

BSc Economics
About this course
Economics examines how individuals, firms, and governments make decisions in a world of scarce resources, and what the consequences of those decisions are for markets, welfare, and society. It is a discipline that combines theoretical modelling with empirical investigation, using mathematics, statistics, and data analysis alongside historical and institutional understanding to explain how economies function and why they sometimes fail. Studying economics develops analytical rigour, quantitative literacy, and a capacity for clear reasoning about complex systems that is valued across a wide range of careers. At the University of East Anglia, this three-year full-time programme covers the core areas of microeconomics and macroeconomics, alongside econometrics and the application of economic reasoning to a range of policy and real-world questions. You will learn to build and evaluate economic models, work with data and statistical methods, and engage with the theoretical debates that define contemporary economic thinking. UEA has a strong research environment in economics, and the intellectual culture of the department brings current research questions into the undergraduate curriculum in ways that keep the subject connected to live debates in the field. The three-year structure takes you systematically from foundational to advanced material, with increasing scope for specialisation and independent investigation in your final year. Economics graduates are consistently among the most employable in the UK, entering careers in financial services, economic consultancy, the civil service, government, international organisations, management, and data analysis. The analytical and quantitative skills developed through economics are transferable across virtually every sector of the economy. Many graduates also continue to postgraduate study in economics, finance, public policy, or related disciplines, where a strong undergraduate foundation in economic theory and econometrics is highly valued.
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