How can you get a workout at home?
Getting a workout at home isn't really revolutionary; it's actually quite traditional. Traditionally, household tasks would have required much more strength, endurance, and time. Instead of doing things the easy way, we can intentionally spend more time and effort on household tasks (it's better than paying for a gym!). Rather than thinking of chores as demanding and arduous, we need to embrace the strenuous nature of each activity and be thankful that we have homes to clean and families for which to care.
Note: The 'calories per hour' are estimates because each person burns a different amount of calories according to their height, weight, age, and metabolism.
Washing Dishes by Hand (and drying them) – Loading a dishwasher burns very few calories and builds very little strength. Washing dishes by hand builds strength in the arms and the back. Traditional women would have washed all of their dishes by hand and scrubbed their cash iron skillets clean. Check out those biceps!
Cooking (and food preparation) – Even cooking food, the stuff with the calories in it, burns calories. At Boholistic Mom, we've learned to embrace cooking and food preparation rather than being too concerned with the calorie count. We're convinced that cooking real food (not processed) keeps our bodies and families healthy and can even help our metabolisms increase naturally. So cooking is a high priority as a workout, as a lifestyle choice, and to keep our families healthy and happy.
Hanging Clothes on the Line – Our modern conveniences called the washer and the dryer are fantastic. No sane modern woman would give up her washer, but there are benefits to hanging your wash to dry. Not only is it a beneficial workout, but the frequent exposure to sunlight is great for your body. Soak in the vitamin D, let your clothes be cleansed by the sun, and enjoy your natural workout.
Sweeping and Mopping the Floors – Sweeping the floors back and forth, getting the dust and dirt out of all of its hiding places, lifting the heavy mop bucket, raising the mop back and forth from the bucket to the floor, and swishing the heavy water laden mop head back and forth on the floor, these are all activities that burn calories! Why have we fallen out of love with the things that not only give us a clean home, but actually help us to keep our bodies functioning well?
Ironing – While modern Americans tend to shy away from clothes that require ironing, the act of ironing clothes, bed linens, and tablecloths is a very traditional form of exercise. Is it really needed? Probably not, but if you are looking for an extra activity to bring the burn (not with the hot part of the iron please!) then consider ironing more of your household items.
Scrubbing Arms (not scrubbing bubbles) – Whether it's scrubbing the tub, the shower, the toilet, the floor, the wall, or some other surface in the house, scrubbing is a super fitness activity. The act of getting on your hands and knees and giving the floor 'what for' not only cleans the surface but works many muscles in your body.
Washing Windows – Did you know that our traditional ancestors were incredibly OC about getting the house clean? They would regularly wash their windows . . . inside and out. Cobwebs were not left alone and smudges were untidy for company. Think clean windows and strong arms!
Building a Fire – Traditionally, all winter long ladies would be building fires. In a small house, she would tend one fire that would also be used for cooking. In a large home, she might need to be keeping her kitchen fire tended as well as a main living room fire going. Many modern mamas do not use fireplaces as their main source of heat, but if you do or you can, consider that this is one way to build your fitness and burn calories traditionally.
Butchering Animals – While most ladies these days do not own a farm, the amount of calories burned by butchering animals warrants mention in regards to traditional workouts for traditional women. Ladies on the farm might have raised chickens, pigs, ducks, and even cows and shared the responsibility for butchering their own animals.
If your goal is to promote fitness and wellness for your body, then yes, traditional home fitness works. If your goal is to lose weight, then you will also need to also eat a traditional diet since weight loss is 80% diet and 20% fitness. Check out our Boholistic Post Food or Foe to better understand what foods to eat and what "foods" don't belong in our bodies. You can also check out our Real Food, Real People page to hear more about what others are doing to change their lives and their diet to be more holistic.
The goal of fitness is to promote physical health. However, many women don't workout for fitness. Many ladies with small children (or even teenagers) may find that they look forward to working out outside of the home as an escape. As a mother, free time outside of the home should be used for relaxation and peaceful contemplation, not as an escape from family life. If you are using workouts to avoid an emotional issue, you may never solve it unless you face it head on. Running and exercise can be a great release, but it doesn't solve the problem behind the emotion.
If you find that you are exercising to escape, try to plan out intentional outings for yourself where you can just spend time alone. You don't need an excuse to treat yourself to time alone!
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Q: Creating SSRS report when data is in SharePoint server I have some records in SharePoint server. I have to create some reports using SSRS. I am little bit confuse that I used SharePoint list for creating reports or I used separate database for creating SSRS report. Please let me know which one is best way for creating SSRS report, using SharePoint list or using separate SQL Server database.
Thanks.

A: If you're dealing with relatively small datasets, it's probably fine to get data from SharePoint lists but this is not supported directly until SSRS 2008 R2. However, you can try to adapt the technique described here for earlier versions:
http://www.codeproject.com/Articles/24469/SQL-Reporting-Services-data-from-SharePoint-lists
This example explains how to do this with SharePoint 2007 - I'm not sure what you'd need to do to make it work with SharePoint 2010. You don't indicate in your question which version of SharePoint you're using, so I'll throw it out there just in case it's helpful.
