Our Economics (including foundation year) BA (Hons) degree is a four-year course with a built-in foundation year (Year 0). It’s the ideal course if you’re interested in studying economics at undergraduate level but you are unable to meet the entry requirements or don't have the traditional qualifications required to start a standard degree.
London Met has an excellent reputation for delivering economics degree courses.
We've been ranked second in London for economics in the National Student Survey 2020 and by The Guardian in its 2020 university league tables. We also ranked ninth for student satisfaction on our economics courses by the Complete University Guide 2020.
The foundation year of this degree course will give you a sound base in economics, accounting and business, ensuring you’re well-prepared to explore more specific areas of economics during your subsequent years of study.
The modules on this foundation year are shared between a number of other courses, allowing you to meet students with other academic interests and share ideas.
Following your foundation year, which is also designed to improve your communication and writing skills, you’ll have the opportunity to examine subjects including economic growth and sustainability, financial markets, banking and financial crises, econometrics and more.
In Year 1, 2 and 3 of the course you will study the same core modules – and have access to the same optional modules – as those who study our Economics BSc (Hons) course. There will also be opportunities to study abroad and gain valuable work experience.
Taught by experts in the field of economics, some of whom are advisers to major financial institutions, you’ll be well-equipped for a career in finance on graduation. You will graduate with the same title and award as those who studied the traditional three-year course.
You’ll be assessed through individual and group presentations, coursework, mini-projects, placement employer assessments, in-class tests, seen and unseen exams, industry projects, case studies, executive summary reports and computer-based projects.
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:
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 0 modules include:
This module focuses on the skills needed for success in business. It provides students with opportunities to become aware of the essential communication,
problem-solving, decision-making, commercial awareness, and the various other skills needed for succeeding in business. It is also designed to introduce and reinforce essential transferable skills with a focus on personal development, planning and reflective learning. The module aims to:
• enhance and develop students’ communication and study skills in preparation for an undergraduate degree in Business
• develop self-awareness, and reinforce the concept of reflective practice to allow students to develop into effective reflective practitioners
• introduce students to researching subject material from a wide variety of sources
• create in students a keen awareness of the business environment and to develop creative and dynamic approaches to contemporary business problems
The module aims include helping students to improve their:
• academic reading and Writing
• researching and report writing
• application of knowledge
• communicating and presenting orally and in writing
• problem solving and decision making
• self-assessment and reflection
This module introduces students to how universities work and how they can be successful in their studies. It provides an overview of the opportunities and challenges at university. The module is designed to provide students with the main elements of the learning process. An important distinction is that students enter university to learn, not to be taught, and this module is designed to provide students with guidance in the learning process. It introduces the concept of the learning cycle and learning styles. It provides students with an overview of how memory to store information as well as enabling recall of previously encountered information, so that students can build on it and re-store it as new information.
This module also introduces students to the different courses offered by the university
to prepare them for their decision regarding which course they wish to take following successful completion on this foundational course. In addition, students are introduced to, and will practice, a wide range of skills necessary for successful academic study, such as exam technique, academic literacy, creativity and critical thinking.
The module aims to:
provide students with a sound understanding of what is required to succeed when studying at university level;
provide a framework for the development of a range of academic, research, and attributes that will contribute to life-long learning and employability;
provide students with ‘tasters’ (that is introductions) to all Guildhall School of Business and Law’s programmes of study to enable them to make informed decisions regarding their future study.
This module introduces students to the contexts of business. Business functions including innovation, operations, marketing, human resource management, finance and accounting, all of which interact with one another, can only be fully understood when the environmental, organisational, and strategic contexts within which the business operates are also understood. The focus of this module is the development of students’ understanding of how business organisations work and operate in the wider environment. Students’ have opportunities to examine the various functions of businesses and their relevant environments. They will analyse a variety of business situations and cases. This module introduces students to the concept of globalisation in terms of its impact on socio-cultural, political, economic and technological factors. The main aim of the module is to introduce students to the impact of various contexts on business itself, and to provide them with opportunities to enhance a wide range of academic and business skills such as commercial awareness, and sensitivity in terms of people and cultures.
