Combines business, analytics and information technology skills to help you succeed in the future world of work.
Do you want to future proof your career? BSc (Hons) Business Analytics offers you a strong foundation in business and technology modules. You will develop skills in analytics, software development and utilisation, data management, internet technologies, digital marketing, financial analytics, and project management. If you are interested in seeking knowledge on how data and information are analysed,using software technology, to improve business activities, then BSc (Hons) Business Analytics is particularly suited to you. The course will equip you with the analytical, technology and leadership skills that will future proof your career in the dynamic world of global business. You will gain experience of software tools such as Excel, SAGE, Power BI and Tableau.
BSc (Hons) Business Analytics has been a recipient of the Ulster University Academic Excellence Award. The course provides a supportive learning environment and has achieved high results in the national student survey. The course team are leaders in their respective fields with strong industry links in both teaching and research. The course offers you opportunities, to work collaboratively, to develop practical projects with real businesses and community organisations. You will also be offered opportunities to opt for paid internships, and placements both locally and globally.
BSc (Hons) Business Analytics offers great employment opportunities, particularly in the technology sector, professional services sector, manufacturing and public sector. The course provides you with the transferable and technical skills attractive to employers in the ever changing world of work.
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The BSc (Hons) Business Analytics meets the needs of those wishing to pursue a career in business, where technology and analytics is a key enabler.
The programme seeks to provide the key business knowledge and analytics skills essential for a graduate, seeking a managerial or consultancy career in business or the technology sector.
The development of relevant employability skills for the changing world of work is at the core of the BSc Hons Business Analytics degree and a variety of opportunities exist within the programme and its modules, to develop such skills. These skills include, for example, Data Analytics, Creative Thinking, Analytics using Software, Knowledge Management, Project Management, Strategic Planning, Team Working, Problem Solving and Interpersonal skills.
The programme can be completed in two to nine years, depending on the level of entry. For example, if you have completed a relevant sub-degree programme such as a Foundation degree or an HND you may be eligible for up to 240 credit points of exemption and therefore could complete the final 6 modules within one and a half years. However, if you are joining the programme at level 4 (year 1) entry with no exemptions then to complete all 18 modules (360 credit points) on the programme will take anything from four and a half years to nine years, depending on your pace of study.
Weekly Attendance
Class-based modules – one three hour session per week per module (either morning, afternoon or evening session) across each 12 week semester.
Teaching and learning methods include lectures, seminars, practical workshops, case studies, problem-solving techniques, team projects, individual research oral presentations, non-book media, visiting lectures with industry practitioners and computer projects. These methods allow you to have a high degree of involvement and participation in learning, equipping you with concepts, skills and experiences necessary for career and personal development.
Modules are assessed using a variety of methods including individual essays/reports, class tests, case studies, group projects, oral presentations and end of term examinations.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until near the start date and may be subject to change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days of attendance will often be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Masters courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have four learning outcomes, and no more than two items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6 (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Masters degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (20%) or Lecturers (55%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) by Advanced HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2021-2022.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
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Year: 1
Status: C
The module establishes a solid foundation for students as they make the transition to become effective learners at third level and beyond. As such, the module identifies, develops and assesses a range of skills that are important for academia and business. The module provides and introduction to the business analytical skills which are necessary to address challenges and opportunities in the current global business environment.
Year: 1
Status: C
This module provides students of computing with an initial competence in the development of software through the medium of a modern programming language with facilities for both structured and object-oriented programming
Year: 1
Status: C
The module covers the fundamental principles and theory of database design and provides practical experience in designing and developing database systems using a range of techniques, tools and technologies. It emphasises the important role of databases within an organisation and addresses the use of scalable and secure relational database management systems to facilitate the development of software systems involving large volumes of data and over the web.
Year: 1
Status: C
The module specifically provides students with understanding of the key principles and concepts of marketing to allow further learning of the strategic importance of the area in the future.
Year: 2
Status: C
Technology has a major impact on how organisations collect, process and control accounting and financial data. This module offers students an opportunity to evaluate different accounting information systems for the purpose of ensuring they meet an organisations needs. Students will be able to assess how emerging technologies influence the design of these accounting information systems for organisations.
Year: 2
Status: C
This module introduces the fundamental concepts of management and cognate topics, including the business environment, business ethics, motivation, problem solving and decision making, planning, human resource management, organisational structure, change and innovation, and operations and quality.
Students will acquire an understanding of the issues and challenges facing managers in both domestic and global environments.
Year: 2
Status: C
There is an increasing use of analytics in the current global business environment. Data analytics is an important part of this trend, as it gives insights into an organisations business performance and plays an important role in increasing the value of an organisation. Today's businesses need timely information that assists them to take important decisions within business scenarios. This module will give students a strong understanding which is becoming increasingly important as business and technology evolve.
Year: 2
Status: C
This module provides students with the combination of creative and technical skills necessary to implement design concepts using internet technologies. Lectures and tutorials are used to introduce ideas and techniques, and practical skills are developed through group based and individual mini-projects.
Year: 3
Status: C
Financial decisions and their implications are an important consideration for global business'. This module will examine a range of theoretical and practical issues surrounding financial decision making. The module will provide students with an understanding of the key issues and techniques used in financial decision making with particular emphasis placed on ethical corporate governance and business ethics within the context of financial decision making.