If you're using SSRS 2008 R2, then you have a built-in SharePoint list source which you can learn about here: http://www.mssqltips.com/sqlservertip/2068/using-a-sharepoint-list-as-a-data-source-in-sql-server-reporting-services-2008-r2/
I would consider it a reasonable source if the reports run fast enough. If they don't, you might need to set up a separate database so that you can tune the queries and/or the data to get better performance.

redpajama_set_name: RedPajamaStackExchange


A. The quantity of money in circulation.
C. The composition of a country's national debt.
The buying or selling of Government bonds by the Central Bank in the open market. If the Central Bank were to buy bonds, the effect would be to expand the money supply and hence lower interest rates, the opposite is true if bonds are sold.
A percentage of commercial banks' deposits are kept on deposit in the Central Bank. This is affecting the money supply and credit conditions.
If the reserve requirement percentage is increased, this would reduce the money supply by requiring a larger percentage of the banks deposits to be held by the Central Bank, thus taking them out of supply.
As a result, an increase in reserve requirements would increase interest rates, as less currency is available to borrowers.
Is where the commercial banks are able to borrow reserves from the Central Bank at a discount rate. This rate is usually set below short term market rates. This enables the institutions to vary credit conditions, there by affecting the money supply.
By affecting the money supply, monetary policy can establish ranges for inflation, unemployment, interest rates, and economic growth. Without much debate, the effectiveness of monetary policy, its timing and its eventual impacts on the economy are very obvious.
Insights into monetary policy are very important to the investor since the availability of money and credit are key considerations in the pricing of an investment.
Of paramount importance is also the effect of the interest rates, because with higher interest rates people are less likely to apply for a loan.
High interest rates result in more people keeping their money in the bank rather than in the stock market. Why invest in the stock market when you can earn a good return in bonds and savings accounts with much less risk?
On the other hand, lower interest rates can spark the economy because people are encouraged to take out loans to buy goods and services.
Lowering the interest rates also means smaller returns from your bank, so you're more likely to put your money in the stock market instead.
Stock prices generally go down and vice versa.


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Business Economics (BSC HONS) L110
Undergraduate 2023
Accounting (BSC HONS) N400
Accounting with French (BSC joint honours) N4R1
Accounting with Spanish (BSC joint honours) N4R4
Actuarial Science and Risk Management (BSC HONS) N323
Aerospace Engineering (BENG) H400
Aerospace Engineering (MENG) H402
Aerospace Engineering with a Year in Industry (BENG) H404
Aerospace Engineering with a Year in Industry (MENG) H405
Agricultural Technology (BSC HONS) D473
Agricultural Technology with professional studies (BSC HONS) D470
Anthropology (BA) L600
Anthropology and Archaeology (BA)
Anthropology and English (BA HONS) QL36
Anthropology and French (BA HONS) RL16
Anthropology and History (BA HONS) VL16
Anthropology and International Relations (BA)
Anthropology and Irish (BA HONS) QL56
Anthropology and Philosophy (BA)
Anthropology and Politics (BA)
Anthropology and Spanish (BA HONS) LR64
Applied Mathematics and Physics (BSC HONS) GF13
Applied Mathematics and Physics (MSCI HONS) GFC3
Archaeology & Palaeoecology (BSC HONS) V400
Archaeology & Palaeoecology and Geography (BSC HONS) VF48
Archaeology (BA Single HONS) V402
Archaeology (MSCI HONS) V403
Archaeology and History (BA HONS) VV41
Archaeology and Irish (BA HONS) VQ45
Archaeology with French (BA HONS) V4R1
Archaeology with Portuguese (BA HONS) V4R5
Archaeology with Spanish (BA HONS) V4R4
Architecture (BSC HONS) K100
Audio Engineering (BSC HONS) J930
Biochemistry (BSC HONS) C700
Biochemistry (MCSI HONS) C702
Biochemistry with professional studies (BSC HONS) C704
Biochemistry with professional studies (MSCI HONS) C705
Biological Sciences (BSC HONS) C100
Biological Sciences (FD) C101
Biological Sciences (MSCI HONS) C102
Biological Sciences with Professional Studies (BSC HONS) C104
Biological Sciences with Professional Studies (MSCI HONS) C105
Biomedical Science (BSC HONS) B940
Broadcast Production (BA HONS) P310
Business Information Technology (BSC HONS) GN51
Business Management with placement (BSC HONS)
Chemical Engineering (BENG) H800
Chemical Engineering (MENG) H802
Chemical Engineering with a Year in Industry (BENG) H804
Chemical Engineering with a Year in Industry (MENG) H805
Chemical Sciences (FD)
Chemistry (BSC HONS) F100
Chemistry (MChem)