This module aims to provide students with a thorough overview of the numerical and Excel/spreadsheet skills needed to analyse data in the business context as well as dealing with the numerical aspects of business and management. The module encompasses aspects of mathematics, statistics and information technology relevant to not only the business management course but also to all other UG courses. The module focuses on numbers and data and their computational and analysis techniques that leads to the understanding of Accounting, Finance, Business, Aviation and Economics related information. Students will make use of a range of facilities on Excel to calculate, analyse and present numerical data efficiently.
Year 1 modules include:
The first part of the module aims to introduce students to the basic foundations of law and its relationship with the business professions. The second part of the module would concentrate on the relevance of ethics in the business and accountancy professions. This part would highlight the importance of avoiding fraud and misleading statements by adopting the most recent ethical standards of financial reporting and corporate practices.
The Data Science, Research and Analysis module provides a fundamental grounding of basic knowledge of data science and computer software to facilitate the collection, analysis and presentation of accounting data. The module prepares learners for the accounting & finance and related professions. This will be achieved through learning relevant academic and practical skills which will enable learners to succeed academically and develop key workplace research skills. It also provides skills to analyse data, interpret and communicate qualitative/quantitative results in the form of information. Furthermore, the module deals with the collection, analysis, interpretation and presentation of accounting and financial data through measuring changes and associations of variables.
This module also provides basic skills in gathering and understanding of financial and non-financial data/information to develop complete knowledge of the client business and the environment in which it operates. It develops students’ basic skills and understanding to help them prepare business plans and advise on the actions to implement these plans. The skills developed through the understanding of data science and researching to provide solutions of issues raised in the accounting and finance sectors.
The module focuses on the organisation, structure and functions of financial markets and market participants. It provides the theoretical and practical framework for understanding the operation of financial markets and institutions.
The module hopes to lay the foundation for students to understand the fundamental knowledge and techniques, which underpin management accounting. The module will cover the following salient areas of management accounting:
• Costs and Cost Classification including cost behaviour
• Tools and techniques used in planning, control and decision making
• Short-term decision-making techniques
• Capital Investment Appraisal techniques
The module aims to:
1. Explain the role of management accounting, the classification of costs in relation to output, activity level and decision making.
2. Prepare overhead cost statements in the attempt to work the full cost of products, services and activities.
3. Apply the concept of break-even analysis in short term decision making.
4. Understand short-term decision-making techniques of Make or Buy, Shutdown, Accept/Reject, Pricing etc.
5. Be able to calculate simple variances for cost control.
The module will introduce students to key themes and theories of macroeconomics, providing a secure foundation for students pursuing specialist degrees in Economics, Business Economics, Banking and Finance, Economics and Finance; Economics, Finance and International Business.
Students will be introduced to the main concepts of macroeconomic theory, national income accounting, simple macroeconomic models and policy issues. The module will look at the role of government in managing the national economy and explain the main determinants of economic growth, short-run fluctuations in economic activity and business cycles, inflation, unemployment, balance of payments and exchange rates. Reference will be made to key macro-economic variables and the relationships between these variables. The underlying theme of this module will be the application of macroeconomic principles and policies to contemporary macroeconomic issues, and the exploration of their relevance in the context of business and finance.
The module also aims to develop a number of transferable skills of students, e.g. communication skills, numeracy, research, analytical and problem-solving skills.
The module introduces students to key principles of microeconomics, providing a secure foundation for students pursuing specialist degrees in Economics, Business Economics, Banking and Finance, Economics and Finance; Economics, Finance and International Business.
The module covers the central concepts of microeconomic theory and explores the relevance of these to the operations of businesses including financial services firms. The main themes are the role of markets, individual consumer behaviour, and the operations of individual firms.
The module also aims to develop a number of transferrable skills of students, e.g. communication skills, teamwork, numeracy, analytical, decision-making and problem-solving skills.
