This degree integrates core elements of the economics and accountancy degrees. It combines principles such as macro and micro-economics, with the standards associated with financial and management accounting. It offers an ideal platform for graduate students to enter either the economics profession or the accounting industry.
Economics at Queen’s is ranked 8th in the UK for graduate prospects.
(Times and Sunday Times Good University Guide 2024).
Economics and Accounting highlights
Professional Exemptions
Joint Economics and Accounting students are eligible for exemptions from some professional accountancy examinations.
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.
Further Study Opportunities
Further study is also an option open to Economics and Accounting graduates. 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.
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.
Industry Links
Economics with Accounting students may take an optional placement year after their second year. Recent placements from students studying economics and business economics include: PwC, KPMG, Citi, Oxford Economics, Belfast City Council, First Derivatives, and Tayto Group Ltd.
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 and business analytics.
Student Testimonials
"This degree teaches me to think critically about real world economic problems, understanding how problems occur and how they can be resolved through market theory. It has allowed me to gain the necessary skills for employment such as quantitative, analytical, computing, presenting and writing. The broad range of subjects means that I can experience the various areas before deciding on which area I want to specialise in."
Amy Gamble, BSc Economics & Accounting
"As the accounting modules and economics modules are different, I am exposed to various skills and experiences that undoubtedly help me stand out from others. When I was applying for graduate jobs in the Big 4, I was able to use the knowledge that I gained from my economics module and this definitely eased the burden of preparing for the interview."
Michelle Chu, BSc Economics & Accounting
Queen’s Business School Chirantan Ganguly's research interests are primarily in the areas of strategic communication, mediated mechanisms, formal and informal contracting.
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) hours of lectures
Medium Group Teaching
6 (hours maximum) hours of practical classes, workshops or seminars each week
Small Group Teaching/Personal Tutorial
2 (hours maximum) hours of tutorials (or later, project supervision) 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.
Learning and Teaching
On the BSc Economics and Accounting 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 and Accounting programme does not have a compulsory placement year. However, the School actively supports any student who wishes to avail of an optional placement year, 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 projects 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 module provides students with an appreciation of how financial information is recorded and reported to various user groups who in turn use this information to assess business performance and determine resource allocation. The module begins with an overview of financial accounting. It then covers double-entry bookkeeping, the core accounting adjustments and the preparation of basic financial statements. The control mechanisms that are prevalent to all accounting systems are considered. Three types of business entity are compared and contrasted. Accounting for inventory, main accounting concepts, characteristics of accounting information and ethics in accounting are also explored.
Learning Outcomes
At the end of this Level 1 introductory module students should be able to:
1. Explain the theoretical foundations (concepts) which underpin financial accounting;
2. Record accounting transactions (of a level consistent with Introductory Accounting) with competence;
3. Prepare and discuss suspense accounts, control accounts and bank reconciliations;
4. Prepare a basic: profit and loss statement; statement of financial position; for a sole trader and a partnership;
5. Describe the differences and similarities among the main types of business entity;
6. Decipher information that can be used to prepare financial statements from incomplete records;
7. Explain the distinction between cash accounting and accruals accounting;
8. Demonstrate an awareness of topical issues such as accounting for sustainable development, accounting ethics and developments in relation to international accounting frameworks.
Skills
Development of data handling and problem-solving skills. Students will improve analytical, reasoning and verbal and written communication skills. Business acumen skills will be enhanced as students develop an awareness of various key events within the corporate business.
At the end of this module students should have gained experience in independent working and presenting their work to peers in class.
Introduction to Legal Study and Basic Contract Law
Overview
A brief introduction to the legal system of Northern Ireland followed by an examination of the law of contract, including formation of contracts, termination, breach of contract and exclusion clauses. Consideration of contracts of employment and of agency, sale of goods and consumer credit law, tort, banking law, and commercial issues generally.
Learning Outcomes
At the end of this module students should be able to:
1. Describe the legal system in operation within Northern Ireland;
2. Explain and apply the law of contract (including, in particular, three specific types of contract, being contracts for the sale of goods, consumer credit contracts and contracts of employment);
3. Explain and apply commercial law, focusing on concepts of legal personality and the law of agency, the banker/customer relationship, landlord and tenant relationship, the employer/employee relationship, and the issues of planning law and money laundering;
4. Explain and apply liability for negligence in tort, including the potential liability of accountants for professional negligence;
5. Explain and apply health and safety legislation, data protection and industry specific legislation.
Skills
Handling case-law, problem solving, essay writing, critical thinking and analysis.