Chemistry with a year in industry (BSC HONS) F104
Chemistry with a year in industry (MChem)
Chemistry with French (MSCI HONS) FR11
Chemistry with study abroad (MChem)
Civil Engineering (BENG) H200
Civil Engineering (MENG) H202
Civil Engineering with a year in industry (BENG) H204
Civil Engineering with a year in industry (MENG) H205
Common & Civil Law with Hispanic Studies (LLB HONS) M2R4
Computer Engineering (BENG) GH6P
Computer Engineering (MENG) GH68
Computer Engineering (MENG) GH6Q
Computer Engineering with a year in Industry (BENG) GH67
Computer Science (MENG) G402
Computer Science with a year in industry (BSC HONS) G400
Computer Science with a year in industry (MENG) G405
Computing and Information Technology with a Year in Industry (BSC HONS) GG45
Criminology (BA HONS) M900
Criminology and Social Policy (BA HONS) ML94
Criminology and Sociology (BA HONS) ML93
Data Science with Year of Professional Experience (BSc)
Dental Surgery (BDS HONS) A200
Drama (BA HONS) W400
Drama and English (BA HONS) WQ43
Economics (BSC HONS) L100
Economics and Accounting (BSC HONS) LN14
Economics with Finance (BSC HONS) L1N3
Economics with French (BSC HONS) L1R1
Economics with Spanish (BSC HONS) L1R4
Electrical and Electronic Engineering (BENG) H600
Electrical and Electronic Engineering (MENG) H602
Electrical and Electronic Engineering with a Year in Industry (BENG) H604
Electrical and Electronic Engineering with a Year in Industry (MENG) H605
English (BA HONS) Q300
English and Film Studies (BA HONS) QW36
English and French (BA HONS) QR31
English and History (BA HONS) QV31
English and Irish (BA HONS) QQ53
English and Linguistics (BA HONS) QQ31
English and Philosophy (BA HONS) QV35
English and Politics (BA HONS) QL32
English and Sociology (BA HONS) QL33
English and Spanish (BA HONS) QR34
English with Creative Writing (BA HONS) Q3W8
Environmental and Civil Engineering (MENG) H252
Environmental and Civil Engineering with a Year in Industry (MENG) H255
Environmental Management (BSC HONS) F850
Environmental Management with Professional Studies (BSC HONS) F854
European Planning (MPLAN) K490
Film and Theatre Making (BA HONS) WW65
Film Studies and Production (BA HONS) W600
Finance (BSC HONS) N300
Food Science and Nutrition (BSC HONS) DB6K
Food Science and Nutrition (MSCI HONS) DB64
Food Science and Nutrition with Professional Studies (BSC HONS) BDK6
Food Science and Nutrition with Professional Studies (MSCI HONS) BD46
French (BA HONS) R120
French and History (BA HONS) RV11
French and International Relations (BA HONS) RLC2
French and Irish (BA HONS) QR51
French and Politics (BA HONS) RL12
French and Portuguese (BA HONS) RR15
French and Spanish (BA HONS) RR14
Geography (BSC HONS) F800
Geography with a Language (BSC HONS) F8RX
History (BA HONS) V140
History and International Relations (BA HONS) LV21
History and Irish (BA HONS) QV51
History and Philosophy (BA HONS) VV1M
History and Politics (BA HONS) VL12
History and Sociology (BA HONS) VL13
History and Spanish (BA HONS) RV41
Human Biology (BSC HONS) B100
International Business with French (BSC HONS) N1R1
International Business with German (BSC HONS) N2R2
International Business with Mandarin (BSC HONS) N1R9
International Business with Portuguese (BSC HONS) N2R5
International Business with Spanish (BSC HONS) N1R4
International Relations and Conflict Studies (BA HONS) L253
International Relations and Irish (BA HONS) LQF5
International Relations and Politics (BA HONS) L290
International Relations and Spanish (BA HONS) LRF4
Irish (BA HONS) Q504
Irish and Politics (BA HONS) QL52
Irish and Spanish (BA HONS) QR54
Law (LLB HONS) M100
Law Senior Status (LLB HONS)
Law with French (M2R1)
Law with Politics (LLB HONS) M1L2
Law with Spanish (M2R4)
Liberal Arts (MLIBARTS)
Marine Biology (BSC HONS) C160
Marine Biology (MSCI HONS) C162
Marine Biology with professional studies (BSC HONS) C164
Marine Biology with professional studies (MSCI HONS) C165
Master of Liberal Arts (MLibArts) Y300
Mathematics (BSC HONS) G100
Mathematics (MSCI HONS) G103
Mathematics and Computer Science (BSC HONS) GG41
Mathematics and Computer Science (MSCI HONS) GGK1
Mathematics and Statistics & Operational Research (BSC HONS) GG13
Mathematics and Statistics & Operational Research (MSCI HONS) GGC3
Mathematics with Finance (BSC HONS) G1N3
Mathematics with French (BSC HONS)
Mathematics with Spanish (BSC HONS)
Mechanical Engineering (BENG HONS) H300
Mechanical Engineering (FD) H302
Mechanical Engineering (MENG HONS) H303
Mechanical Engineering with a Year in Industry (BENG HONS) H304
Mechanical Engineering with a Year in Industry (MENG HONS) H305
Medicinal Chemistry (BSC HONS) F150
Medicinal Chemistry (MChem)
Medicinal Chemistry with a year in industry (BSC HONS) F154
Medicinal Chemistry with a year industry (MChem)
Medicine (MB) A100
Microbiology (BSC HONS) C500
Microbiology (MSCI HONS) C502
Microbiology with professional studies (BSC HONS) C504
Microbiology with Professional Studies (MSCI HONS) C505