Data analysis is a top business priority. It drives the opportunity for performance improvement and, with advances in technology and software, data are generated at an ever increasing rate. As such, it is not surprising business data analysis and software skills are among the top graduate skills sought by employers today. Understanding and Managing Data, responds to these market demands by providing the underpinning skills required to make effective use of quantitative and statistical analyses and develops students’ interpretation and reporting skills.
The module introduces data-based decision making and performance measurement and provides students with the practical experience of using Excel to transform data into meaningful information. It further introduces students to forecasting, target setting and project management. As such, it provides students with an understanding of the fundamentals of statistical methods for business decision making. In doing so, it provides the skills and knowledge required for levels 5 and 6 modules, including the dissertation and consultancy project, that develop and evaluate the quantitative aspects of business management.
Overall, this module develops the analytical and communication skills relevant to understanding business information, with an emphasis on problem-solving techniques in the context of business management, decision making and performance measurement.
The focus of this module is to equip students to understand organisations in contexts past, present and future, and enable them to analyse the macro, micro, internal and external business and economic environments in which they operate. An understanding of the environments will facilitate the interpretation of situations and enable decisions that add value for businesses. The focus of the module is on the external and internal influences on organizations and the effect these have on business practices.
The module is designed to be used by Level 4 undergraduate students on a range of programmes. Examples, illustrations and case studies will be drawn from chosen industry sectors such as advertising, aviation, events, finance, marketing, music, transport, tourism, and applied to reinforce basic concepts. This will enhance the ability of students to understand particular business problems and aspects of the business and economic environment. Topics and case studies will cover business issues that are contemporary and relevant to the real world.
Year 2 modules include:
This module develops the student’s understanding of economic policy formation using the foundations of macroeconomic theory.
The module aims to develop students’ knowledge and understanding of key macroeconomic policy alternatives that have been discussed and applied in the rapidly changing UK economy during the last fifty years.
Starting with a review of the changes in the UK economic structure over the last 50 years, the market context within which government economic policy operates is explained. This covers the role of SME’s and the larger companies, the multinational corporations, in the UK and their part in the overall production and distributive processes. This includes a review of the evolving nature of government supervision and regulation of the ‘competitive framework’ and the pricing processes. The aims and consequences of privatisation and the notions of ‘deregulation’ are evaluated as a major arm of ‘supply side’ economic philosophy.
The module proceeds to develop an understanding of the competing and apparently conflicting policy goals pursued in recent times. These challenges are related to the theoretical explanations offered by different players in the economic scene. The actual patterns of consumption, saving and investment are examined so to explain the management of state debt through budgetary policies, and the alternative approach to economic management through monetary policy. Public spending and taxation policy are reviewed in relation to monetary policy in recent times, with an investigation into increasing pressures to return to expanding fiscal policy as a central tool of economic management from 2000, and especially after the 2008 Financial and 2020 Covid19 ‘shocks’.
The outcomes of policies in terms of the consequences for employment, the structure of the labour market, wage movements and price stability, along with the role of the imbalances in the international payments position and the results for the sterling exchange rate are examined and evaluated.
Students are encouraged to reflect and draw on their own different backgrounds and experiences in different economies (international and regional) during class discussions and to relate these experiences to the economic concepts and principles used in the module.
The core topics of the module provide the student with the basic understanding of the debates over economic policy since the start of the new millennium, and the value of concepts such as ‘equilibrium’, and ‘cyclical expectations’. This is further developed throughout by considering the impact of membership of the European Union and the current process of withdrawal from that Union.
Finally, we consider extensions to the above areas of investigation by covering topics such as the broader and future role of international trade and investment in the development of the UK economy and the importance of the ‘global’ economy as the vital context of operations.
This module enables students to acquire a systematic understanding and knowledge of intermediate-level microeconomics. It provides appropriate tools of analysis to examine contemporary consumer and producer theory, market structures, competitive behaviour and market failure. It allows students to develop an appreciation of issues and problems facing policy makers and a capacity to apply economic reasoning in a critical manner.
Students are encouraged to reflect and draw on their diverse socio-cultural
backgrounds and experiences during class discussions and in module seminar
Equality is promoted by treating everyone with equal dignity and worth, and raising aspirations and supporting achievement for those students with diverse requirements and backgrounds.
