This is a top-up version of our Banking and Finance BSc (Hons) degree. A top-up degree is the final year (Level 6) of an undergraduate degree course and is for those who have a foundation degree, Higher National Diploma or equivalent qualification, or those wishing to study the final year of their degree in London.
On this course you'll examine the development, significance and challenges of banking and finance in the modern world. The skills you'll gain during this degree will propel you towards a career in global banking.
In the 2020 National Student Survey, 92% of our Banking and Finance students said their course gave them opportunities to collaborate with other students in a way that worked well for them.
This top-up degree will provide you with the insights, knowledge and skills essential to enter a career in the banking and finance industry.
The course will provide you with an understanding of the core areas of banking and finance and support you to develop cognitive, problem solving and critical thinking skills. You’ll be introduced to a broad range of subjects including development economics, international finance, economics of human resources, international corporate social responsibility and financial engineering. The wide range of topics will allow you to effectively continue your banking and finance education and give you an in-depth understanding of the way organisations in the industry work.
The course is designed to meet the needs of the financial community and the City of London, exposing you to new ideas and opportunities. You’ll hear from industry experts who will give presentations on topics including financial modelling, investment management and corporate finance.
During the course you’ll have access to the University’s Bloomberg Lab, a world-leading financial platform that brings real-world economic news, data and analytics to the classroom. There you will be able to get hands-on experience using specialist financial software such as Bloomberg, Eviews and Stata.
A range of assessment methods are used across each module of this course, reflecting the range of learning outcomes and the diversity of learning styles amongst students.
You'll be assessed through individual and group presentations, coursework problem sets and mini-projects, in-class tests and seen and unseen exams.
We are planning to return to our usual ways of teaching this autumn including on-campus activities for your course. However, it's still unclear what the government requirements on social distancing and other restrictions might be, so please keep an eye on our Covid-19 pages for further updates as we get closer to the start of the autumn term.
In addition to the University's standard entry requirements, you should have one of the following:
Any university-level qualifications or relevant experience you gain prior to starting university could count towards your course at London Met. Find out more about applying for Accreditation of Prior Learning (APL).
To study a degree at London Met, you must be able to demonstrate proficiency in the English language. If you require a Student visa you may need to provide the results of a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
If you need (or wish) to improve your English before starting your degree, the University offers a Pre-sessional Academic English course to help you build your confidence and reach the level of English you require.
The modules listed below are for the academic year 2021/22 and represent the course modules at this time. Modules and module details (including, but not limited to, location and time) are subject to change over time.
Year 3 modules include:
This module facilitates empirical research, critical thinking and analytical insights. Students will acquire an in-depth understanding of the methods, approaches and tools of academic research and the ability to appropriately seek out data required for research into a selected topic. Students develop analytical, critical thinking and research skills in independently undertaking and reporting on an empirical research project, and develop time management and independent learning skills.
The module develops a critical understanding of the international financial environment, markets and institutions within which businesses operate to enable students to draw on such knowledge for decision making in global firms. It develops the conceptual understanding of financial management and approaches to decision making in a global context.
Students will explore themes including international financial monetary system, exchange rate system, the foreign exchange markets, capital investment, capital structure for global firms, sources of financing global firms, international money markets, international capital markets integration, risk management, international financial crises, international working capital management.
The module equips students with a thorough understanding of the financial policies, instruments and strategies that may be devised to assist global firms to achieve their objectives.
The module develops skills of research for students including, data collection and transformation, data analysis, written communication. EViews and MS Excel spreadsheet will be used to assist students in the analysis of financial data, contributing to the employability and internationalisation.
Students will be treated equally with a blended teaching and learning approach, which encourages students to participate classroom activities and self-reflection on learning and critical self-awareness.
The University has a policy that all undergraduates must, at either Level 5 or 6, take a Work Related Learning (WRL) module i.e. a module which requires them to directly experience and operate in the real world of work and to reflect on that episode in order to identify skill and knowledge areas that they need to develop for their career. This module (and “partner” modules, namely, Creating a Winning Business 1 (Level 5) and Creating a Successful Social Enterprise 1 and 2), are module options available to ALL University students to fulfil the University’s WRL requirement.
