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Personal statement example philosophy, politics and economics (ppe).

Submitted by Sarah

To be or not to be? Explore the big questions at SOAS.

Apply for a degree in World Philosophies to learn what constitutes reality, beauty, knowledge and happiness.

Philosophy, Politics and Economics (PPE)

As a Slovak who is conscious of my nation’s turbulent history, I have been fascinated by questions that fall within the domains of Politics, Philosophy, and Economics. From questions about Slovakia’s Communist past, her current membership of the EU, and her economic future I am constantly grappling with broader issues and concepts that transcend my nation’s history and bring me to the great debates that constitute the lifeblood of my chosen course.

Influenced by my mother’s stories about her upbringing under Soviet rule I have long had an interest in both the theory and implementation of Marxist thought. Initially this interest brought me to ‘Communist Czechoslovakia’ by Dr Kevin McDermott which disturbed me with its description of real-world oppression, but it also brought me to Marx’s ‘Communist Manifesto’. Reading this text to better understand an ideology which played such a significant role in my nation’s history I found myself questioning the morality of Marxism and wondering if the attempt to move power from the bourgeoisie to the proletariat via the state would always end up – as was the case in Slovakia – with power simply being centralised in the hands of state bureaucrats. This question continues to intrigue me and provided the basis for my EPQ: “By eliminating the class system, Marxism ideology provides a just society.’ To what extent is this statement correct”.

Another debate that I find fascinating is the role and function of mathematical models in economic thought. At the University of Oxford UNIQ Summer School, I was introduced to the Neyman-Rubin causal model. This non-parametric model is revolutionary and seemingly of high utility; quantifying causal effect is vital to rational decision-making. However, reading George Szpiro’s ‘Price the Future’ and learning about how the Black Scholes’s model may have contributed to the 2008 financial crisis I am much more sensitive and alert to the way in such models may disguise more than they reveal. This is certainly not to say that such models are irrelevant to economics but we may need to show much more care in how we use them, and the possibly suspect assumptions upon which they are based.

Even though my background has brought me to important debates about society, I am also drawn to fundamental questions about truth, reality and ultimate meaning. I explored this interest when I entered the 2017 John Locke essay competition, arguing that the five-minute hypothesis (5MH) - the belief that the universe came into existence only five minutes ago, and all apparent knowledge of a past beyond that is a product of the time of creation – shouldn’t be believed. However despite my conclusion I found it both fascinating and a little disturbing that this theory, birthed to strengthen Russell’s argument about memory, is hard, if not impossible to disprove. The 5MH is certainly at odds with common sense and counter-intuitive but nonetheless it has a certain logical sense. It is such insights and challenges that I find deeply appealing about Philosophy and which can only add greater depth and value to my other areas of interest.

Apart from wider reading, essay competitions and summer schools there are many other ways in which I have fuelled my interest in PPE. For example, in my work experience at the United Nations in Geneva, I reflected on the importance of international cooperation to secure basic human rights and dignity worldwide. After visiting the Houses of Parliament, I completed an introductory MOOC into UK Politics to understand more about the dynamics of our bicameralism. While working at Deloitte, I learnt about how government regulation and systems of taxation shape the decisions of small business owners. As has hopefully been demonstrated I have deep and abiding interest in Politics, Philosophy and Economics and it is due to this that I seek to read them at university, finding answers to the many questions I have about the society, world and reality in which I live.

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Philosophy, politics and economics (ppe) personal statement example.

Upon the opening of any quality newspaper, one would find that economic and political news dominate the headlines, but upon deeper reading it can be seen that the foundations of all human thought and actions have been shaped by philosophical theories.

The unification of these three subjects is one of the reasons why I want to pursue PPE at degree level. I have always been interested in the modern world, but the decision to apply for this course strengthened with the 2011 UK summer riots, which made me question how a society can reach a point where looting and violence was deemed justifiable by some members of the public.

My curiosity for Philosophy and Politics originated from reading George Orwell’s book 'Nineteen Eighty-Four'. I was aggrieved by the totalitarian ideology of ‘The Party’ and the suppression of the thoughts and freedoms of society.

My interest in Philosophy was furthered when I watched Stephanie Flanders’ programme 'Masters of Money' about Karl Marx, showing me that economic theory can be backed by philosophical reasoning and that the subjects complement each other. Listening to Michael Sandel’s radio series 'The Public Philosopher', I was challenged to think critically about important issues facing society such as discrimination, the class system and income inequality.

My A-Levels of Economics, Mathematics and Psychology are all relevant to this degree. I have been intrigued to learn the theories which explain how an economy functions and I have debated some of the economic worries facing us today, such as market failures and the misallocation of resources leading to poverty and inequality.

Economics has taught me how to analytically explain my answers and has given me the ability to construct coherent arguments. Through Mathematics I have learnt logical thinking and the statistical skills I have developed have aided my economic progress. The skills I have acquired in Psychology have enabled me to make critical judgements to gain different perspectives on a question.

In Year 12 I was Finance Director in my school’s Young Enterprise company; the perfect opportunity to put my economic theory into practice. This was my first taste of a real business environment and I thoroughly enjoyed the experience of having the responsibility of managing the company’s finances.

Currently, I am involved in the national competition Target 2.0, giving me the chance to take the role of the MPC and to assess the economic conditions to reach a decision on the outlook for inflation.

Building on my financial knowledge from Young Enterprise, I undertook work experience, first spending a week at Freestyle Interactive, a digital agency, learning how to use the company’s accounting software and managing customer accounts. I also had a week’s work experience at PSA Peugeot Citroen.

As PSA is a global company, there was a stark contrast between the two firms. Although I had knowledge of statements and invoices, PSA used different accounting software so I learnt a new way of inputting data.