The module aims to develop students' employability skills, in particular research; written and oral communication; data and quantitative analysis; analytical; problem solving, and encourages self and peer assessment and reflection.
This module enables students to acquire a systematic knowledge and understanding of economic theories, applications, current issues, policies and empirical evidence in relation to the labour market.
It develops the ability to think independently about labour market issues and apply economic principles and analysis in a variety of contexts in the labour market.
It explores how models and empirical analysis can be applied to evaluate labour market policies, such as the minimum wage, welfare and tax programmes and immigration restrictions.
It examines a wide range of labour market challenges such as gender differences in labour force supply and participation; gender and race pay gaps; discrimination; migration and the development of human capital. This enables students to develop a deeper understanding of equality issues in labour markets.
It instils an appreciation of the economic dimension of wider social, political, national and international human resources issues.
Equality is promoted by treating everyone with equal dignity and worth, while also raising aspirations and supporting achievement for students with diverse requirements, entitlements and backgrounds
Students are encouraged to reflect and draw on their diverse socio-cultural
backgrounds and educational and work experiences.
A range of transferable and subject specific skills are developed, in particular: self- assessment and reflection; written and oral communication; subject research; review and evaluation of literature and evidence; data and quantitative analysis; critical thinking; thinking independently and problem solving.
This module provides a foundation in statistical methods and analysis and focuses on econometrics. It examines the theory and application of the Classical Linear Regression Model (CLRM), providing a firm grounding in the theory of Ordinary Least Squares (OLS) and an appreciation of its limitations. It provides a theoretical understanding of the causes, consequences and detection of, and remedies for, the violation of the assumptions of the classical linear regression model. It develops knowledge and skills to use standard statistical/econometric software packages (e.g. EViews) and apply techniques to economics, finance and banking problems and models.
The module provides students with the knowledge and skills to evaluate empirical work within economics, finance and banking.
A range of transferable and subject specific skills are developed, in particular: self- assessment and reflection; peer assessment; written; IT; subject research; problem solving; data and quantitative analysis; analytical and critical thinking.
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 background.
The module is designed to introduce students to the basic theory of finance and to apply the theory to the selection and management of financial and investments portfolio. The module will help students to understand theories of finance to develop the skills of valuing investments and critically evaluate the frameworks for pricing securities, risks and reward relationship.
Furthermore, you will be introduced to various aspects of finance such as financial markets, instruments, concepts, and the institutional arrangements relating to the issuances and trading of various capital market securities.
This core module aims to enable students to:
1) understand the basic theory of finance and develop the skills of valuing investment
2) critically evaluate the conceptual frameworks for pricing securities;
3) undertake a written critical review of contemporary theories in finance.
4) calculate risk and return and establish the relationship between risk and return.
5) recognise the investment environment and for making investment decisions.
The module also aims to help students in the development of the following skills:
. academic writing;
. critical review of empirical data
. analysis of economic financial data;
. problem solving skills and decision making
. quantitative problem-solving and decision-making;
. self-assessment and reflection.
This module aims to develop students’ ability to understand and apply problem solving methods and analysis in relation to issues that may arise in business and management subject areas.
The module offers an opportunity for students to collect, present, analyse and interpret qualitative and quantitative data from a variety of data sources such as ONS and other sources. It seeks to enhance students’ knowledge and understanding of the business environment and develop their data management and data analysis skills using IT packages as appropriate.
The module provides the quantitative and qualitative data analysis skills that underpin the success of an empirical research project. This module helps to build the sound foundation required to undertake a final year project / dissertation module.
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 2 (Level 6) 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.)
The aim of this module is to provide rigorous training in the modern theory of investment and capital markets and a good understanding of their central concepts.
This module provides a theoretical and practical framework for understanding the relationship between markets and corporations and the interactions between them. The module critically explores the current theoretical perspectives and specifically considers their practical application in relation to investment strategies and corporate decision making.
The contents of the module cover financial markets and instruments, financial investment strategies, the valuation of securities and derivatives, bond portfolio immunisation, risk and return, and the evaluation of investment performance.
