A BSc Economics degree allows students to analyse in-depth how economies function (macroeconomics) and how individuals make decisions (microeconomics). The models used by economists combine qualitative and quantitative techniques, and you will have the opportunity to gain analytical, computing, presentation, and writing skills. These transferable skills are highly sought after across industry, and also provide an excellent platform for future entrepreneurs.
Economics at Queen’s is ranked 8th in the UK for graduate prospects.
(Times and Sunday Times Good University Guide 2024)
Economics highlights
Global Opportunities
The degree also provides you with further opportunities to work and study abroad through schemes such as Study USA, British Council, Erasmus, International Workplace Tours, Study China, City Scholarships and much more.
World Class Facilities
Students will have access to specialist mathematical and statistical training and software, giving them the skills, experience and knowledge necessary to prepare them for careers in economics.
Internationally Renowned Experts
Many of our staff are leading international experts in their fields of research.
Student Experience
Students can join the Economics Society, a student-run organisation which aims to educate its members on the use of economics in practice through guest speakers, field trips abroad and educational seminars.
Further Study Opportunities
Students can choose from a wide range of Master’s programmes as well as a comprehensive list of research topics, as shown on the Queen’s Business School website.
URL below:
Queen’s Business School is committed to the continuous improvement and enhancement of all of its degree programmes. New modules may be developed and included to replace or enhance those which are mentioned in this brochure.
Industry Links
Top performing students are regularly awarded prizes, scholarships and internships from leading companies, such as the Shaw Memorial Prize for best performing second-year student in BSc Economics, and the KPMG Prize for the best graduate in the BSc Economics degree.
Student Testimonials
"The Economics course at QUB is well-structured, interesting and covers current topics. You develop a wide variety of skills through various group projects, assignments, presentations and research projects, which truly enhances your employability and attractiveness in the job market."
Aoife Kealey
“I work directly for the Mayor of London, and have overall responsibility for all of Transport for London services – London Underground, London buses, Docklands Light Railway, Crossrail operations, London Overground, London Trams and the Emirates Air Line cable car! I am also heavily involved in the Congestion Charging scheme, road safety and schemes to boost cycling and walking.”
Mike Brown MVO, BSc Economics, Queen’s University Commissioner - Transport for London
6 (hours maximum) hours of practical classes, workshops or seminars each week
Personal Study
24 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc.
Small Group Teaching/Personal Tutorial
2 (hours maximum) hours of tutorials (or later, project supervision) each week;
Large Group Teaching
6 (hours maximum) hours of lectures
Learning and Teaching
Queen’s Business School is one of the largest Schools in the University with more than 1800 full-time undergraduate students and 300 plus postgraduate students. The School has been delivering high quality programmes for more than 40 years and was one of the first schools in the UK to introduce undergraduate management education. Since then, QBS has been developing and enhancing its teaching portfolio for both local and international students and boasts students from more than 20 different nationalities.
In recent years, the School has benefited from significant investment resulting in many new academic appointments and state-of-the-art facilities including computer teaching labs with specialised software and a Trading Room in Riddel Hall. In addition, the new McClay library houses an excellent selection of Management and related texts and there are extensive IT facilities throughout the campus.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential. In line with this, one of QBS’ primary objectives is to deliver innovative learning and teaching programmes that provide students with the competences and skills to make a positive contribution to business, economic and civic life.
On the BSc Economics programme we achieve these goals by providing a range of learning environments which enable our students to engage with subject experts both academic staff and industry guest speakers, develop skills and attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world-class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this degree programme are:
Adviser of Studies
To assist with the choice of modules at the beginning of each academic year
Computer-Based and Other Practical Sessions
These provide students with the opportunity to develop technical skills and apply theoretical principles to real-life or practical contexts.
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online. A range of e-learning experiences are also embedded in the degree programme through the use of, for example, interactive support materials, podcasts and web-based learning activities.
Induction
Formalised induction for all undergraduate students. For Stage 1 students, this includes several half-day sessions the week before the programme begins to allow students to familiarise themselves with the campus and the degree programme. During Stage 1 there are a number of follow-up sessions throughout the year. Topics such as academic writing, referencing, plagiarism, communication skills, examination preparation and managing time effectively are all covered in these practical sessions
Lectures
These introduce foundation information about new topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. Lectures, which are normally delivered in large groups to all year-group peers, also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments. Additional lectures are also delivered by employer representatives and staff from a range of organisations are involved in the delivery of workshops and more practical sessions. In addition to the academic content of the lectures and workshops, this enables employers to impart their valuable experience to QBS Economics students, introduces important local employers to our students and allows our students to meet and engage with potential future employers.
Peer Mentoring Scheme
Whereby students in second and third year of their degree programme volunteer to mentor Stage 1 students. Developing the programme themselves, with support from academic staff in QBS, the mentors organise informal meetings, regular contact and a series of events ranging from ice-breaker type events to employer-led sessions with the Stage 1 students.