Management Accounting has the purpose of identifying, measuring and communicating information to allow management and employees to make informed judgements and decisions. It is concerned with the provision of both financial and non-financial information to decision-makers. The Module provides an introduction to Management Accounting and reviews: the purposes of Management Accounting; cost terms; cost behaviours and estimation; cost accumulation/assignment techniques; job and process costing; joint and by-products costing; income effects of alternative cost accumulation systems; use of information for decision making (CVP analysis); short-term vs. long-term decision making; a brief introduction to budgeting.
Learning Outcomes
By the end of the module students should be able to:
1. Discuss the context in which management accounting exists and how it is influenced by ethical issues, as well as internal and external factors;
2. Evaluate the role of management accounting in the provision of information for organisational planning, control and decision-making;
3. Describe the importance of cost information and costing systems to the successful strategic management of organisations; and
4. Compare information and apply appropriate techniques for organisational planning and decision making.
Skills
Students will build skills in: gathering and interpreting both qualitative and quantitative information; knowledge of the tools and techniques for the provision of timely, accurate and relevant information internally. At the end of this module students should have gained experience in working in small groups and making presentations.
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.
This course builds on the Mathematics taught at GCSE level or an equivalent level. The course is taught paying particular attention to the solving of economic problems and relating these to applications to the real world. There are two parts in the module.
The first part covers mathematical techniques required to solve applied economic problems. 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; single variable calculus and calculus of several variables.
The second part covers basic statistical methods used by economists and other social scientists. This will include data presentation, descriptive statistics, basic regression analysis, time series and elementary probability theory. Students will also be taught how to use Excel to perform basic statistical analysis.
Learning Outcomes
On the successful completion of the 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. Use calculus to locate the maxima and minima for functions of several variables.
4. Use descriptive statistics to present data.
5. Know what is meant by a probability distribution.
6. Perform basic regression analysis and time series forecasting.
7. Exhibit transferable skills of problem solving, numeracy and the communication of mathematical concepts.
Skills
The aim of this module is to give students a basic working knowledge of the mathematics and statistics that is needed in the quantitative and non-quantitative level 2 and level 3 modules. The primary focus of the module is to provide the basic tools to solve practical, applied problems.
Management accounting has the purpose of identifying, measuring and communicating information to permit management and employees in an organisation to make informed judgements and decisions in an ethical way. It is concerned with the provision of both financial and non-financial information to decision-makers. Management accounting requires the understanding of both decision-making processes and different information needs of the users of accounting information. The module begins by revisiting the basic concepts of management accounting and discussing its role in the importance of the changing environment and the impact it has on management accounting systems. In particular, the module examines planning control and performance measurement: budgeting; feedback and feedforward control; behavioural aspects of control systems; standard costing; and advanced aspects of cost allocation systems. The module also examines advanced aspects of short-term decision making: the decision-making process; rational management, programmed and non-programmed decisions; relevant costs; limiting factors and linear programming; the learning curve; risk and uncertainty in decision making. The role of big data and data analytics in the functions of management accounting are also explored in the module.
Learning Outcomes
At the end of this module students should be able to:
1. Produce and present information for planning, controlling and decision making in a variety of organisations.
2. Interpret management accounting information.
3. Critically evaluate the use of management accounting techniques.
4. Evaluate the importance of cost information and costing systems to the successful strategic management of organisations.
Skills
The development of problem-solving skills through analysis, interpretation and evaluation of relevant management accounting information and management control theories. At the end of this module students should have gained experience in working in small groups and making presentations.¶
This level-2 module introduces a selection of introductory methods used to analyse data used in business and economics, such as regression analysis, optimization and project management. Statistical software (Stata and Excel) will be used in tutorials to illustrate concepts presented in lectures. Students are expected to use the knowledge gained in lectures and tutorials to perform their own data analysis project as part of a team. This module remains accessible to students without a strong statistical background, as long as they are open to learning how to read and interpret basic statistics. Tutorials, group presentations and group projects in addition to traditional lectures are essential parts of this module as it focuses on practice and applications of quantitative methods used in business. Upon completion, successful students are expected to understand and use these methods and to improve their skills concerning problem solving, verbal and written presentation, computer utilization, and working as a group.
Learning Outcomes
1. The student will gain the necessary skills to use business data to make forecasts.
2. The student will gain knowledge and understanding of several optimisation techniques used in business and elsewhere for decision and policy making.