Midwifery (BSC HONS)
Midwifery Sciences (BSC HONS) B720
Midwifery Studies (BSC HONS) B720
Music (BMUS HONS) W302
Music and Audio Production (BA HONS) W374
Music and Sound Design (BA HONS) W371
Music Performance (BA HONS) W310
Pharmaceutical Biotechnology (BSC HONS) B212
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Pharmaceutical Sciences (BSC HONS) B210
Pharmaceutical Sciences (Sandwich) (BSC HONS) B211
Pharmacy (MPHARM) B230
Philosophy (BA HONS) V500
Philosophy and Politics (BA HONS) VLM2
Physics (BSC HONS) F300
Physics (MSCI HONS) F303
Physics with Astrophysics (BSC HONS) F3F5
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Physics with Medical Applications (BSC HONS) F3B9
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Physics with Spanish (BSC HONS)
Physics with Spanish (MSCI HONS)
Planning, Environment and Development (BSC HONS) K430
Politics (BA HONS) L200
Politics and Spanish (BA HONS) LR24
Politics, Philosophy and Economics (BA HONS) LV00
Product Design Engineering (BENG) H151
Product Design Engineering (MENG) H152
Product Design Engineering with a Year in Industry (BENG) H150
Product Design Engineering with a Year in Industry (MENG) H155
Professional Adult Nursing (BSCNS)
Professional Nursing - Adult Nursing FEB
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Professional Nursing Children and Young People's Nursing (BSCNS) FEB
Psychology (BSC HONS) C800
Social Policy and Sociology (BA HONS) LL43
Social Work (BSW HONS) L500
Social Work (Relevant Graduate Entry) (BSW HONS) L501
Sociology (BA HONS) L300
Software Engineering (MENG) G602
Software Engineering with a Year in Industry (BENG) G604
Software Engineering with a Year in Industry (MENG) G605
Software Engineering with Digital Technology Partnership (BENG) G606
Spanish (BA HONS) R410
Spanish and Portuguese Studies (BA HONS) RR45
Structural Engineering with Architecture (MENG) H2K1
Structural Engineering with Architecture with a year in industry (MENG) H2KC
Theoretical Physics (BSC HONS) F340
Theoretical Physics (MSCI HONS) F344
Zoology (BSC HONS) C300
Zoology (MSCI HONS) C302
Zoology with professional studies (BSC HONS) C301
Zoology with professional studies (MSCI HONS) C305
BSc|Undergraduate
3 years (Full Time)
UCAS code
Apply via UCAS
This degree allows students to develop their understanding of Economic techniques whilst also learning about the principles of Business Management. Students in Business Economics should have an interest in using economic theory and thinking in applied business settings. This degree has less of an emphasis on using mathematics compared to a traditional economics degree and the programme fosters numerical skills through the use of up-to-date business applications.
Business Economics Degree highlights
Economics at Queen's is ranked in the Top 20 in the UK (Times and Sunday Times Good University Guide 2022)
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.
Top performing students are regularly awarded prizes, scholarships and internships from leading companies, such as the McKane Medal which is awarded to the best final honours student in Economics.
Business Economics 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.
Internationally Renowned Experts
Many of our staff are leading international experts in their fields of research.
Queen's is one of the 24 world-class universities that make up the Russell Group in the United Kingdom, and is the only Russell Group University in Northern Ireland.
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.
Students will also have access to specialist mathematical and statistical software, giving them the skills, experience and knowledge necessary to prepare them for careers in economics and business analytics.
"Business Economics allows you to gather a vast array of skills through the various different methods of assessments offered – assignments, group projects, presentations and research projects. As the course allows you to choose three out of six modules in second year, you are able to focus more on the topics you're interested in and tailor the degree to suit your preference. During the first semester of my second year, I was able to secure a placement with the successful drinks company Diageo."
Rhianna Donaldson, BSc Business Economics
The Economy (full year module)
Financial Institutions and Markets
Data Analysis and Optimisation
Students will be able to choose two additional modules from a range which may include:
The Digital Business
Students will study:
Economics of Corporate Strategy
Quantitative Business Economics
Students will be able to choose four additional modules from a range which may include:
Business Start Up
People teaching you
Dr Chirantan Ganguly
Programme Director, BSc Business Economics
Queen's Management School
Chirantan Ganguly's research interests are primarily in the areas of strategic communication, mediated mechanisms, formal and informal contracting.