Personal Development Planning
To encourage students to engage in independent learning.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
A significant amount of teaching is carried out in small groups (typically 15-20 students). These sessions are designed to explore, in more depth, the information that has been presented in the lectures. This provides students with the opportunity to engage closely with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of their peers. During these classes, students will be expected to present their work to academic staff and their peers.
Student Support Systems
QBS has an active and co-ordinated student support system to assist students in making the transition from school to university.
Work placements
The BSc Economics programme does not have a compulsory placement year. However, the School actively supports any student who wishes to avail of an optional placement year, normally between the second and final year of the degree programme.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction. Modules are typically assessed by a combination of continuous assessment and a final written unseen examination. Continuous assessment consists of: class tests, computer generated practical experiments where students have to manipulate economic-related data, case study research and analysis of a particular macroeconomic issue, academic essays exploring and critiquing specific economic issues and small group project and presentations whereby groups of three/four students work on a particular economics related task to provide possible solutions.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
This course builds on the Mathematics taught at GCSE level or an equivalent level. It begins with a revision of basic algebraic methods. These ideas are then further developed to cover more advanced mathematical concepts including linear and non-linear functions; matrix algebra; single variable calculus and calculus of several variables. The course is taught paying particular attention to the solving of economic problems.
Learning Outcomes
On the successful completion of this module students will be able to:
1. Know what is meant by a function.
2. Use calculus methods to solve basic economic problems such as profit maximization.
3. Manipulate matrices, know when the inverse of a matrix can be calculated and be able to do the calculation.
4. Solve simultaneous equations using matrix algebra.
5. Use calculus to locate the maxima and minima for functions of several variables, both unconstrained and constrained in economic problems.
6. The transferable skills are problem solving, numeracy and the communication of mathematical concepts.
Skills
Mathematics has become the language of modern analytical Economics, as it allows economists to identify and analyse the general properties that are critical to the behaviour of economic systems. The aim of this module is to give students in Economics a basic working knowledge of the mathematics that is needed in the quantitative and non-quantitative level 2 and 3 modules.
Principles of Economics is the title of our CORE (Curriculum Open-access Resource for Economics) module for Level 1. CORE is the result of a huge global collaboration to change the way introductory economics is taught; to ensure it is student-centred and motivated by real-world problems and real-world data. The module focuses throughout on evidence on the economy, from around the world, and from history. It is motivated by questions — how can we explain what we see? The method is to ask interesting questions first and then to introduce models that help to answer them. Standard tools such as constrained optimization are taught – CORE covers the ground covered by traditional economics principles modules and much, much more – by showing how they give insight into real-world problems. Economics as a discipline is set in a social, political, and ethical context in which institutions matter.
The module starts with a big picture analysis of how the global economy came to look as it does today. It goes on to consider economic decision making of single actors; economic relationships and interactions; markets, their dynamics, and how they work (or may not work); and the aggregate economy in the short, medium and long runs. The module concludes by applying economic understanding to one or more key global issues such as globalization, inequality, or environmental sustainability and collapse.
Learning Outcomes
Successful completion of the module will enable students to understand:
- The reach of economics and its place in the wider social sciences;
- How to interpret relevant evidence and apply relevant economic theory to help answer a variety of economic and social questions;
- How to critically evaluate the application of models in economics to real-world questions and policy issues;
- The key aspects of the historical development of the global economy and its contemporary nature.
Skills
Subject-specific skills
The ability to construct arguments and exercise problem solving skills in the context of real-world economic and social questions; the ability to construct, interpret and critically evaluate economic models of behaviour; the ability to apply economic models and concepts to real world questions; the ability to understand, evaluate and commentate on the economy and on economic and social policy.
Cognitive and transferable skills
Problem solving, logical reasoning, independent enquiry, critical evaluation and interpretation, self-assessment and reflection, synthesising information from a variety of sources, written and verbal communication, organisation and time management.
Economics is a challenging subject that has a very specific vocabulary. Yet most consumers of economic advice are non-economists. This has sometimes hindered the ability of economists to persuade the general public of their insights, and even to justify their societal function. Nowhere has this been more evident than in the debates preceding the 2016 Brexit referendum. This module aims to equip students with an ability to communicate complex economic arguments in ways that can be understood by wider audiences, beyond academia. In so doing, students will learn how economists persuade by unpicking the economics of the arguments presented by politicians, commentators and other public figures. They will learn how to use, and spot the abuse, of economic and financial statistics. They will learn first-hand how to write like a financial journalist or economic analyst. And they will also learn how to present their arguments like a political commentator.
Learning Outcomes
Knowledge and understanding: Students should have a greater understanding of how economics is
communicated to diverse audiences. They should be equipped with the knowledge to critically evaluate
economic arguments presented in the media and elsewhere. They should have a better understanding of
key economic concepts that will be useful in their other economics modules. They should be familiar
with how key (macro-)economic indicators are constructed, presented and used in public discourse.