This module challenges students to be creative in identifying a new business opportunity and in examining the viability of all aspects of the idea in the real world context e.g. testing potential customers’ views. As a result of the feedback received and enquiries carried out, the idea will change and develop over the duration of the module. Throughout the module, students are required to not only apply the business development theory taught but also to continuously reflect on how they have applied the theory and the skills and knowledge gained from their work. This reflective dimension promotes the development of practical attributes for employment and career progression.
The QAA Benchmark on Business and Management (2015) emphasises the attribute of “entrepreneurship” and of “the value of real world learning”. In terms of promoting work related skills, the module specifically focuses on practical techniques for generating and developing new business ideas and so develops creative thinking. In addition, it requires students to examine market potential and prepare a “pitch” as if seeking investment. The module requires a high level of self-reliance to pursue their business idea. Students develop an understanding of the role of new ideas in business start-ups, business growth and development.
These skills and techniques are of practical relevance to anyone considering starting a new business, working for a Small or Medium sized Enterprise (SME) or taking on an intrapreneurial role within a larger organisation where the business environment is constantly evolving and producing new challenges and opportunities.
For those students keen to go beyond this module and start their own business, they can apply to the Accelerator for access to “seed” money and advice and support.
This module enables students to undertake a short period of professional activity either part-time/vacation employment; work placement; not-for-profit sector volunteering or a professional project led by an employer.
The work related learning activity must be for a minimum of 105 hours. These hours can be completed in a minimum of 15 working days (based on 7 hours per day) full-time during the summer, or over a semester in a part-time mode. The activity aims to: enable learners to build on previous experience and learning gained within academic studies and elsewhere; provide opportunity for personal skills and employability development and requires application of subject knowledge and relevant literature. Learners will be supported in developing improved understanding of themselves, and the work environment through reflective and reflexive learning in reference to the Quality Assurance Agency Subject Benchmark Statements for the appropriate degree programme.
Students will be contacted prior to the semester to ensure they understand requirements of securing work related activity in advance. Support is provided to find and apply for suitable opportunities through the Placements and Careers teams. The suitability of the opportunities will be assessed by the Module Team. Learners may be able to utilise existing employment, providing they can demonstrate that it is personally developmental and involves a certain level of responsibility. It is a student's responsibility to apply for opportunities and engage with the Placement and Careers team to assist them in finding a suitable role.
The module is open to all Business and Management undergraduate course programmes (for semesters/levels, see the appropriate course specification.
This module enables students to acquire a systematic knowledge and understanding of the main theories, policies, issues and evidence in economic development with particular focus on emerging economies.
It develops students’ ability to apply economic principles and analysis in a variety of contexts in economic development and policy formulation.
It fosters an appreciation of the economic, social and political dimensions of development issues in an interdependent globalised world.
The module examines: different perspectives on economic development; theories of economic growth and development; the role of international institutions, national governments and markets; foreign aid; informal finance; trade and industrial policies; different types of economic systems and comparative economic development in selected countries that may include Brazil, Russia, India, China, Mexico, USA and Japan.
It addresses gender inequality and inequality in terms of income, access to education, health, finance, credit and job opportunities.
Internationalisation is addressed when examining poverty, inequality, foreign aid, trade, demographics, climate change, environment and economic development of selected emerging economies.
Students are encouraged to reflect and draw on their diverse socio-cultural
backgrounds and experiences.
Equality is promoted by treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for people with diverse requirements, entitlements and backgrounds
A range of transferrable and subject specific skills are developed, in particular: self- assessment and reflection; peer assessment; written and oral communication; subject research; problem solving; data and quantitative; analytical and critical thinking.
This module enables students to acquire a systematic knowledge and understanding of economics of human resources, labour markets, current issues, policies and available evidence.
It develops the ability to think independently about labour market issues, drawing on the models and tools developed and apply economic principles and analysis in a variety of contexts in labour markets, business and government.
It examines a wide range of human resource and labour market challenges such as gender differences in labour force supply and participation, the development of human capital, the graduate labour market, differential pay rates including the gender pay gap, different types of discrimination, labour mobility and migration, the role of trade unions and unemployment. It addresses economic issues specific to organisations such as worker recruitment, training, motivation, retention, compensation payment systems and performance bonuses. Furthermore, it instils an appreciation of the economic dimension of wider social, political, national and international human resource issues.