Contact Teaching Times
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.
Medium Group Teaching
6 (hours maximum)
hours of practical classes, workshops or seminars each week
Large Group Teaching
hours of lectures
Small Group Teaching/Personal Tutorial
hours of tutorials (or later, project supervision) each week
On the BSc Business 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.
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.
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 QMS Business 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 QMS, 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
QMS has an active and co-ordinated student support system to assist students in making the transition from school to university.
The BSc Business 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, between the second and final year of the degree programme.
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 organisation and its business issue, academic essays exploring a specific economic issue such as the impact of inflation on a specific region, or the importance of environmental economics etc. and small group project and presentations whereby groups of three/four students work on a particular business economics related task.
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.
Students have access to Bloomberg software, a market leader in financial news, data and analytics, which is used by many financial institutions. The FinTrU Trading Room allows for an interactive and exciting learning environment which brings textbook theory to life.
https://www.qub.ac.uk/schools/QueensManagementSchool/About/FinTrUTradingRoom/
The information below is intended as an example only, featuring module details for the current year of study (2022/23). 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.
The Economy (40 credits)
The Economy is the title of our new 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.
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.
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.
Stage/Level
Core/Optional
Quantitative Methods (20 credits)
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.
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.
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.
Organisational Behaviour (20 credits)
Organisations of one form or another play an important part of society and serve many important needs. They vary greatly in size, complexity and the activities they undertake. To achieve organisational goals people working in organisations have to be managed. The module explores three key areas. Firstly, the factors that influence individuals such as personality, attitudes, perception, motivation, learning, communication and job satisfaction. Secondly, the factors that influence the nature of groups and teams and the importance of leadership. Thirdly, the module explores the nature of organisations by analysing issues such as goals, structure, design, control, culture and development.
Upon successful completion of the module students should be able to:
1 Understand a range of factors that influence the behaviour of individuals in organisations such as personality, perception, communication, motivation and learning.
2 Understand a range of factors that influence the behaviour and development of groups and teams in organisations and be aware of the nature of leadership.
3 Understand the nature and complexity of organisations by exploring issues such as goals, strategy, structure, design, control and development.
4 Possess an awareness of the changes that continually impact on individuals and groups and influence the nature of organisations.
5 Apply the learning acquired to other elements of the degree programme.
• Critically evaluate information and its veracity in relation to organisational behaviour
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
MGT1009
Financial Institutions and Markets (20 credits)
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.
Understand the economic functions and workings of financial institutions and markets. Understand the financial intermediation process.
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.
FIN1001
Accounting (20 credits)
Use of accounting information in business: the balance sheet, income statement and cash flow statement, and introduction to ratio analysis; introduction to: costing, accounting for overheads, budgeting, variance analysis and contribution analysis.
Students should be able to:
appreciate the purposes for which accounting information is used in business;
understand how that information is gathered, processed, and presented;
use quantitative and qualitative techniques to aid problem solving;
demonstrate development of technical skills in preparing and interpreting basic accounting information
Students should be able to develop their:
IT and electronic-based learning skills;
independent learning skills;
time-management skills
Data Analysis and Optimisation (20 credits)
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.
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.
Exercise solving, computing skills, the adoption of a quantitative approach to practical problems encountered in business.
International Business (20 credits)
The module provides a wide perspective on decision-making in international business, taking into account the cultural, economic, legal and political factors that make international business different from purely domestic activities.
On successfully completing this module, the students are expected to be able to:
1. demonstrate a critical understanding of how international business is affected by key factors such as culture, politics, economics, environment and ethical considerations;
2. integrate information on these key factors in preparation for decision-making in international business;
3. apply the understanding of these key factors to a range of specific decision-making situations in international business
On completing the module, students should have improved their skills in three areas:
1. Improved personal transferable skills:
By promoting class discussions the module's tutorials advance the social and collaborative competencies; verbal communication and presentation skills. Individual study requirements and the assignment develop the analytical reasoning, information search and management, and written communication skills of the student.
2. New subject specific skills: Ability to apply relevant theories and concepts to the analysis and interpretation of case study examples and real world managerial dilemmas in international business.
3. General conceptual skills:
By exploring the dilemmas linked to managing in a global business environment the module enhances student problem-solving and analytical competencies. The general philosophy of the module is to encourage critical thinking and higher learning.
Managerial Economics (20 credits)
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.
• 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 gained include: logical reasoning and problem solving, working effectively in groups, and written and verbal communication skills.
Macroeconomic Policy and Performance (20 credits)
Macroeconomic Policy and Performance
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.
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.
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.
Students will develop their oral and written communication skills as well as their awareness of how economic policy can impact on business.