3. The student will be able to formulate several classes of business problems analytically and to solve them, with a good grasp of the various stages involved and the implications of underlying assumptions in a practical context.
4. The student will supplement his or her computing skills by using Excel.
Skills
Exercise solving, computing skills, the adoption of a quantitative approach to practical problems encountered in business.
Financial accounting statements communicate information about organisations to users for the purposes of control, financial performance assessment and valuation of companies. The module begins by examining the framework for the preparation and presentation of financial statements, followed by a revision of the preparation of financial statements. This provides the basis for understanding, evaluating and applying the regulatory requirements relating to the preparation of financial statements for incorporated entities. In particular, the module examines the accounting requirements for: revenue recognition; property, plant and equipment; leases; borrowing costs; impairment of assets; investment properties; government grants; and provisions. The analysis and interpretation of financial information, together with earnings per share are also considered in detail. Alternative accounting treatments are reviewed to allow the evaluation of current regulatory requirements, including consideration of the key differences between International Accounting Standards (IASs)/International Financial Reporting Standards (IFRSs) and FRS 102 The Financial Reporting Standard Applicable in the UK and Republic of Ireland.
Learning Outcomes
At the end of this module, students will be able to:
1. discuss the purposes of income measurement and evaluate different methods of reporting income and valuing assets;
2. prepare financial statements for incorporated entities in accordance with the requirements of International Accounting Standards (IASs) and International Financial Reporting Standards (IFRSs);
3. discuss the usefulness and limitations of the information provided in financial statements; and
4. interpret the performance of companies using ratio analysis applied to data in published financial statements.
Skills
This module aims to develop the core knowledge and skills of students to enable them to prepare and analyse the financial statements of incorporated entities and to discuss their usefulness. In addition, by the end of this module, students should have gained experience in working in small groups and making presentations.
Managerial Economics is concerned with the application of economic principles and methodologies to the decision-making process inside corporations and other organisations operating under conditions of risk and uncertainty. Students acquire a solid foundation in key analytical tools: game theory, transaction costs, information asymmetries and the principal-agent problem. These tools are used to understand organisational architecture: the assignment of decision rights within organisations, the methods of incentivising individuals, and the structures and systems used to evaluate the performance of individuals and business units. This module draws on material from allied academic fields, including personnel economics, behavioural economics, financial economics and business history.
Learning Outcomes
• Students will gain a better understanding of the functioning of economic agents under conditions of risk and uncertainty.
• Students will acquire detailed knowledge about the economics of the firm, including the specific role of information, property rights and transaction costs.
• Students will become familiar with key issues facing the owners, managers and employees of business organisations, including how these issues change with the external economic environment.
• Students will learn how to identify, describe, analyse and solve a selection of real-world problems in managerial economics.
Skills
Skills gained include: logical reasoning and problem solving, working effectively in groups, and written and verbal communication skills.
The course opens with a brief tour of the global economy. This is followed by a discussion of the meaning and measurement of the main macroeconomic variables: output, unemployment, inflation and growth. The goods and financial markets and the concept of macroeconomic equilibrium are introduced. The IS/LM model is used to analyse the effectiveness of fiscal and monetary policy in the medium term. Aspects of the labour market are then considered followed by the introduction of the aggregate demand and aggregate supply model. The final third of the course is devoted to a discussion of factors contributing to the long run growth of the economy. The topics covered include: the Solow model of economic growth; growth accounting; factors contributing to total technological change and total factor productivity and the role and regulation of foreign direct investment.
Learning Outcomes
Knowledge and Understanding
On completion of the course, students should have greater familiarity with salient features of the macroeconomic environment. They should understand the main determinants of aggregate output in a monetary economy in the short, medium and long-run. They should have an understanding of the factors contributing to growth and development as well as to fluctuations in macroeconomic performance. Students should understand government’s role in the economy and be able to analyze the effect of different policy interventions.
Skills
Intellectual Skills
Students will gain knowledge and understanding of aspects of macroeconomic theory and development theory. They will become aware of competing views on the role of governments and markets. They will develop the ability to search for and interpret empirical evidence and bring it to bear on policy issues. They will gain experience in weighing evidence, developing policy options and outlining the pros and cons of these options.
Practical Skills
Students will develop their oral and written communication skills as well as their awareness of how economic policy can impact on business.
Financial Environment; Time Value of Money; The Investment Decision - Capital Budgeting; Risk and Return; Cost of Capital; The Financing Decision; Working Capital Investment; Introduction to Personal Finance.