Analysis of theories in finance and investment and financial models includes the Efficient Market Hypothesis, Portfolio Theory, the Capital Asset Pricing Model, Arbitrage Pricing Theory and the Dividend Valuation Model.
The module provides a thorough knowledge of investment and guides students on assessing risks and managing risks for businesses and investments. The module builds up the strong quantitative, written, critical and analytical skills required for employment in the finance industry.
A blended teaching and learning approach may include the use of websites, videos, guest talks from industry and support for employability enhancing classroom activities.
Bloomberg may be used to deliver teaching sessions in seminars.
Year 3 modules include:
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 and theories of economic growth and development. A range of sustainable development issues will be discussed: poverty, inequality, education, climate change, foreign aid, informal finance. Trade and comparative economic development in selected countries such as Russia, India and China are also examined.
It addresses gender inequality and inequality in terms of income, gender, access to education, health, finance, credit and employment.
Internationalisation is addressed when examining poverty, inequality, foreign aid, trade, 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: subject research; critical thinking; problem solving; written and oral communication; data and quantitative analysis.
This module aims to enable students to complete a research focused dissertation on a chosen topic or issue appropriate to their undergraduate degree. Students are required to reflect on relevant research questions, theoretical concepts/hypotheses, prior literature, ethical approaches, research methodologies and data analyses in an independent and disciplined manner. Students are expected to develop an in-depth understanding of their chosen research topics, research methods/approaches and the ability to appropriately seek out data samples required for research in a selected topic. The module aims to develop analytical, critical thinking, referencing and time management skills in independently undertaking and reporting on a research project.
The module develops the students’ understanding of financial and economic modelling using the foundations of econometrics and financial data analysis introduced within the teaching at earlier levels. It provides an in-depth understanding of a wide variety of financial and economic models and their implications by using statistical and econometric software such as EViews. The knowledge and skills embedded within the module are designed to assist students in their efforts to design, undertake and evaluate empirical studies within the field of banking, finance and economics.
The module aims to provide an in-depth understanding of theoretical and applied issues in relation to the activities of international banks. The module focuses on main theories of banking and provides an overview of the crucial operations in the context of international banking. It also seeks to provide students with a critical awareness of different approaches of assessing bank risk and performance and how they are used in practice by shareholders, investors and financial and banking experts.
This module introduces students to the fundamental aspects of the theories of international trade and finance, policy analysis and the controversies that surround these activities. It will examine the costs and benefits of these two fundamental activities in the global economy and consider the extent to which government policies in these areas can improve economic outcomes. The module will draw on up-to-date analyses and empirical studies and will examine theoretical and contemporary policy issues in this regard in the international economy.
The module also aims to develop a number of transferable skills of students, e.g. oral and written communication skills, research, quantitative, analytical and problem-solving skills.
This module enables students to acquire a systematic knowledge and understanding of economic theory, applications, current issues, policies and empirical evidence in the labour market.
It develops the ability to think independently about labour market issues; apply economic principles and analysis in a variety of contexts in the labour market, business and government and drawing on the models and tools developed.
It examines a wide range of labour market challenges such worker recruitment, retention, pay, reward, wage differentials, income inequality, gender and race pay gaps, unemployment and trade unions,
It instils an appreciation of the economic dimension of wider social, political, national and international human resource issues.
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 educational and work experiences.
A range of transferrable and subject specific skills are developed, in particular: self- assessment and reflection; written and oral communication; subject research; review and evaluation of available literature and evidence; data and quantitative analysis; critical thinking; thinking independently and problem solving.
This module aims to provide students with a knowledge of the trading of the major exchange-traded and over-the-counter traded financial products and develop an understanding of their use as investment vehicles, hedging tools, engineered products, arbitrage mechanisms, and speculative instruments.
The module discusses the characteristics, pricing and valuation of the fundamental instruments, terminologies and contract specifications for the trading of those financial instruments in both cash markets and derivative markets. The module evaluates the relationship between cash instruments and financial instruments, identifies the risk exposure on investments and explores the use of financial derivatives for risk hedging.