Year: 3
Status: C
Information systems are becoming ever more central to society, especially in business and industry. As society and technology develop in parallel, the most important skills for the future lie in the development of individuals with the ability to both understand and manage these complex and interrelated systems. Consequently, aspects of business that were once seen in isolation (eg people, organisation, process, information and technology) are now expected to operate as part of a seamless whole - both within and across enterprises. This places stringent new demands on the knowledge, skills and technologies required to develop and control (manage) such systems.
Year: 3
Status: C
This module is designed to develop an understanding of project management issues, roles and activities within organisations by exploring the balance between theory, practical skills and knowledge.
Year: 3
Status: C
This module is designed to provide students with the necessary tool kit to lead their own professional credibility, during and after their under graduate study. It will provide an interactive and experiential learning environment for students whereby they can learn about the kind of business leader they want to become and how to achieve this
Year: 4
Status: C
Data analytics is critical to organisational decision making. However, the analysis of economic and financial data presents unique challenges given the nature of the data itself. It is therefore, fundamental that future industry practitioners are able to apply analytical skills in these fundamental areas also to support and enhance organisational decision making. Today's business leaders need timely information that helps them to take important decisions and forecast possible future scenarios. This module will give students a strong foundation in econometrics and financial analytics both of which are becoming increasingly important as businesses and technology evolve.
Year: 4
Status: C
This module provides the student with a sound understanding of Knowledge Management and the Learning Organisation. Particular attention is awarded to technological development within these fields. The opportunity to construct a simple knowledge-oriented computerised system is provided.
Year: 4
Status: C
The module aims to explore a range of contemporary issues facing organisations operating in a digital world. Teaching provided will allow students to fully appreciate the impact and influence of the dynamic digital landscape.
Year: 4
Status: C
This module is designed to provide students with an appreciation of analytical tools and metrics available to evaluate the performance of specific marketing activities.
Year: 5
Status: C
This module equips students with an understanding of leadership dynamics and strategic vision in organisations and the challenges associated with leading organisations through strategic change. The module will examine a range of theoretical approaches that will be used to help analyse and evaluate leadership and strategy in organisations.
Year: 5
Status: C
This module is designed to introduce the student to advanced data analytic approaches used in business. The module students with the skills and knowledge to work with data and use predictive analytic and modelling techniques so to make evidence-based decisions around future business trends.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
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Grades CCC
Overall BTEC award profile DMM (QCF)
Overall BTEC (RQF) National Extended Diploma with profile MMM
96 UCAS tariff points to include a minimum of 4 subjects at Higher Level and 1 at Ordinary Level, including English and Maths at O4/H6 or above.
Grades CCCCC
A minimum of grade C in Math and English is required at Intermediate Level if not studying at Higher Level.
Grades DDD
A minimum of grade C in Math and English is required at Intermediate Level if not studying at Higher Level.
Overall profile minimum 24 points (12 at higher level)
Overall profile of 55%
You must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass in English Language and Maths at grade C or above (or equivalent).
Essential Skills Level 2 Communication will be accepted as equivalent to GCSE English.
Essential Skills Level 2 Numeracy will be accepted as equivalent to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
The majority of students enter this programme in year 1 – Level 4. However, applicants who provide evidence of previous relevant successful study may be considered for entry to level 5 of the programme. Exceptionally applicants may be considered for entry at Level 6. The transfer will normally be admitted with exemptions depending on prior accredited knowledge.
There is a facility for transfer to other undergraduate degree programmes depending upon the nature of the subject matter of the other degrees and academic achievement.
Students who transfer from another university can present module information. Ulster can consider giving them module exemptions on a like for like basis for prior studies.
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Graduates from this course are now working for:
With this degree you could become:
BSc (Hons) Business Analytics offers you great employment opportunities, particularly in business, the technology sector, professional services sector, and public sector. The course provides you with the business, analytics, and technology skills particularly suited to a management or consulting career in the business and/or technology arena. The course offers you attractive opportunities for professional development for example, The British Computer Society, Association of Chartered Certified Accountants, Chartered Accountants Ireland or the Chartered Institute of Marketing. You may also proceed to postgraduate study or research in business and technology related areas. Throughout the course, students will be encouraged to develop their personal skills and abilities in order to maximise their career potential.
In Year three you will have the option of a paid placement year in a range of local and international locations. This will provide a link between the subjects you have studied and their application in a 'real world' setting. Satisfactory completion of the placement year will lead to the award of the Diploma in Professional Practice. You have also the option to study abroad for a year; satisfactory completion of a study abroad year will lead to the award of the Diploma in International Academic Studies.
2023/24 Fees
Fees for entry in 2023/24 have not yet been set. See our tuition fees page for the current fees for 2022/23 entry.
The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.
For modules commenced in the academic year 2022/23, the following fees apply:
| Credit Points | NI/ROI Cost | GB Cost | International Cost |
|---|---|---|---|
| 120 | £4,629.60 | £9,249.60 | £15,360 |
| 60 | £2,314.80 | £4,624.80 | £7,680 |
| 30 | £1,157.40 | £2,312.40 | £3,840 |
| 20 | £771.60 | £1,541.60 | £2,560 |
NB: A standard full-time undergraduate degree is equivalent to 120 credit points per year.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
Admissions Office: +44 (0)28 7167 5678
Emma McLaughlin, Admissions, e.mclaughlin1@ulster.ac.uk
International Admissions Office:
internationaladmissions@ulster.ac.uk
Course Director: Christopher McLaughlin