Learning Outcomes
To promote an appreciation of how long term financial decisions are taken through an understanding of the concepts and principles involved.
Skills
To formulate procedures for problem solving within a financial environment. To understand the issues surrounding a company's investment and financing decisions.
Fair value/deprival value measurement and other theories associated with income measurement are considered. The preparation and presentation of consolidated financial statements, including foreign entities is also covered, together with principal-agent analysis and earnings management. The role of financial accounting regulation in theory and practice is reviewed to aid understanding and evaluate financial accounting principles, concepts and regulatory requirements. Topical issues surrounding accountability, including social, environmental and sustainability reporting are explored.
Learning Outcomes
At the end of this module, students will be able to:
• prepare financial statements for groups of companies in accordance with the requirements of International Accounting Standards and International Financial Reporting Standards;
• explain the purposes of income measurement and critically evaluate alternative approaches to income measurement and asset valuation;
• explain and critically evaluate the limitations of accounting information and the role of corporate social and environmental reporting in discharging accountability.
Skills
Data handling, analytical and critical reasoning, verbal and written communication skills, working in small groups and personal communication and presentation skills. At the end of this module students should have gained experience in working in small groups and making presentations.
Taxation theory; principles and practice of the UK tax system including: administrative framework, tax avoidance/evasion; personal and business taxation including: computation of an individual's overall tax liability; income tax; value added tax; introduction to corporation tax, capital gains tax; and inheritance tax.
Learning Outcomes
At the end of the module students should be able to:
1. explain the principles of tax law and practice and apply their knowledge to the solution of practical computational problems and the evaluation of alternative tax strategies;
2. analyse the effects of tax changes and evaluate fiscal policy studies; and
3. explain and demonstrate the importance of accuracy and integrity in a professional environment.
Skills
Students should further develop their skills in: analysis and reasoning; identifying relevant information for problem-solving; research and report-writing.
Management accounting, both in businesses and in not-for-profit organisations, serves the purpose of identifying, measuring and communicating economic information to permit management and employees in an organisation to make informed judgements and decisions. Thus, it is concerned with the provision of both financial and non-financial information to decision makers. Implicit in the understanding of management accounting is the requirement to appreciate both decision-making processes and the different information needs of the users of accounting information in various organisation types. This module builds upon previous study of the area and begins by setting management accounting within an economic, political, social and cultural context. The module focuses on information for planning, control and performance measurement. Key issues faced by many organisations that will be examined in this module relate to: the extent (if any) of decentralisation; the measurement of divisional performance; and transfer pricing (including the performance measurement and behavioural aspects). Moreover, in the light of changes within the business environment including deregulation, globalisation, reducing product life cycles, continuous improvement objectives, sustainability, increasing customer sophistication, digitalization and internationalisation, the module also looks at management accounting from a change perspective and a strategic perspective. This is achieved by considering strategic cost management approaches, performance measurement and management, behavioural implications and exploring management accounting change.
Learning Outcomes
At the end of this module students will be able to:
1. Demonstrate the technical, analytical and evaluative skills required in the field of management accounting.
2. Critically evaluate management control issues.
3. Discuss the synergy between the role of management accounting and other roles in an organisational setting.
4. Discuss, critically evaluate and apply the financial and non-financial aspects of management accounting theory and methodology to a management accounting role within an organisation through the medium of case study/group work/examination.
5. Engage with current and likely future research into the field of management accounting given the ever-evolving business environment.
Skills
Students will develop and enhance their abilities to work in small groups and make presentations.
The purpose of this module is to provide students with a comprehensive understanding of company law, including the duties and responsibilities of officers of incorporated associations together with the rights and obligations of company members, their protection, how a company operates, how it is constituted, reorganisations, winding-up and capital and securities.
Learning Outcomes
On successful completion of the module students will be able to:
1. Discuss the principal functions of company law, its sources, content and development;
2. Explain the relevant statutory provisions of the companies’ legislation and how they relate to the practical every day running of a company;
3. Explain and apply key features, including concepts, principles, doctrines and legislation in business and company law;
4. Evaluate the purpose and function of company law in the relevant context, as well as the role of ethics in business behaviours;
5. Evaluate the nature and significance of various issues in corporate governance;
6. Critically evaluate the operation of those aspects of company law explored during the module;
7. Apply the law to answer problem style questions, demonstrating skills of analysis, synthesis and evaluation.
Skills
Students should be able to:
· analyse legal materials, identify key legal principles and issues and, where appropriate, make constructive criticism;
· critically evaluate legal materials by way of statutory interpretation, case analysis, review of journal articles and consideration of reform reports from bodies such as the Company Law Review;
· critically assess the strengths and weakness of law reform as developed by the Company Law Review and reflected in the Companies Act 2006;
· communicate effectively knowledge of issues of company law and present reasoned arguments coherently.