Leading for Change (20 credits)
The module uses contemporary theories and models of leadership in organization to study how leaders influence organizational effectiveness. Students will lean to apply the theoretical perspectives or models to study how leaders develop future vision, and how they motivate, manage and change people and organization to achieve the vision. The module will provide a wide knowledge on a number of major perspectives on organizational leadership. These perspectives include leadership behaviours, leading and managing organizational change, contingency theories of effective leadership, leading teams, ethical practices, transformational leadership, leading cross cultural activities, strategic leadership and leadership development.
Successful completion of the module will enable students to:
1) analyse and apply the theories and models that underpin organizational leadership
2) demonstrate a critical understanding of how managers establish relationship with peers, and manage and motivate the performance of their subordinates
3) Understand the role of leaders in shaping and changing organizational structure and culture.
4) Explore how leaders develop an organization's future vision and achieve it by aligning the organization and motivating people.
5) Apply different leadership and decision making strategies to achieve superior organizational performance.
The module aims to provide a theoretical and practical understanding of the core characteristics associated with leadership, and its effect on contemporary business situations. It will also provide an opportunity for students to develop leadership and management skills.
The Digital Business (20 credits)
Technology continues to transform the way business is conducted. New and emerging technologies such as cloud computing, social media, the internet of things or big data present as many challenges as opportunities for organisations and their stakeholders. This module explores these challenges and opportunities and examines the use of digital business models in enhancing organisational competitiveness.
Understand the role and strategic nature of digital technology in organisations
Understand and analyse digital-age business models
Evaluate the role and impact of the digital business both nationally and internationally
Critique the security and risk management issues facing organisations when adopting and implementing digital technology
Critically analyse a range of case studies both theoretically and practically on the impact of technology in business.
This module introduces students to the role and impact of technology in business both strategically and operationally.
Human Resource Management (20 credits)
This module explores a number of themes which include: managing human resources; trends in human resource management; providing equal employment opportunity and a safe workplace; recruiting human resources; selecting employees and placing them in appropriate jobs; training employees; managing employee performance and pay; providing employee benefits; collective bargaining and labour relations; managing human resources globally.
At the end of the module, students should be able to analyse and evaluate the role, responsibilities and functions of human resource management in today's organisations and the challenges human resource managers face. Students should also be able to understand and appreciate the ethical issues in human resource management and to critique not only how human resource management contributes to an organisation's performance, but also the types of skills needed for effective human resource management.
The module aims to develop the intellectual and practical skills of the student in acquiring, analysing, interpreting and understanding current human resource management issues by introducing them to the theoretical concepts and principles underpinning the effective management of human resources in a variety of organisational contexts. Students will be encouraged to work independently and in groups to improve their own learning and to provide solutions to human resource problems.
Operations Management (20 credits)
This course develops the major themes of Operations Management within both manufacturing and service organisations. The primary objective is to familiarise students with the basic concepts, techniques, methods and applications of operations management. Topics include operations strategy, facility layout, process choice, capacity management, quality management and supply chain management. Contemporary manufacturing philosophies such as World Class Manufacturing (WCM), Lean Production and Mass Customisation will also be covered.
This module is designed to give the learner practical and theoretical knowledge of the intricacies of operations management and its link with the organisation's overall competitiveness. As such the course provides a broad overview to the whole subject area and explores the relationship between operations and other organisational activities including marketing, human resource management and finance.
Plan, conduct and report a piece of original research; synthesise, analyse and evaluate information from a variety of different sources; enhanced communication skills - both written and oral; team work; competent use of information technology (word-processing, PowerPoint, internet searches).
Financial Decision Making (20 credits)
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.
To promote an appreciation of how long term financial decisions are taken through an understanding of the concepts and principles involved.
To formulate procedures for problem solving within a financial environment. To understand the issues surrounding a company's investment and financing decisions.
Quantitative Business Economics (20 credits)
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.
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
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.
Economics of Corporate Strategy (20 credits)
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.
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.
Familiarity with theoretical and applied topics in modern business economics, oral and written communication skills, interpreting data, weighing evidence and drawing policy conclusions
International Economics (20 credits)
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?
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.
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
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.
Environmental Economics (20 credits)
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.
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.
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.
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.
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.
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.
Labour Economics (20 credits)
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.
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:
• 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
An understanding of the employment relationship and labour market economics.
Contemporary and Emerging Issues in Business and Management (20 credits)
Contemporary and Emerging Issues in Business and Management
In today's rapidly changing and uncertain business environment, business leaders and managers need to be aware of emerging trends and issues and how these might impact the organisation both strategically and operationally.
This module allows students to explore a range of contemporary and emerging issues under the broad umbrella of grand challenges and wicked problems. Thus, macro level and emerging global 'issues' such as those relating to, for example, to the United Nations' Sustainable Development Goals (SDGs), modern day slavery, and (de)industrialisation may be discussed.
Changing trends in consumer behaviour, the role and impact of working with diverse stakeholders will also be addressed.
Given the uncertainty and operating in VUCA environments, topics such as organisational resilience and diversity will also be explored.