Students will also develop skills for data collection and analysis which may include the use of Bloomberg and MS Excel spreadsheets.
A blended teaching and learning approach includes the use of websites, videos, guest talks from industry and support for employability enhancing classroom activities.
The financial market Lab Bloomberg may be used to deliver teaching sessions.
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.
Strategy is a crucial subject, concerned with the development, success and failure of all kinds of organisations, from multinationals to entrepreneurial start-ups, from charities to government agencies, and many others.
In the digital age of accelerating change, disruptive technologies and rising competition, the ability to set strategy and to rapidly adapt that strategy in the light of changing reality is vital. Accordingly, strategy constitutes an increasingly important element of all professional business and management qualifications.
It is aimed at students wishing to fulfil up-to-the minute strategy roles, using business intelligence, web solutions and agile methods to develop and deliver strategy in today’s technology-dependent business environment.
In brief, the module equips aspiring and digitally-aware managers and leaders with the knowledge, skills and techniques required to analyse contemporary organisations within changing environments nationally and globally; to formulate, evaluate and defend realistic and creative proposals for future strategic direction; and to plan for the effective implementation of the strategy selected.
Overall, the module aims to:
• Develop the knowledge and understanding to apply a range of practical strategic management tools for strategic analysis, choice-making and implementation across public, private and not-for-profit organisations of all sizes across all sectors in a digitally developed environment;
• Enable students to translate their analysis of contemporary organisations and contexts into creative and realistic proposals for an organisation’s future strategic direction;
• Enable students to apply structured insight into the realities of an organisation’s internal and external context in order to develop and deliver implementation plans which help maximise achievement of strategic objectives; and
• Enhance student employability by developing transferable skills such as research, analysis, evaluation, decision-making, presenting data, group-working and influencing others across different cultures, within both existing organisations and entrepreneurial start-ups.
This sandwich placement module is undertaken as an additional 30 credits between Levels 5 and 6, extending students' undergraduate course programme to four years.
The module is designed to develop student employability and increase career prospects upon graduation. The sandwich placement year requires learners to undertake a minimum of 44 weeks full-time employment which is developmental and relates to their graduate career goals. Compulsory pre-placement preparation workshops and one to one support will be delivered by Placement Officers to provide guidance and assist students in their search for an appropriate placement. The placement must be in an industry relevant to their area of study, allow them to develop professionalism and to transfer learning from the classroom, and any previous employment to the placement workplace.
During the placement year, students will be supported in applying theoretical knowledge in a practical context, analysing business problems and proposing solutions, and identifying and articulating transferable skills and knowledge developed during the placement. Students will be expected to demonstrate improved understanding of their abilities and career goals, knowledge of the workplace organisation and professional awareness through reflective and reflexive learning.
Students will receive briefings prior to the placement and a post-placement debriefing. They will be supported remotely by a Placement Tutor who will provide guidance with assessment.
Student will not be registered on the module until they have secured a suitable placement that meets all the requirements.
The module is open to all Business and Management undergraduate course programmes.
"Access to the Bloomberg facility of market data, news and analysis is amazing. The course also provides a huge range of books. The teachers are friendly and easy to approach about any issues or queries."
A degree in economics can open up a wide range of careers. Here at London Met, we have economics graduates who have gone on to find roles in consultancy, government, research and international corporations.
You will also be well-prepared to undertake a further study at postgraduate level.
This is a four-year degree course with a built-in foundation year (Year 0). It's the perfect route into university if you don't meet the necessary entry requirements for the standard undergraduate degree. You'll graduate with a full undergraduate degree with the same title and award as those who studied the three-year course.
Please note, in addition to the tuition fee there may be additional costs for things like 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.
If you're applying for a degree starting in January/February, you can apply directly to the University.
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:
Our careers-focused University placed in the top ten for student satisfaction for Music, Mathematics and Economics.
Art courses ranked second best in London again for student satisfaction, while the School of Computing and Digital Media's Maths course scores 10/10 for ‘Value Added’.
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