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Bachelor of Economics with the degree of Bachelor of Business Analytics


Faculty of Business and Economics
Bachelor of Economics with the degree of Bachelor of Business Analytics (BEcBBusAnalytics)
English Language Proficiency:
IELTS of 6.5 overall with minimum 6.0 in each band, or equivalent
Study Mode:
Full-time, Part-time
Attendance Mode:
Candidature Length:
Full-time: 4 years
North Ryde — Session 1 (February)
North Ryde — Session 2 (July)
Volume of Learning:
Equivalent to 4 years
General requirements:
Minimum number of credit points for the degree 96
Of your 96 credit points, complete a maximum of 36 credit points at 100 level
Minimum number of credit points at 200 level or above 60
Minimum number of credit points at 300 level or above 30
Minimum number of credit points designated as Commerce 42
Completion of a designated People unit
Completion of a designated Planet unit
Completion of a designated PACE unit
Completion of other specific minimum requirements as set out below
Students must complete one designated People unit and one designated Planet unit. Those units must be taken in two different Faculties. Any unit which is listed below will not satisfy the People unit requirement or Planet unit requirement.

In order to graduate students must ensure that they have satisfied all of the general requirements of the award.

Specific minimum requirements:

Credit points

100 level

Accounting in Society (3)
Principles of Management (3)
Macroeconomic Principles (3)
Microeconomic Principles (3)
Introduction to Business Information Systems (3)
Introduction to Database Design and Management (3)
Business Statistics (3)

200 level

Information Systems and Business Processes (3)
Microeconomic Analysis (3)
Macroeconomic Analysis (3)
Econometric Principles (3)
Introductory Econometrics (3)
Database Systems (3)
Applications Modelling and Development (3)
Fundamentals of Business Analytics (3)
Applied Statistics (3)

300 level

Business Analytics Project (3)
Current Issues in Economics (3)
Information Systems for Management (3)
Business Forecasting (3)
Industrial Organisation (3)
Macroeconomic Policy (3)
Advanced Analytics Techniques (3)
Graphics, Multivariate Methods and Data Mining (3)
3cp from
Health Economics (3)
Econometric Methods (3)
Financial Econometrics (3)
The Economics of Financial Institutions (3)
Economic Development (3)
Money and Finance (3)
Evolution of Economic Ideas (3)
Environmental Economics (3)
International Finance (3)
Economic and Business Forecasting (3)
The Asian Economies (3)

Balance of credit points required:



Units marked with a C are Capstone units.
Units marked with a P are PACE units.

AQF Level Level 7 Bachelor Degree
CRICOS Code 088499G
Overview and Aims of the Program In this double degree combining Economics with Business Analytics you will complete units in macroeconomics and microeconomics, econometrics, economic policy and industrial organisation and additionally, combine knowledge and skills from both business and science to enable you to understand how to understand and work with big data. You will focus on problem solving, critical thinking and the development of high level technical and analytical skills while discovering insights hidden in big data and learn about quantitative analysis, business information systems, database programming, business management and decision making. The amount of information created by websites, social media, ERP (enterprise resource planning) systems and corporate databases is perpetually growing – meaning organisations increasingly need people who can extract and understand meaningful information from big data.

Key features are:
- advance the breadth and depth of your knowledge and skill set by gaining two respected degrees with only one additional year of study
- improve your career prospects by combining expertise in finance with strong business analytics and information system skills
- demonstrate a multi-disciplined mindset and experience
- rigorous training in problem solving, critical thinking and the development of high-level technical and analytical skills
- the degree is flexible enough to enable students to include subjects from other discipline areas such as politics, languages, philosophy or sociology.
Graduate Capabilities

The Graduate Capabilities Framework articulates the fundamentals that underpin all of Macquarie’s academic programs. It expresses these as follows:

Cognitive capabilities
(K) discipline specific knowledge and skills
(T) critical, analytical and integrative thinking
(P) problem solving and research capability
(I) creative and innovative

Interpersonal or social capabilities
(C) effective communication
(E) engaged and ethical local and global citizens
(A) socially and environmentally active and responsible

Personal capabilities
(J) capable of professional and personal judgement and initiative
(L) commitment to continuous learning

Program Learning Outcomes By the end of this program it is anticipated you should be able to:

1. demonstrate knowledge of key ideas in contemporary economics and how they apply to the problems faced by key economic decision makers (K);
2. demonstrate knowledge of key econometric ideas (K);
3. demonstrate competence in relation to key econometric skills (K);
4. demonstrate knowledge of the use of information technology in supporting business processes (K);
5. demonstrate knowledge of data analysis techniques and their applications (K);
6. apply various quantitative data analysis techniques (K);
7. apply various qualitative data analysis techniques (K);
8. demonstrate proficiency in the application of data analysis software (K);
9. evaluate established economics knowledge (T, I);
10. critically analyse economic issues (T, I);
11. recommend appropriate solutions to economic problems (P, J);
12. demonstrate communication skills relevant to an appropriate professional environment (C);
13. demonstrate ability to extract pertinent information from large data sets (T, I);
14. demonstrate ability to develop appropriate solutions to business problems (P. J);
15. demonstrate an awareness of contemporary issues (A);
16. demonstrate awareness of the international and contemporary challenges facing business and government (E, A);
17. demonstrate an awareness of the role of ethical behaviour in businesses (E).
Learning and Teaching Methods Throughout the Bachelor of Economics with the Bachelor of Business Analytics (BEcBBusAnalytics) program, students will participate in a range of traditional and innovative learning activities designed to develop the knowledge, understanding, skills and techniques required for successful participation in employment or further study. Learning activities are varied and include both formal and informal experiences.

All units in the program are supported by an online environment that provides access to resources such as lecture notes and recordings, readings, quizzes, discussion forums and assessment materials, and that facilitates communication between teaching staff and students.

The learning outcomes associated with individual units in the BBusAnalytics have been aligned with program level learning outcomes and the Macquarie University graduate capabilities. Students are expected to actively engage in their learning and work with their lecturers, tutors and fellow students to achieve these learning outcomes.

Learning styles used in the BEcBBusAnalytics may include:
• Case studies, which provide students with an opportunity to apply their knowledge to real or simulated scenarios in individual or group situations.
• Simulations, modelled on real-life situations and providing learning experiences that promote integration of knowledge, skills and critical thinking.
• Project work, which may be independent or involve group learning. Projects assist students in developing more in-depth knowledge and skills in conducting research, communication, and in planning, organisation and time management.
• Readings taken from textbooks, journals, websites and other sources provide material to further develop concepts and knowledge referred to in individual units in the program.
• Reflective activities, such as journals, assist students in integrating the course content and in developing the ability to transfer knowledge and skills from the learning environment into the workplace.
• Self-study activities, such as questions with worked examples, (non assessed) online quizzes, and textbook questions and answers.
• Online discussion forums, in which students may be required to submit responses to a given question, and/or to participate in a set discussion topic.

Learning in the BEcBBusAnalytics may be facilitated through the following teaching methods:
• Lectures: Lectures are presentations designed to communicate a body of knowledge to a group of students, often in a large lecture theatre, and provide insight into key concepts and understanding of the subject matter pertaining to a unit of study. Lectures in this program are typically delivered in the traditional face-to-face mode, although some are interactive and students may be required to participate in a learning activity during the lecture. Extensive use is also made of the Echo 360 lecture audio recording system. Lectures may also be video captured. This means that students can usually access lecture material, in some format, on an 'on demand' basis.
• Tutorials: Tutorials are classes in which a tutor facilitates interactive learning with a small group of students. In first year, tutorials tend to focus on ensuring that fundamental concepts and skills are acquired. As students progress on to units at a higher level, the focus shifts towards a more critical engagement with the discipline. Tutorials provide students with the chance to ask questions, seek clarification, resolve problems, enhance their communication skills, and develop their ability to work in a collaborative manner with their peers.
• Computer lab workshops or Practicals: The environment in which our graduates will work is one requiring high level quantitative skills. These quantitative skills are developed, in part, in computer lab workshop sessions. These sessions allow students to acquire and practice quantitative skills that are highly valued in the workplace. In addition to formal workshop sessions under the direct instruction of a lecturer or tutor, students are able to access the labs to practice skills and to complete assessment tasks in their own time.
• PAL sessions: The Faculty of Business and Economics also offers PAL (Peer Assisted Learning) workshops in a number of first and second year units. The free, weekly PAL workshops are led by trained students who have excelled in those particular units, and are open to all enrolled students in these units. The purpose of PAL is to promote improved learning and understanding of the unit's content in a group setting. PAL is for all levels of students studying the unit, not just the "I'm barely passing" students, and increases your likelihood of achieving higher grades.
PAL offers many benefits:
o Improves your grades. Statistics show PAL can increase grades by up to 15%.
o Helps you revise, stay on top of course content, and provides time to discuss those more difficult concepts.
o Encourages group work and develops team skills.
o Provides a safe environment where it's OK to ask those dumb questions, make mistakes and learn from them.
o PAL is optional and for students who genuinely want to succeed.
o Promotes independent study, autonomy, self-confidence and satisfaction in the unit.
o Improves your communication and presentation skills.
o Lecturer and tutor consultation. Academic staff are available for individual or small group consultations either in person or through a variety of online formats.
• Capstone unit: The inclusion of the Capstone unit ECON381 Current Issues in Economics and MGMT321 Business Analytics Project provides students with opportunities to integrate their knowledge and experiences from the whole program in preparation for the next stage of their careers.
Assessment Assessment tasks are designed to develop understanding and assess achievement of the program learning outcomes and will require students to integrate and exhibit skills and knowledge acquired. For each unit of study, students will complete between two to four assessment tasks. The unit guide will indicate the relationship between the assessment tasks and program learning outcomes.