Attention will be also be given to local and national issues and their impact (both positive and negative) on the internal business environment.
Critically evaluate the role and meaning of grand challenges and wicked problems as applied to business and management
Critically evaluate a range of contemporary and emerging issues in business and management nationally and internationally
Analyse the potential (and actual) impact of these issues in a range of business environments
Demonstrate knowledge and understanding of a range of relevant management theory and its application to contemporary and emerging issues in business and management.
• Critically evaluate information and its veracity in relation to the role and impact of emerging 'issues' in business and management
Business Start Up (40 credits)
This module aims to provide students with the opportunity to discover first-hand what makes a business succeed or fail by creating a live, fully functioning business, in a team. You will find out what it takes to set up your own business and gain first-hand experience of managing
"employees", marketing, salesmanship, e-commerce, accounting, and other important skills
At the end of this module students should be able to:
1. Examine the fundamental aspects of business start-up in various contexts (business, social enterprise, sports club)
2. Demonstrate an understanding of the key elements of the business planning process
3. Construct and effectively communicate the business idea and business model
Economic History (20 credits)
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 to solve economics and social problems in their historical context. 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 makes use economic history is also covered. 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: Demographic Transition; Industrial Revolution; Financialization; Divergence and Convergence; Culture, Religion and Human Capital; Anthropometrics and Health; Famine and Migration; Capitalist versus Command Economies, Great Depression, Modern Consumerism.
1. To acquaint students at an advanced undergraduate level with the field of economic history and historical economics, including its major sub-fields business history and financial history.
2. To get students to appreciate the usefulness of historical enquiry within economics and the broader social sciences.
3. To provide students with an awareness of the long-run economic history of the world economy across the last 500 years.
4. To further develop students' understanding of important themes within economics, such as demographic transition, industrialisation, competing economic systems, and economic crises.
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.
Awareness of how economics can be applied to have a better understanding of the wealth and poverty of nations, oral and written communication skills, analytical skills, evaluating evidence, making judgments, essay writing skills.
Supply Chain Management (20 credits)
Themes include: Introduction to Supply Chain Networks; Lean and Agile Supply Chain approaches; Demand Management; Supply Management; Inventory Management; Supplier Selection and Assessment; Supplier Relationship Management; Supplier Development and Involvement; Supply Chain Risk Management; Sustainable Supply Chain Management.
On completion of the module students will:
- Understand the nature, scope and role of supply chain management in (and between) organisations.
- Be able to identify and discuss the key issues that face supply chain managers as they make decisions.
- Be able to understand and discuss the key concepts and theories involved in supply chain management.
- Understand the importance of co-operative practices in supply chain activities and ways in which such practices may be achieved.
- Have identified, reviewed and evaluated a specific topic on a contemporary supply chain management related issue.
The module is also designed so that students may enhance/develop the following skills and/or competencies (mainly through tutorial activities):
- Team-working: ability to work in groups to discuss key concepts, provide solutions and develop key business-related interpersonal skills.
- Analytical: ability to synthesise material and provide critical commentary.
- Research skills: ability to formulate research questions, implement strategies for data gathering and present key findings.
- Presentation and communication skills: written, oral as well as developing confidence in public speaking and addressing peers.
Business Ethics (20 credits)
This module on Business Ethics discusses and evaluates the ethical responsibilities of managers and organisations. It will explore themes/issues from multi-disciplinary and managerial perspectives and analyse tensions, conflicts, contradictions and dilemmas via case studies and class discussion. Topics that may be developed include: the role of ethical theories, the internal ethical environment (why and how do ethical dilemmas arise and how can they be resolved?); ethical issues with regard to employees (including whistleblowing, Codes of Ethics, corporate governance), ethics and consumers, ethics and social responsibility.
By the end of the module, students should be able to: Evaluate the ethical responsibilities of organisations. Critique the core concepts of ethical thinking and ethical management practice. Evaluate the role of ethics in business, in local, national and international contexts. Analyse different ethical perspectives and theories that are used to guide decision making. Evaluate the rights, duties and responsibilities of, and relationships between, organisations and their internal (employee) and external stakeholders (customers, local and wider communities). Assess the relationship between business ethics and corporate social responsibility.
Synthesise, analyse, interpret and evaluate information from a variety of different sources. Apply critical thinking skills to a variety of different situations (through case study material, analysis of relevant policies and approaches, problem solving tasks). Plan, conduct and report a piece of original research (for continuous assessment). Communicate effectively (through essay writing, report writing and presentations). Work effectively as an individual and as part of a team (tutorial work, continuous assessment). Competent use of information technology.
Public Sector Management (20 credits)
Public Sector Management
There can be little doubt that many changes have taken place in the way the public sector of the late 1990s and early 2000s has been managed. It is dominated by many underlying themes such as value-for-money, accountability, doing-more-with-less, customer focus and electronic government. This module attempts to unravel these key themes and discuss their importance to public sector management.