Intellectual skills: Students should be familiar with the arguments presented in controversial issues and
how they are presented in different media. They should be able to identify and use objective arguments,
critically evaluate the use of evidence in public discourse, and decide for themselves on the validity of
economic opinions.
Practical skills: Students should develop the necessary oral and written communication skills to be able
to function effectively as an economist. In particular, students should learn how to speak in public, for
different audiences. Additionally, students should learn about big data analysis and data visualisation
tools, e.g., as offered by software such as Excel.
Study skills: Students should develop the ability to independently investigate and analyse controversial
economic questions. They should develop the ability to read complex economic arguments in an
efficient manner, and then communicate these to others in simple ways
Skills
Module Aims
1. To acquaint students at an introductory undergraduate level with the skillset required to communicate their economic ideas to both economists and non-economists.
2. To help students to appreciate the purpose of economics as an academic discipline, and how academic insights can be used to improve our understanding of, and participation in, controversial public debates.
3. To provide students with an awareness of key concepts from the philosophy of science and the history of economic thought, and how these influence the way economists attempt to persuade.
4. To develop students’ ability to critically evaluate economic arguments written and presented by
journalists and other public commentators, including how to interpret data, weigh evidence, and draw independent conclusions.
5. To provide students with the requisite skills to identify and frame important societal questions.
The course covers basic statistics for economics, finance and accounting students and assumes no prior knowledge. The two main areas of statistics covered are descriptive statistics and inferential statistics. The emphasis is on the application of the statistical techniques to problems relevant to these subjects.
Learning Outcomes
To enable economics, finance and accounting students gain a basic knowledge and understanding of statistical methods. To provide a background for higher level quantitative modules.
Skills
The student should be able to apply statistical methods to economic and business data and critically assess simple techniques.
Theory of money. Monetary Union. The theory of financial intermediation. Operational structure and operations of the Central Bank. Banking regulation. Other non-bank financial intermediaries. An introduction to the stock market. An introduction to the bond market. An introduction to money markets.
Learning Outcomes
Understand the economic functions and workings of financial institutions and markets. Understand the financial intermediation process.
Skills
Have a general understanding of financial institutions and markets. Have an understanding of elementary financial ratios and terms as applied in the stock, bond and money markets. Be able to access relevant financial information from publications such as the Financial Times.
Understanding data is at the heart of economics. Data on different processes or events are often noisy and impossible to predict with complete accuracy. However, most data variables have patterns, and econometrics is about understanding and helping to explain these patterns. Do last year’s sales figures help me predict what my sales figures will be this year? Do taller people live longer? Does lecture attendance cause students to achieve better grades? These are the kind of questions that econometrics can answer.
First, we will look at data variables in isolation and see how univariate distributions can be used to make inferences. We will then look at how to model relationships between data variables and test for associations. Eventually, we will see how to model individual data variables as functions of several variables in the multivariate linear regression model. Interpretation plays a huge role in econometric understanding. A large part of the module will focus on interpreting econometric results and being able to identify potential flaws in econometric applications.
The course is practical. Throughout the lectures, we will see why econometrics helps us model data and also how this is performed in practice. In tutorials, you will be allowed to put these econometric skills into practice whilst receiving feedback from the module tutor. The module requires students to submit two projects. Tutorials teach introductory statistical programming techniques.
Learning Outcomes
This module furthers knowledge of statistical methods used in the economics discipline. It expands the understanding of statistical methods and focuses on the techniques used in scenarios faced by economists. On completion, students should be able to distinguish how and why econometric theory helps in practical applications.
Students should be aware of the potential of econometrics to explain a wide range of economic and social phenomena. They should be able to critically assess econometric results, understand the implications of these results, and be aware of the importance of econometric modelling assumptions in the process.
Skills
Students will develop the quantitative skills necessary to undertake econometric analysis. This module fosters computer software and programming skills. All students are required to perform data handling, visualisation, and modelling exercises using econometric software. The ability to disseminate econometric analyses cogently will be emphasised and students will also develop their communication skills. The skills acquired by students in this module are particularly useful for those intending to pursue further study in economics (3rd year and postgraduate) or related disciplines, and also for those wishing to work in a profession involving quantitative analyses.
Microeconomics serves to make students familiar with microeconomic thinking, terminology and methodology. The module provides a rigorous treatment of some of the basic tools of economic modelling and reasoning, mainly decision and market theoretical tools.
Microeconomic theory as a discipline begins by considering the behaviour of individual agents and builds from this foundation to a theory of aggregate economic outcomes. This module follows this outline and it consists of three parts. Part I covers individual decision-making. Part II initiates the investigation of market equilibria. It then explores the possibilities of market failures in the presence of externalities, market power, and asymmetric information. Part III extends the study of competitive markets to the general equilibrium context.
Learning Outcomes
Upon successful completion of this module students will have:
1. An understanding of economic methodology and the foundations of microeconomic theory, in particular methodological individualism and methodological instrumentalism leading to the theory of rational decision-making.
2. An understanding of the range and diversity of economic models applicable to a wide array of socio-economic phenomena.