It explores how models and empirical analysis can be applied to evaluate labour market policies, such as the minimum wage, welfare programmes, and immigration restrictions.
Internationalisation of labour markets is addressed by examining and comparing labour markets in UK, US and EU and focussing on certain issues such as differences in labour supply, gender gap, discrimination, migration, trade unions, graduate labour market, pay and reward.
Examination of discrimination, migration, gender and ethnic pay gaps enables students to develop a much deeper understanding of equality issues in labour markets.
In this module, equality is promoted by treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for those students with diverse requirements, entitlements and backgrounds
Students are encouraged to reflect and draw on their diverse socio-cultural
backgrounds and experiences.
A range of transferrable and subject specific skills are developed, in particular: self- assessment and reflection; peer assessment; written and oral communication; subject research; review and evaluation of available literature and evidence; data and quantitative analysis; critical thinking; thinking independently; abstraction and problem solving.
The overall aim of the module is to provide students with the theoretical knowledge of business behaviour and an understanding of a range of business strategies, to analyse multinational business. The module is concerned with the application of economic concepts and theories to an understanding of multinational business and strategic issues and dilemmas facing business managers in an international setting. Using economic theories, the module aims to explain the development of the multinational business and the emergence of the globalisation process. It examines and evaluates some of the strategies used by multinational businesses to enter foreign markets. It provides an overview of the operations of the multinational business in the world economy such as supply chain management, human resource management, foreign exchange management, and managing cultural diversity and ethics.
This module provides opportunities for developing the student’s strategic thinking, and the analysis and assessment of current issues challenging multinational businesses in the global economy.
Internationalisation is addressed in all the topics covered in this module.
Students are encouraged to reflect and draw on their diverse socio-cultural backgrounds and experiences.
Discussion of cultural diversity, human resource management and ethics enables students to develop a deep understanding of equality issues in multinational business and its environment.
Equality is promoted by treating everyone with equal dignity and worth, and raising aspirations and supporting achievement for those students with diverse requirements, entitlements and backgrounds
The module also aims to develop students' employability skills, in particular: subject research; problem solving; written communication, critical thinking, evaluation and applied analysis.
The module provides students with a wide range and in-depth knowledge of the major exchange-traded and over-the-counter traded financial instruments used in the construction of financial products.
The module discusses the characteristics, pricing and valuation of the fundamental instruments, terminologies and contract specifications for the trading in both cash markets and derivative markets. The module analyses how these instruments can be combined to create structured products. The module also covers complex structures, their composition, valuation and risk hedging possibilities.
Students will develop an understanding of the use of these financial instruments as investment vehicles, hedging tools, engineered products, arbitrage mechanisms, and speculative instruments.
Students will also develop data collection and analysis skills utilising Bloomberg and spreadsheets, demonstrate enhanced academic writing, and oral presentation.
The module is a Level 6 15 credit option module running in the Spring semester. The module takes issues surrounding social responsibility from national to international platform. CSR has continued to reorient and repair our world in different dimensions. Corporate and individual citizens are therefore demonstrably expected to be socially responsible and contribute to reducing the adverse impacts of companies on the environment and planet Earth in general.
Module aims to:
1. provide an understanding of general issues surrounding corporate social responsibility from national to international perspectives.
2. provide students with a broad understanding of the roles of company directors, investors, the media and consumers – stakeholders in general to allow socially responsible companies to flourish in modern societies.
3. provide students with a sound understanding of the roles international organisations such as the United Nations, the World Bank, World Trade Organisations etc are playing in propagating and developing corporate social responsibility.
This module has been nationally promoted by the UK financial regulator the Financial Services Authority (FSA), [now Financial Conduct Authority (FCA)], as a ‘unique idea’ in their ‘National Strategy for Financial Capability in Higher Education’ (2009), and disseminated to all universities as an exemplar for raising student interest, expertise and enthusiasm in personal finance. FSA refers to London Metropolitan University as one of only four universities awarded the FSA Curriculum Development Grant for “unique ideas” put forward for the creation of a financial capability module, the unique idea for this University being the innovative Competency Based Action Learning (CoBAL) curriculum which is the outcome of doctoral level research conducted in collaboration with real-world organisations such as the National Institute of Adult Continuing Education (NIACE), the FSA, and the National Research and Development Centre for adult literacy and numeracy (NRDC).