To develop the intellectual and practical skills of the learner in the acquisition, analysis and interpretation and understanding of current issues relevant to managing in the public sector.
Intellectual (thinking skills) : - planning, conducting and writing reports; synthesising, analysing and interpreting information. Transferable skills: - individual and group work; oral and written communication; competent use of Information Technology; personal and interpersonal skills.
Public Economics (20 credits)
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.
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.
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.
Innovation Management (20 credits)
Successful innovation at the firm level is increasingly regarded as key to both productivity growth and enhanced competitiveness while also acting as a driver of economic growth. Innovation is considered crucial for firms' survival while research has further demonstrated that innovating firms grow faster, have higher productivity and are more profitable than non-innovators. Innovation is, however, an uncertain process and the strategies and processes associated with innovation require a specific set of resources, skills and competencies. Generally, most firms do not have well developed or professionally managed innovation strategies and as a result, they fail to innovate and create new value. This module demonstrates the strategic imperative for innovation and analyses the innovation management function.
This module provides an integrative view of the management of innovation, comprising industrial, organisational and managerial perspectives. In doing so, it aims to critically evaluate the main concepts, measures and indicators of innovation activity and to assess the importance of innovation to both individual businesses and the wider economy.
• Explain and critically reflect on innovation and why it is crucial to competitive advantage and organisational success.
• Conceptualise and critically explore the context and process of innovation management.
• Analyse innovation management in a variety of organisations using examples from the world's most innovative firms.
• Critically evaluate innovation management and provide recommendations for change demonstrating appropriate judgement
In addition to the above this module provides opportunities for the student to develop the following cognitive and transferrable skills:
• Ability to synthesise, analyse, interpret and evaluate information from a variety of different sources (academic literature, lecture material, quantitative and qualitative business and market information, government publications, web-sites, bibliographic searches).
• Ability to apply critical thinking skills to a variety of different situations (through case study material, problem solving tasks).
• Ability to apply conceptual and empirical tools to business scenarios and use appropriate techniques to present and analyse company data.
• Effective communication (through essay writing, podcast creation and group discussion).
ABB + GCSE Mathematics grade B/6
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 O3 in Mathematics
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.
A minimum of a 2:1 Honours Degree + GCSE Mathematics grade B/6.
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by Queen's University Management 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 Business Economics 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. 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 six 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 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 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 University Management 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.
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.
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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.
The INTO progression course suited to this programme is
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-foundation-in-business-humanities-and-social-sciences.
International Year One
http://www.intostudy.com/en-gb/universities/queens-university-belfast/courses/international-year-one-in-management-and-finance.
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
This degree prepares students for a variety of careers in the public and private sectors. Graduates have been employed as professional economists or as managers or administrators. Depending on the choice of modules, this degree also prepares students for postgraduate studies in Economics and related disciplines.
http://www.prospects.ac.uk
Employment after the Course
Typical career destinations of graduates include:
Professional Economists
Managers and Administrators in areas such as market research, advertising, sales and personel
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.
"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
Those pursuing a career in Business Economics should be effective communicators and work well with people,
as they will have to analyse and interpret a range of information to meet the needs of different users, including managers and investors. Business 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 solve, understand and interpret economic, financial and business-specific information and work productively as part of a team.
Students graduating with a degree in Business Economics from Queen's are well placed to secure a range of
employment opportunities in economics and management 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, careers in banking, as well as more generalist positions in business and management.
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.
Additional Awards Gained(QSIS ELEMENT IS EMPTY)
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
Degree plus 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. It's what makes studying at Queen's University Belfast special.
Northern Ireland (NI) 1 £4,710
Republic of Ireland (ROI) 2 £4,710
England, Scotland or Wales (GB) 1 £9,250
EU Other 3 £18,800
International £18,800
1 EU 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.
All tuition fees quoted relate to a single year of study and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
NI, GB and ROI fees for 2022 entry will be published soon. International fees for 2022 entry can be viewed here: www.qub.ac.uk/International/International-students/International-tuition-fees
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
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. A programme may have up to 6 modules per year, each with a recommended text.
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 final year 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.
Business Economics costs
Students who undertake optional study tours are expected to make a contribution, of approximately £150.
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.
Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/.
Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.
Information on scholarships for international students, is available at www.qub.ac.uk/Study/international-students/international-scholarships/.
How and when to Apply
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.
UCAS will start processing applications for entry in autumn 2023 from 1 September 2022.
Advisory closing date: 25 January 2023 (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 2023) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2023. If you apply for 2023 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.
Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions.
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 2023.
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.
Download Undergraduate Prospectus
Course Vacancy Status
Below is the current vacancy status for this course. For further information please contact us.
Places available?
NI and RoI Students
GB Students
International and EU (not RoI) Students
Undergraduate Virtual Events
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Your future career
Queen's is ranked in the top 170 in the world for graduate prospects
(QS Graduate Employability Rankings 2022)
The most affordable, purpose-built student accommodation in Belfast.
We're here to help with any questions or queries you may have about this course

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