Skills
This module enables students to acquire or enhance the following skills.
Subject-specific skills
The ability to construct, interpret and critically evaluate microeconomic models of behaviour in economics; The ability to apply microeconomic models to real world questions; The ability to construct arguments and exercise problem solving skills in the context of theoretical economics; The ability to read and evaluate academic literature in microeconomics.
Cognitive skills
Problem solving; Logical reasoning; Independent enquiry; Critical evaluation and interpretation; Self-assessment and reflection.
Transferable skills
The ability to synthesise information/data from a variety of sources including from databases, books, journal articles and the internet; The ability to reason and evaluate and recommend on the basis of such reasoning; The ability to work both independently and in groups; Organisation and time management; Problem solving and critical analysis.
Economic growth is concerned with the identification of determinants of economic development, both across time and regions. Theoretical concepts and data commonly used in the field of economic growth will be introduced, discussed and applied. Aspects covered include factor accumulation (i.e., physical and human capital, population), productivity and fundamentals (such as government, culture, geography etc.) These concepts will be used to develop an understanding of why some regions are richer than others.
Learning Outcomes
-Students will be familiar and able to handle the main theoretical models of economic growth using algebra and graphs.
-Students will learn how to interpret these theoretical models against the backdrop of real-world data
-Students will be able to explain disparities in the level of income across time and space using economic theory and concepts
-Students will be able to critically assess the pros and cons of policies targeted at promoting economic growth.
Knowledge and Understanding
Skills
Skills gained include: logical and mathematical reasoning, ability to identify barriers to economic growth and propose solutions, and numerical, written and verbal communication skills.
The course covers theories and models of macroeconomics with real-world examples, discussions and case studies. Topics discussed will include macroeconomic data, macroeconomic equilibrium, the monetary system and financial institutions, business cycles, unemployment, inflation, government interventions in the form of fiscal and monetary policy, income inequality and some aspects of open economy macroeconomics.
Learning Outcomes
Upon successfully completing this course, students should have achieved the following learning outcomes:
Students should have greater familiarity with salient features of the macroeconomic environment. They should be familiar with the main measures of economic performance. They should understand the factors contributing to economic fluctuations. Students should understand the government’s role in the economy and be able to analyse the effect of different policy interventions on employment, output, inflation, and welfare.
Skills
Upon successfully completing this course, students should have achieved the following learning outcomes:
Students should have greater familiarity with salient features of the macroeconomic environment. They should be familiar with the main measures of economic performance. They should understand the factors contributing to economic fluctuations. Students should understand the government’s role in the economy and be able to analyse the effect of different policy interventions on employment, output, inflation, and welfare.
This second-year undergraduate course has three parts, the first providing the theoretical grounding for the other two, which are more policy-orientated. The first half of the syllabus provides the basic theoretical underpinning of modern industrial organisation, and tries to answer the positive question: what is competition? It compares and contrasts different paradigms on the relationship between market structure and firm conduct, as well as different theories of the firm. It introduces classic models of imperfect competition, shows how they have been revised in light of new economic thinking, and demonstrates how welfare analysis can be used to understand their social implications. Special attention is given to models of product differentiation. The second part of the syllabus looks at why and how public policy influences industrial organisation, and tries to answer the normative question: how do we achieve competition? Starting with a look at the historical origins of antitrust law, the module sets out how competition policy is used today by looking at real competition cases. The last topic covers three controversial areas of public policy as it relates to firms and industries: priviatisation and natural monopoly, patents and innovation, and recent government bailouts of banks.
Learning Outcomes
Knowledge and understanding: On completion of the course, students should have greater familiarity with theoretical and applied topics in industrial organisation. They should have developed further ability to interpret sources of information on industrial issues. The module is intended to complement the other intermediate modules which place more emphasis on microeconomic model building; accordingly this module will place emphasis on the application of theories and on the economic policymaking process as it relates to firms and industries.
Skills
Intellectual skills: Students should understand the major theoretical aspects of the theory of the firm as well as more modern conceptual and empirical developments. Topics such as imperfect competition, product differentiation, barriers to entry, innovation and incentives, and mergers and acquisitions are covered. Case studies, both contemporary and historical, are used. Students should develop an advanced understanding of the aims and objectives of public policy and how it relates to firms and industry. They should be familiar with the pros and cons of different points of view on controversial current issues and the practical difficulties and trade-offs emerging from their implementation. They should be able to use positive and normative perspectives to weigh evidence and draw conclusions based on argument and empirical analysis.
Practical skills: Students will develop their oral and written communication skills and will get an awareness of how economic analysis can be applied to firms and industries.
This module aims to give students a working knowledge of terminology, methodology and applications of basic contemporary game theory. Students should leave the course with a clear understanding of the game theoretical concepts and their application to the study of a variety of economic problems in finance, economics and business.