Assessment tasks across the BEcBBusAnalytics may include the following:
o Written assessments in traditional academic format ranging from short essays to longer, self-directed research papers, literature reviews and annotated bibliographies.
o Case studies or reports, written documents outlining the results of a detailed analysis of a situation using empirical data and research. Case studies are used to assess critical thinking, analytical and research skill.
o Assignments, in a variety of formats such as the production of an Excel spreadsheet, the analysis of a mathematical problem or data set, or a brief written response to a topic question.
o Online quizzes designed to assess knowledge, skills or capabilities, and typically consisting of a series of questions requiring brief responses.
o Class participation, including engagement in tutorial discussions or online discussions.
o Written class tests, time limited assessments designed to assess a student's knowledge or skills.
o Individual or group oral presentations which may incorporate presentation technologies or be accompanied by handouts.
o Final examination, an invigilated assessment conducted at the end of session and designed to assess a student's body of knowledge and critical thinking skills.
Recognition of Prior Learning

Macquarie University may recognise prior formal, informal and non-formal learning for the purpose of granting credit towards, or admission into, a program. The recognition of these forms of learning is enabled by the University’s Recognition of Prior Learning (RPL) Policy (see and its associated Procedures and Guidelines. The RPL pages contain information on how to apply, links to registers, and the approval processes for recognising prior learning for entry or credit. 

Domestic Students
For undergraduate RPL information visit
For domestic postgraduate RPL information visit

International Students
For RPL information visit

Support for Learning

Macquarie University aspires to be an inclusive and supportive community of learners where all students are given the opportunity to meet their academic and personal goals. The University offers a comprehensive range of free and accessible student support services which include academic advice, counselling and psychological services, advocacy services and welfare advice, careers and employment, disability services and academic skills workshops amongst others. There is also a bulk billing medical service located on campus.

Further information can be found at

Campus Wellbeing contact details:
Phone: +61 2 9850 7497

Program Standards and Quality

The program is subject to an ongoing comprehensive process of quality review in accordance with a pre-determined schedule that complies with the Higher Education Standards Framework. The review is overseen by Macquarie University's peak academic governance body, the Academic Senate and takes into account feedback received from students, staff and external stakeholders.

Graduate Destinations and Employability The Bachelor of Business Analytics is a multidisciplinary program which equips students with knowledge and skills in the areas of quantitative analysis, business information systems, database programming and business whilst the Bachelor of Economics degree focuses on the efficiency with which the economy produces and distributes goods and services. It explores how decisions made by producers, consumers and governments affect the allocation of scarce resources, and hence our society.

This combination into a double degree provides an excellent foundation for a wide range of economics and business based careers.

Career opportunities are many and varied, and include such careers as:
Business journalist
Financial analyst
Investment analyst
Management consultant
Market analyst
Planning / policy analyst
Public administrator
Business analyst
Business process improvement specialist
Business process modelling consultant
Customer insights manager
Data analyst
Management consultant
IT planning manager

Consultancy Firms (such as Accenture, Price Waterhouse)
Commercial Banks (such as Commonwealth Bank, AMP)
Government (Treasury, Reserve Bank, Productivity Commission)
Educational institutions schools and universities)
International organisations (such as IMF, World Bank, OECD)
Investment Banks (such as Macquarie Bank, Goldman Sachs)
NGOs (such as Greenpeace, World Health Organisation)
Research Organisations (such as NERA, Access Economics, CHERE)
Assessment Regulations

This program is subject to Macquarie University regulations, including but not limited to those specified in the Assessment Policy, Academic Honesty Policy, the Final Examination Policy and relevant University Rules. For all approved University policies, procedures, guidelines and schedules visit

Accreditation This is an Australian Qualifications Framework (AQF) accredited qualification.

Inherent requirements are the essential components of a course or program necessary for a student to successfully achieve the core learning outcomes of a course or program. Students must meet the inherent requirements to complete their Macquarie University course or program.

Inherent requirements for Macquarie University programs fall under the following categories:

Physical: The physical inherent requirement is to have the physical capabilities to safely and effectively perform the activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

Cognition: The inherent requirement for cognition is possessing the intellectual, conceptual, integrative and quantitative capabilities to undertake the learning activities and achieve the learning outcomes of an award.

Communication: The inherent requirement for communication is the capacity to communicate information, thoughts and ideas through a variety of mediums and with a range of audiences.

Behavioural: The behavioural inherent requirement is the capacity to sustain appropriate behaviour over the duration of units of study to engage in activities necessary to undertake the learning activities and achieve the learning outcomes of an award.

For more information see

2018 Unit Information

When offered:
S1 Day
Permission of Executive Dean of Faculty
HSC Chinese, CHN113, CHN148