The module underlines the role personal judgement plays in personal finance, and the many perspectives that inform personal judgement, enabling the student to formulate and employ Action Learning strategies for the development of knowledge, skill and attitudinal competencies in personal finance, and for increased ability and confidence in dealing with the complexities of making financial decisions in the five domains of financial capability identified by the FSA.
This is an Extension of Knowledge (EoK) module which any student on any course in the University is able to take as an option module subject to their course incorporating a relevant slot in their course structure. The module’s EOK status recognises the need for students of all subjects to have a good grasp of Personal Finance.
"I wanted to study finance and chose London Met because several friends recommended the course. I was amazed at the range of modules on offer and really like the way the assessments are designed. Every teacher is committed to their students and I owe my success to their dedication. I've developed so many skills here; I'm feeling confident in what I do and in what I am going to do in the future."
Svetoslav Kotev, former student
On graduation, you’ll be equipped to pursue a career in a number of sectors related to banking and investment, such as financial regulation, insurance or accounting. This course is also an excellent preparation for postgraduate study.
Please note, in addition to the tuition fee there may be additional costs for things such as equipment, materials, printing, textbooks, trips or professional body fees.
Additionally, there may be other activities that are not formally part of your course and not required to complete your course, but which you may find helpful (for example, optional field trips). The costs of these are additional to your tuition fee and the fees set out above and will be notified when the activity is being arranged.
Discover Uni is an official source of information about university and college courses across the UK. The widget below draws data from the corresponding course on the Discover Uni website, which is compiled from national surveys and data collected from universities and colleges. If a course is taught both full-time and part-time, information for each mode of study will be displayed here.
If you're a UK applicant wanting to study full-time starting in September, you must apply via UCAS unless otherwise specified. If you're an international applicant wanting to study full-time, you can choose to apply via UCAS or directly to the University.
If you're applying for part-time study, you should apply directly to the University. If you require a Student visa, please be aware that you will not be able to study as a part-time student at undergraduate level.
The University and Colleges Admissions Service (UCAS) accepts applications for full-time courses starting in September from one year before the start of the course. Our UCAS institution code is L68.
If you will be applying direct to the University you are advised to apply as early as possible as we will only be able to consider your application if there are places available on the course.To find out when teaching for this degree will begin, as well as welcome week and any induction activities, view our academic term dates.
Please select when you would like to start:
“The relatively new and unknown coronavirus may present investors with an investment opportunity,” says Dr Nirmala Lee, Associate Professor in Banking and Finance.
Two London Met graduates have been awarded the Student Start-Up of the Year award thanks to their hard work and perseverance as part of the Accelerator’s Launchpad programme.
Eight students from London Metropolitan University have reached the semi-finals of worldwide Universities Business Challenge.
A group of students were invited to deliver their presentations to representatives from the Standard Chartered Bank.
Dr Nirmala Lee is now one of four senior academics at London Met who have this recognition.
National universities co-host finance conference
London Met teams up with national universities to co-host an international conference on banking and finance
Samuel Idowu triumphs
Lecturer's Dictionary of Corporate Social Responsibility: CSR, Sustainability, Ethics and Governance is named Outstanding Business Reference Source.
Students receive award for academic achievement
London Met staff, students and the finance industry came together at Standard Chartered Bank to award students for their outstanding academic achievement.
Students in the city
Students had the unique experience of being invited to Standard Chartered Bank
Students discuss sustainability
Dr René Schmidpeter hosts a lecture to BSc Banking and Finance students.
Personal branding coach visits Guildhall
Visiting professor delivers lecture to our BSc (Hons) Banking and Finance students about:‘How to sell yourself successfully.’
Visiting Professor focuses on Sustainability
Visiting Professor Thomas Walker speaks to our students about: ‘The new Sustainable Development Goals (SDG) of the United Nations and their impacts on the financial services sector.'
Five years and counting
Guildhall School of Business and Law are celebrating five successful years of our Employer Led Problem Based Learning challenge.
Alumnus returns to London Met
Hussam Aleshaiker graduated from London Metropolitan University in 1998. He is now a chief financial officer (CFO) at Asiacell, the largest mobile provider in Iraq.