Learning Outcomes
Having completed this module, students should be able to formulate a multi-agent interaction problem as a game and solve this game using various solution concepts. They should be also familiar with the strengths and limitations of the basic equilibrium concepts
Skills
Intellectual Skills:
Enable students to apply game theory and strategic reasoning to practical problems in economics.
Other Skills:
Enhance communication skills through tutorial discussions and presentations.
The course provides a rigorous introduction to the statistical and econometric methods used in economic research. The course covers both the theoretical basis and the practical application of the various techniques commonly employed in empirical research. Students are required to use statistical software to apply these techniques to analyse real data.
Learning Outcomes
Students will become familiar with the statistical foundations of econometric analysis, how the literature has addressed empirical issues using econometrics, and the use of statistical software to conduct empirical research.
Skills
Students will acquire skills to analyse data using appropriate statistical methods to conduct their own empirical research.
This module covers core theories in advanced microeconomics, in particular the general theory of economic equilibrium with applications to ongoing issues in the contemporary global economy.
Core theories include the theory of general market equilibrium, the theory of production networks, competitiveness and economic power in production networks, the theory of equilibrium in economies with a production network, the theory of provision of collective goods, and understanding of economic sustainability.
Indicative applications include the consequences of Brexit, the origins and consequences of Greedflation, understanding economic inequality, and the cost-of-living crisis.
Learning Outcomes
Upon successfully completing this course, students should have achieved the following learning outcomes:
1. To have engaged directly with the work of influential thinkers in the discipline of economics who have relevance to the way we live today.
2. To be able to identify and propose solutions to contentious socio-economic problems using economic theory and modelling.
3. To write clear and concise economic communications intended for diverse audiences, both expert and non-expert.
4. To better understand core principles of economic reasoning and how these principles translate to understanding and analysing problems and questions in the contemporary global economy.
5. To better understand the efficacy of economic policy initiatives, including how these policies affect the performance of the global economy.
Skills
Upon successfully completing this course, students should have the following transferable skills:
1. The ability to read advanced contributions to economic knowledge critically and efficiently, and to be able to select that which is relevant to the issue being considered.
2. The ability to evaluate and synthesise material from different sources, both primary and secondary in nature.
3. The ability to interpret different types of economic evidence and perspectives based on quantitative and qualitative sources.
4. The ability to apply and adapt economic theory taught in this and other modules to describe and propose solutions to contemporary economic problems.
The dissertation option gives students an opportunity to demonstrate their ability to conduct an independent research project on an agreed economics topic. Research topics may be theoretical or applied, qualitative or quantitative, historical or contemporary, or some mixture of the above.
Learning Outcomes
Knowledge and Understanding:
On completion of this module, students should have a greater familiarity with the process of conducting academic economic research, theoretical or applied. Students should become experts on their chosen dissertation topic, be able to identify and discuss the frontier of their chosen field.
Skills
Intellectual Skills:
Students should become effective and independent learners, able to motivate their own intellectual enquiry. They should also be able to appreciate the strengths and weaknesses of their own work.
Practical Skills:
Students will develop both written and oral communication skills, through their written work and a presentation thereof. Students will also learn how to address critical commentary of their work.
The field of environmental economics informs policymakers of the policy levers required to efficiently guide society towards sustainable patterns of consumption. This module will provide students with a solid grounding on the theory and practice of environmental economics, focussing on climate change and the sustainable transformation of the energy system. Students will understand the economic rationale for a variety of alternative environmental policies, such as Pigouvian taxes. This module will cover the difference between theory and practice, outlining the policy experience in the UK, Ireland and Europe, and the role political and social constraints have in enacting effective environmental policy. Decarbonisation of electricity forms a central element of tackling climate change. Students will gain an understanding of how the single electricity market on the island of Ireland operates and will critically evaluate various decarbonisation policies. This module will also touch on issues such as behavioural economics when dealing with energy efficiency and consumer behaviour. As many well-meaning environmental policies have had counter-intuitive negative consequences, this module will empower students to fully engage with the costs and benefits of climate change interventions.
Learning Outcomes
1. To provide an understanding of the theory of Pigouvian taxation and to critically assess the means of implementing these policies.
2. To critically evaluate environmental policy as enacted in the UK, Ireland and Europe.
3. To understand the efficiency, equity and political economy trade-offs in environmental policy design
4. To understand the economics of electricity markets and the efficiency and equity
implications of various decarbonisation policies.
5. To understand that well-meaning policies can have perverse unintended outcomes and that one must carefully think through the economic consequences.
Skills
Knowledge and understanding:
Students should develop the economic rationale behind carbon taxation and the context for implementing different environmental policies. Students should understand how current environmental policies came to be and their economic and environmental impact. Students should understand how electricity markets operate. Energy and environmental economics touches on fields of game theory, behavioural economics and industrial organisation so students should develop an understanding of these fields also.
Intellectual skills:
Students should develop the ability to interrogate policies and to think through the economic consequences of a given measure. The ability to construct arguments on a solid economic foundations should be introduced to students.
