Learning resources
84%
low
Learning resources
84%
low
How well have the IT resources and facilities supported your learning?
84%
med
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
82%
low
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
87%
low
Student voice
73%
med
Student voice
73%
med
How clear is it that students' feedback on the course is acted on?
63%
med
To what extent do you get the right opportunities to give feedback on your course?
84%
med
To what extent are students' opinions about the course valued by staff?
69%
low
How well does the students' union (association or guild) represent students' academic interests?
78%
med
Other NSS questions
Other NSS questions
During your studies, how free did you feel to express your ideas, opinions, and beliefs?
82%
low
How well communicated was information about your university/college's mental wellbeing support services?
84%
med
Select an option to see a detailed breakdown
Teaching on my course
82%
med
Teaching on my course
82%
med
How often does your course challenge you to achieve your best work?
89%
med
How good are teaching staff at explaining things?
95%
high
How often do teaching staff make the subject engaging?
60%
low
How often is the course intellectually stimulating?
82%
low
Learning opportunities
74%
low
Learning opportunities
74%
low
To what extent have you had the chance to bring together information and ideas from different topics?
73%
low
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
82%
med
How well has your course developed your knowledge and skills that you think you will need for your future?
66%
low
To what extent have you had the chance to explore ideas and concepts in depth?
79%
med
To what extent does your course have the right balance of directed and independent study?
68%
low
Assessment and feedback
70%
low
Assessment and feedback
70%
low
How well have assessments allowed you to demonstrate what you have learned?
78%
med
How fair has the marking and assessment been on your course?
82%
med
How often does feedback help you to improve your work?
62%
med
How often have you received assessment feedback on time?
71%
low
How clear were the marking criteria used to assess your work?
58%
low
Academic support
84%
low
Academic support
84%
low
How easy was it to contact teaching staff when you needed to?
86%
med
How well have teaching staff supported your learning?
81%
med
Organisation and management
74%
low
Organisation and management
74%
low
How well were any changes to teaching on your course communicated?
79%
low
How well organised is your course?
68%
low
Learning resources
82%
low
Learning resources
82%
low
How well have the IT resources and facilities supported your learning?
86%
med
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
81%
low
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
85%
low
Student voice
71%
low
Student voice
71%
low
How clear is it that students' feedback on the course is acted on?
67%
med
To what extent do you get the right opportunities to give feedback on your course?
77%
low
To what extent are students' opinions about the course valued by staff?
68%
low
How well does the students' union (association or guild) represent students' academic interests?
73%
med
Other NSS questions
Other NSS questions
During your studies, how free did you feel to express your ideas, opinions, and beliefs?
82%
low
How well communicated was information about your university/college's mental wellbeing support services?
80%
med
Select an option to see a detailed breakdown
Teaching on my course
78%
low
Teaching on my course
78%
low
How often does your course challenge you to achieve your best work?
78%
low
How good are teaching staff at explaining things?
84%
low
How often do teaching staff make the subject engaging?
68%
med
How often is the course intellectually stimulating?
80%
low
Learning opportunities
76%
low
Learning opportunities
76%
low
To what extent have you had the chance to bring together information and ideas from different topics?
81%
med
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
77%
low
How well has your course developed your knowledge and skills that you think you will need for your future?
74%
med
To what extent have you had the chance to explore ideas and concepts in depth?
77%
low
To what extent does your course have the right balance of directed and independent study?
73%
med
Assessment and feedback
66%
low
Assessment and feedback
66%
low
How well have assessments allowed you to demonstrate what you have learned?
71%
low
How fair has the marking and assessment been on your course?
71%
low
How often does feedback help you to improve your work?
55%
low
How often have you received assessment feedback on time?
70%
med
How clear were the marking criteria used to assess your work?
61%
low
Academic support
86%
med
Academic support
86%
med
How easy was it to contact teaching staff when you needed to?
89%
med
How well have teaching staff supported your learning?
82%
med
Organisation and management
74%
low
Organisation and management
74%
low
How well were any changes to teaching on your course communicated?
73%
low
How well organised is your course?
74%
low
Learning resources
84%
low
Learning resources
84%
low
How well have the IT resources and facilities supported your learning?
81%
low
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
87%
med
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
85%
low
Student voice
66%
low
Student voice
66%
low
How clear is it that students' feedback on the course is acted on?
52%
med
To what extent do you get the right opportunities to give feedback on your course?
82%
med
To what extent are students' opinions about the course valued by staff?
64%
low
How well does the students' union (association or guild) represent students' academic interests?
76%
med
Other NSS questions
Other NSS questions
During your studies, how free did you feel to express your ideas, opinions, and beliefs?
78%
low
How well communicated was information about your university/college's mental wellbeing support services?
83%
med
Student information
The Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) course at Queen Mary University of London features content from more than one subject area. Choose an option below to find out about the students taking courses in each of those subject areas at this uni.
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
| Mathematics | A | |||||
| Economics | B | |||||
| Further Mathematics | B | |||||
| Physics | B | |||||
| Chemistry | B | |||||
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
| Mathematics | A | |||||
| Economics | B | |||||
| Further Mathematics | B | |||||
| Chemistry | C | |||||
| Physics | C | |||||
| Most popular A-levels studied | ||||||
|---|---|---|---|---|---|---|
| Subject | Grade | |||||
| Mathematics | A | |||||
| Economics | A | |||||
| Chemistry | B | |||||
| Physics | B | |||||
| Biology | B | |||||
Graduate prospects
What graduates do next
We have no information about graduates who took Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) at Queen Mary University of London.
Earnings after graduation
The Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start) course includes content from more than one subject area. Choose an option below for Queen Mary University of London graduate earnings across each of those subject areas.
Earnings
£23.7k
First year after graduation
£33.2k
Third year after graduation
£39.1k
Fifth year after graduation
Earnings
£29.2k
First year after graduation
£40.9k
Third year after graduation
£49.6k
Fifth year after graduation
Shown here are the median earnings of graduates at one, three and five years after they completed a course related to Economics, Statistics and Mathematics with Year Abroad and Integrated Foundation Year (September start).
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree
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Discussions
Students are talking about Queen Mary University of London on The Student Room.
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