In addition, students will have developed transferable skills including good communication skills in both oral and written work; developing subject-specific skills relating to their capacity for abstraction, deduction, and critical analysis of the systematic retrieval of legal materials, reasoning, and investigation. Students will also be expected to act independently and manage time effectively.
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.
A brief overview of theories of industrial and economic organization, contemporary theories of the firm, agency costs, evolutionary economics, transaction cost economics, incentives, entrepreneurship, mergers, hybrids, corporate governance, strategic management, competitive advantage.
Learning Outcomes
On completion of the module, students will have
(1) developed an understanding of the key theoretical, empirical and case study methods in business economics as a way of understanding firms and industries;
(2) developed an awareness of accepted theories which underpin how businesses are organized;
(3) enhanced their capacity to structure an argument, to make points accurately and consistently;
(4) become familiar with the relevant aspects of the business economics literature
(5) developed an ability to interpret data, weigh evidence and draw policy conclusions from a range of sources.
Skills
Familiarity with theoretical and applied topics in modern business economics, oral and written communication skills, interpreting data, weighing evidence and drawing policy conclusions
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.
The course covers a range of topics from sampling techniques, to description and visualisation of data, testing differences between samples and building empirical models to answer economically relevant questions, e.g. concerning the choices that consumers, households, firms, and other agents make under specific circumstances. Classroom exercises guide the students to understand the advantages and limitations of these models and confront the students with decisions in realistic environments. Statistical software will be used in tutorials to illustrate concepts presented in lectures. The module will also draw on case studies together with business datasets in order to analyse business choices and outcomes.
Learning Outcomes
Upon successfully completing this course, students will be able:
1..to read published quantitative research in a critical manner, and thus be empowered to form independent judgement of the efficacy of research papers.
2.To better understand research design in the social sciences, including forming relevant research questions, collecting appropriate data, choosing and implementing the correct quantitative methods, and drawing economic conclusions.
3.To use statistical software to employ basic statistical methods to analyse data
Skills
By the end of this module, successful students will:
1.Have a clear idea of methods of sampling from the population.
2.Identifying and understand various types of statistics.
3.Provide a visual/graphical presentation of data and understand source information.
4.Understanding correlation analysis and relationship between variables.
5.Understanding categorical variables and how to use them to model choices
6.Analysing choices and analytically considering implications.
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 requirements
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O3 in Mathematics
Access Course
Successful completion of Access Course with an average of 70%. GCSE Mathematics grade B/6 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 5 in Mathematics or GCSE Mathematics grade B/6.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3), with overall grades D*DD + GCSE Mathematics grade B/6.
RQF BTEC National Extended Diploma (1080 Guided Learning Hours (GLH) at Level 3), with overall grades D*DD + GCSE Mathematics grade B/6.
Graduate
A minimum of a 2:1 Honours Degree + GCSE Mathematics grade B/6.
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 and Accounting must be able to satisfy the University's General Entrance Requirement and in addition all applicants must have GCSE Mathematics at grade B/6 or above. 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 will vary from year to year, but as a general guide, offers are normally made to applicants who have achieved four A/7 grades plus two B/6 grades 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 four A/Distinction grades plus two 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 B/6 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 B/6 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.
Students graduating with a degree in Economics from Queen’s are well placed to secure a range of employment opportunities in economics and related areas 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:
Professional Economists
Accountancy
Financial Consultants
Managers and Administrators in areas such as market research, advertising, sales and personnel
Education, health or government departments
Employment Links
Graduate employers include: PwC, KPMG, FinTru, Ulster Bank, EY, ASM Financial Planning, JP Morgan, Aviva, Local Government, Deloitte, BDO, Morgan Stanley.
Alumni Success
“I provide strategic insight into the Bank of Ireland’s key markets in the UK and am responsible for all its economic and market research, briefings and presentations in Northern Ireland. I am a member of the Confederation of British Industry (CBI), Northern Ireland’s economic affairs committee and also appear regularly in the local media.”
Alan Bridle, Graduate in BSc Economics, Head of Economics & Market Analysis - Bank of Ireland, London and Northern Ireland.
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
Foundation Scholarships for the 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 the 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.