Practical skills:
Students should develop an ability to evaluate and present an economic argument through continuous assessment assignments. Students should have a foundation in energy economics that will be desirable for future employers in industry, policy and research.
Study skills:
Students should develop the ability to critique an economic policy or argument. Students will work in groups when presenting their tutorial seminar, which should develop collaboration skills.
This module covers various topics in the economic history of the world across the last 500 years. It is intended to complement other final year modules; accordingly it emphasises the application of microeconomic and macroeconomic theory, and qualitative and quantitative methods, to solve historical puzzles. On completion, students should be able to consider how economic reasoning can be used to explain both major historical events and long-run historical processes. Applied economics which uses historical data is also considered in this module. Tutorials concentrate on the in-depth discussion of landmark papers, especially in the New Economic History tradition, and on country-specific material, especially on Britain and Ireland.
Topics may include: population dynamics and the Demographic Transition; the Industrial Revolution and the Great Divergence; the origins of financial capitalism; famine and migration in Ireland; slavery, discrimination and American capitalism; command economies and the Soviet Union; macroeconomic policy and the Great Depression; European integration, British decline, and Irish divergence.
Learning Outcomes
Module Aims
1. To acquaint students at an advanced undergraduate level with the fields of economic history and historical economics.
2. To help students to appreciate the usefulness of historical enquiry within economics and the broader social sciences.
3. To develop students' understanding of important themes within economics, such as demographic transition, industrialisation, competing economic systems, and economic crises.
4. To provide students with an awareness of current academic debates in the field of economic history, including its major sub-fields business history and financial history.
5. To develop students' ability to critically read academic articles, interpret data, weigh evidence and draw conclusions from a range of sources, both quantitative and qualitative.
6. To provide students with the requisite skills to identify and frame independent research.
Skills
Intellectual Skills:
Students should understand the relationship between historical evidence and economic/quantitative reasoning. They should be able to use objective arguments, to weigh evidence and draw up conclusions based on narrative and empirical analyses.
Practical Skills:
Besides gaining an awareness of how economics can be used practically to better understand of the wealth and poverty of nations, students will also develop their oral and written communication skills. The skillset acquired by students in this module is particularly useful for those intending to pursue undergraduate research (e.g. a dissertation) or postgraduate study in economics or related disciplines, for those wishing to work as a consultant or civil servant, or more widely for those intending to pursue careers that require problem-solving and independent research skills.
International economics is a challenging and exciting sub-discipline of economics, which investigates the drivers and consequences of: (i) the international movement of goods and services; (ii) the international movement of money and capital; and (iii) the distributional consequences of these international transactions. This module will cover topics such as:
- Which are the most influential theories of international economics?
- What are empirically the most important drivers of international transactions?
- Who benefits from international trade and why?
- How can trade-induced inequalities be mitigated?
- What are nominal and real exchange rates? What are their determinants? How do they influence international transactions?
- What are the costs and benefits of different monetary systems, such as currency unions or fixed exchange rate systems?
Learning Outcomes
A course in international economics should help students gain a better understanding of a range of issues concerning the international transaction of goods, services and money. Specific learning outcomes for students include:
- to gain a deeper understanding of both theory and empirical analysis in international economics, including international macroeconomics and international trade
- to develop analytic skills, and be introduced to the main empirical methodologies used in international economics
- to broaden students’ perspectives of the wide scope of international economics
- to critically assess the often ambiguous evidence and real-life trade policy choices
- to understand that well-meaning policies can have perverse unintended outcomes and that one must carefully think through the economic consequences.
Skills
Knowledge and understanding:
Through this course, students should acquire a knowledge and understanding of:
- the main theories of classical and contemporary international economics
- increased awareness of distributional issues created by international trade
- how the application of theory can help us understand the functioning of the world economy, and therefore predict the impact of government policies while taking into account country-specific contexts
Intellectual skills:
Through this course, students should be able to:
- critically evaluate the main theories and concepts discussed in the course material
- apply economic theories to a range of “real world” problems with specific reference to international economics.
Practical skills:
Through this course, students should develop:
- an ability to evaluate and present an economic argument through continuous assessment.
- a foundation in international economics that will be desirable for future employers in international institutions and (non-)governmental organisations that are concerned with analysing causes and consequences of international economic interaction, as well as policy and research.
Study skills:
Through this course, students should demonstrate and further develop the following skills:
- research a wide range of relevant information
- give effective presentations making use of appropriate information technology
- write analytical essays based on sophisticated arguments.
Transferable skills:
Through this course, students should demonstrate and further develop the following transferable skills:
- library and research skills, including time management
- oral and written communication
- presentation skills, including the use of appropriate information technology
- group participation.
For most of us the labour market is arguably the most important market that we ever participate in: it’s where we spend a lot of our lifetime and is where most of the income that we spend on goods and services comes from. Labour economics helps us to understand this key market and our own place within it. Many social policy issues – poverty and inequality, unemployment, welfare benefits, education, migration – are also inextricably linked with the labour market. Labour economics helps us to gain a better understanding of these issues and the trade-offs faced by policy makers in trying to address them. The course is divided into 11 substantive topics as follows: an introduction to the labour market; labour supply; labour demand; compensating wage differentials; human capital; wage inequality; labour mobility; labour market discrimination; incentive pay; unions; unemployment.
Learning Outcomes
Knowledge and Understanding
On successful completion of this module, students will have acquired an understanding of:
• The theory and reach of labour economics;
• How to apply relevant theory to a variety of labour market and social policy issues and contexts;
• How quantitative methods can be used to analyse labour market and social policy issues;
• How to critically evaluate the application of models and methods in labour economics to labour market and social policy issues.
This module also provides opportunities for the student to acquire or enhance the following subject-specific skills:
• The ability to construct arguments and exercise problem solving skills in the context of labour economics theory and its application;
• The ability to comprehend and evaluate academic and policy literature related to labour economics and social policy;
• The ability to construct, interpret and critically evaluate models of behaviour in labour economics;
• The ability to apply economic models and concepts to real world questions;
• The ability to understand, evaluate and commentate on economic and social policy;
In addition, this module provides opportunities for the student to acquire or enhance the following cognitive and transferable skills:
• Problem solving
• Logical reasoning
• Independent enquiry
• Critical evaluation and interpretation
• Self-assessment and reflection
• Synthesising information from a variety of sources
• Written and verbal communication
• Organisation and time management
Skills
An understanding of the employment relationship and labour market economics.
The module concentrates on public expenditure and taxation issues. Following a review of the welfare basis for government intervention, the expenditure section focuses on public goods, externalities, public choice, equity and efficiency aspects of health care and education provision, and fiscal federalism. The taxation section considers issues of tax incidence and the effects of taxation on savings and labour supply. The optimal (direct and indirect) tax literature is reviewed.
Learning Outcomes
To develop the skills appropriate to an economic analysis of the role, and the effects of the government in market economies such as the UK and the Republic of Ireland. Students will be introduced to the concepts of economic efficiency and social justice and to the development of a framework which attempts to explain why the state produces and/or allocates some goods but leaves others to the private market. Furthermore students will be introduced to the theoretical and empirical issues of positive and optimal taxation.
Skills
The module will build on and reinforce the analytical skills of students and encourage them to think critically about the role of government in the economy.
Topics will cover the role of socio-economic institutions and networks in our contemporary global economy, explaining the financial crisis of 2008 and its consequences from a network-institutional perspective, the theory of wealth generation and allocation through a social division of labour, and the functioning of network economies with an endogenous social division of labour.
Learning Outcomes
On completion of the module, students will have developed an understanding of up-to date issues in Microeconomics, and appreciate their relevance to daily life. They will develop a greater awareness of the complexities of economics and the role of institutions in resolving these. They will develop an understanding about the factors behind the current economic crisis and ways to resolve this.
Skills
Development of key analytical skills in modelling economic behaviour. Enhancement of capacity to structure an argument, to make points accurately and consistently, and to evaluate models critically both in terms of their assumptions and results. Ability to apply theoretical results to observed economic behaviour.
This module considers issues of contemporary economic interest. It is a topics-based module, and the topics vary year-on-year depending on what issues in the global economy are current. However, this is not a current-affairs module; topics are chosen because they give students an opportunity to conduct genuinely independent economic analyses, rather than for their media significance.
Typically, four topics will be chosen for in-depth study. Each topic will be taught over a two- or three-week period, in a mixture of lectures, tutorials and independent study.
Each topic will be inherently contentious in nature, with economists in disagreement about the theory, questions, evidence, analysis and solutions. All will be issues of public policy, or have considerable policy-relevant facets. Both positive and normative aspects on these topics will be considered.
Indicative topics include:
1. Economic recovery from the Covid-19 pandemic
2. The political economy of Brentry and Brexit
3. The economics of immigration policy
4. Post-Brexit reforms to competition and industrial policy
5. Natural justice and the political economy of markets
6. The efficacy and ethics of field experiments in development economics
7. The economic analysis of global supply chains
8. The circular economy and sustainable development
Learning Outcomes
Upon successfully completing this course, students should have achieved the following learning outcomes:
1. To have engaged directly with the work of influential thinkers in the discipline of economics who have relevance to the way we live today.
2. To be able to identify and propose solutions to contentious socio-economic problems using economic theory and empirical methods.
3. To write clear and concise economic communications intended for consumption by diverse audiences, both expert and non-expert.
4. To better understand research design in the social sciences, including forming policy-relevant research questions, adapting relevant economic theories to generate testable hypotheses, collecting and manipulating appropriate sources of data, choosing and implementing appropriate empirical methods, and proposing and justifying feasible policy solutions.
5. To better understand the efficacy of economic policy initiatives, including the ethical aspects of public policy.
Skills
Upon successfully completing this course, students should have the following transferable skills:
1. The ability to read advanced contributions to economic knowledge critically and efficiently, and to be able to select that which is relevant to the issue being considered.
2. The ability to evaluate and synthesise material from different sources, both primary and secondary in nature.
3. The ability to interpret different types of economic evidence and perspectives based on quantitative and qualitative sources.
4. The ability to apply and adapt economic theory taught in this and other modules to describe and propose solutions to contemporary economic problems.
SECTION 3:
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish Leaving Certificate
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O2 in Mathematics
Access Course
Successful completion of Access Course with an average of 70% + GCSE Mathematics grade A/7 or equivalent in Access Course.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level. If not offered at Higher Level then Standard Level grade 6 in Mathematics or GCSE Mathematics grade A/7.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3), with overall grades D*DD + GCSE Mathematics grade A/7.
RQF BTEC National Extended Diploma (1080 Guided Learning Hours (GLH) at Level 3), with overall grades D*DD + GCSE Mathematics grade A/7.
Graduate
A minimum of a 2:1 Honours Degree + GCSE Mathematics grade A/7
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by Queen's Business School. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by a member of administrative staff from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for the BSc Honours in Economics must be able to satisfy the University's General Entrance Requirement and in addition all applicants must have GCSE Mathematics at grade A/7 or above. There are no specific subjects required at A-level. Offers are made in terms of grades rather than UCAS Tariff points.
Past performance at GCSE level is taken into account when deciding to make conditional offers. The GCSE threshold may vary from year to year, but as a general guide, offers are normally made to applicants who have achieved at least six grade B/6 at GCSE. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial requirements.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering the Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was six B/Higher Merit grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses, depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
Applicants offering other qualifications, such as BTEC Extended/National Extended Diplomas, Higher National Certificates, and Higher National Diplomas, will also be considered.
The same GCSE profile is usually expected of those applicants taking a BTEC Extended/National Extended Diploma or a Higher National Certificate (HNC), and must include GCSE Mathematics at grade A/7 or above.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits.
For those offering a Higher National Diploma (HND), some flexibility may be allowed in terms of GCSE profile, but this must include GCSE Mathematics at grade A/7 or above. To be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with Merits in all units assessed in the final year. Any consideration would be for Stage 1 entry only.
In addition to the academic requirements above, the information provided in the personal statement section and the academic reference together with predicted grades are noted, but these are not the final deciding factors as to whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking will not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
If you are made an offer then you may be invited to an Open Day organised by Queen's Business School, which is usually held in the second semester. This will allow you the opportunity to visit the University, to find out more about the degree programme of your choice, the facilities on offer together with a flavour of the academic and social life at Queen's.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Those pursuing a career in Economics should enjoy working with numbers and dealing with ambiguous and incomplete information as they attempt to understand and provide solutions to problems. They should also be effective communicators and work well with people. Economists must be prepared to take on challenges and be able to adapt to a constantly changing and dynamic business environment. Many of the skills that students will acquire during their studies at Queen’s will be of great value in a range of different career and life situations. Core transferable skills include the ability to learn independently, problem solving,understanding and interpreting very sophisticated economic and financial information, and work productively as part of a team.
The skillset of an Economics graduate is highly sought after by employers, in the public and private sectors. In recent years, students have secured positions in economic analysis and appraisal with a range of government and other public sector organisations, specialist careers in banking and investment appraisal, as well as more generalist positions in economic consulting. http://www.prospects.ac.uk
Employment after the Course
Typical career destinations of graduates include:
Economic Consulting
Accountancy
Managers and Administrators in areas such as market research, advertising, sales and personnel
Education, health or government departments
Employment Links
Graduate employers include: PwC; EY; KPMG; Deloitte; BDO; Ulster Bank; Bank of Ireland, First Trust, Northern Ireland Civil Service, Northern Ireland Statistics & Research Agency, JP Morgan, Morgan Stanley, BBC, National Trust
Alumni Success
“I work directly for the Mayor of London, and have overall responsibility for all of Transport for London services – London Underground, London buses, Docklands Light Railway, Crossrail operations, London Overground, London Trams and the Emirates Air Line cable car! I am also heavily involved in the Congestion Charging scheme, road safety and schemes to boost cycling and walking.”
Mike Brown, BSc Economics
MVO
COMMISSIONER – Transport for London
What employers say
“For many years Oxford Economics has recruited students from Queen’s Economics degree, both for industrial placement and graduate positions. The course equips students with the theoretical knowledge and practical skills required to hit the ground running in the workplace."
David Moore, Senior Economist, Oxford Economics, Northern Ireland.
Prizes and Awards
Economics Group Prize is awarded to the best presentation in the Level 3
Dissertation module.
Foundation Scholarships for best student in Economics Level 1 and Level 2.
KPMG Prize is awarded to the best graduate in the BSc Economics degree.
McKane Medal is awarded to the best final honours student in Economics.
Shaw Memorial Prize for best performing second-year student in BSc Economics.
Top performing students are regularly awarded prizes and scholarships from
leading companies.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students who undertake optional study tours are expected to make a contribution, of approximately £150
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