In my spare time I enjoy reading and through this I have appreciated books such as 'An Introduction to Political Philosophy' and 'Invitation to Philosophy'. I also love to swim and for 11 years I have been part of my local swimming club.

Due to this, for the past two years I have volunteered at my club helping to teach other children to swim. Educating others using the skills and knowledge I have acquired is very rewarding and this has improved my communication skills with younger children. When I am not studying, I work as a lifeguard at my local leisure centre.

Through this I have developed a tremendous amount of knowledge and have learnt a vast array of life skills, such as first aid. This is an invaluable aptitude to have as it can be used anywhere and in any situation.

The study of these three interdisciplinary subjects will provide me with knowledge of so many aspects which will open up endless opportunities to grasp with both hands, making this, above all else, the most exciting reason for studying at university.

Profile info

This personal statement was written by 231737 for application in 2013.

231737's university choices The University of York University of Exeter The University of Warwick University of Sussex Lancaster University

Green : offer made Red : no offer made

231737's Comments

I don't think its the best personal statement ever and unfortunately I had to cut a lot out to make it fit the 4000 characters so some parts are a bit brief, but oh well it got me into 5 universities! I thought I'd put my P.S on here as this website helped me when I wrote mine so I've returned the favour :)

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Philosophy, Politics and Economics Personal Statement (Edmund Kong)

Edmund Kong is currently studying Philosophy, Politics and Economics (PPE) at the London School of Economics. Edmund completed his A-Levels at Sunway University and is graduating in 2023.  This personal statement was part of his successful application to  and LSE, King’s College London  and University of Warwick  for PPE. 

Stepping into my father’s BMW, I watched as my rural Malay friends got on their motorcycles, heading back to their villages. National Service had ended, and now we were heading for two different worlds. For me, tertiary education overseas. For them, education had ended. This was it.

Startled by the chasms of inequality that locked us into two different worlds, I resonated with the idealism of Marxism in my online Politics course, decrying inequality in all its forms as morally reprehensible. But rethinking that ethical judgement after reading Piketty’s “Capital”, I wondered, “What was morally wrong about inequality, when absolute poverty was not involved?”. Those lagging behind in OECD countries were not starving, they were just not as rich as others. But studying Malaysia lead me to conclude that inequality, mattered.

Malaysia’s strong and centralized state spared her the ugly fates of other nations in “Why Nations Fail”, and we developed rapidly instead. But growth still came from extractive institutions. The ruling elite’s economic clout swelled in this period, allowing it to dispense patronage, buy out media outlets and engage in corruption, monopolizing power. Watching a party official buy votes from hundreds in rural areas during my time in the Service, I concluded that while extractive institutions breed inequality, inequality sustained extractive institutions, locking us in a vicious cycle.

Statistical analysis from A level Math helped my study of economic data, revealing rising interracial inequality, isolating races along class lines and entrenching communalism in Malaysia. Unlike the nations that fell apart from racial conflict, communalism was mediated by the ruling party, which resembled Lijphart’s consociational model. But the party saw an opportunity to cement its grip on power. Instead of minimising conflict, it stoked racial economic insecurities, creating a state of perpetual, but managed conflict, so that its role as the Grand Mediator was indispensable. Fearing chaos, everyone kept the mediator who sow the seeds of discord around indefinitely. Inequality exacerbated communalism, forcing us to adopt consociationalism, a formula monopolized by a single corrupt party that made sure there were no alternatives to it.

Studying the Rohingya Genocide through an International Relations Conference showed me how high the risks for miscalculation were with the party’s tactics. But stories of pregnant children also reminded me of Ivan Karamazov’s passionate indictment, leading me to doubt if God existed. I was still unsure after reading T.J.Mawson’s “Belief in God”, given the plethora of arguments from evil. Ruminating on the Problem of Evil after reading Mark S.M. Scott’s “Pathways in Theodicy”, I realized that there was also an important question of our response to evil. The prevalence of evil required Philosophy, Politics and Economics to join forces to identify evil, the structures engendering it and to call out moral actors responsible. To respond to evil, I needed all three.

To understand these responses, I joined and won regional Debating and Public Policy competitions adjudicated by the World Bank and EY, sharpening my reasoning skills. After regime change, I lead a national student lobby that secured increased financial aid for education despite an austere climate. Articulating our arguments on mainstream and “New Media”, securing bipartisan support in Parliament, drafting papers that equipped a Minister to convince the Prime Minister, winning his support; these experiences helped me to forge stellar writing and verbal skills, but more importantly, strengthened my resolve to study our political and economic structures with their underlying ethical frameworks.

A spectre of oppression now hovers over Southeast Asia. But studying PPE will allow me to defend Malaysia, a beachhead for our region’s fight, for the freedom that never came.

DISCLAIMER:  The personal statements on this site are strictly meant as a starting point to give an idea of how successful personal statements look like. There is no surefire formula to writing good personal statements.  COLLEGELAH IS STRICTLY AGAINST PLAGIARISM OF ANY KIND .  UCAS employs a plagiarism check system  that checks applicants’ work against other published writing so please  DO NOT PLAGIARISE.

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Sample Economics Personal Statement (admitted to Oxford, Cambridge, LSE)

by Talha Omer, MBA, M.Eng., Harvard & Cornell Grad

In personal statement samples by field.

The following personal statement is written by an applicant who got accepted to top graduate programs in economics. Variations of this personal statement got accepted at Oxford, Cambridge, and LSE. Read this essay to get inspiration and understand what a top economics school PS should look like.

You might also be interested in reading this Statement of Purpose in Economics  that got admitted to Harvard, Yale and Princeton.

Sample Personal Statement Economics

“Flick…chuggachuggachuggaa…puttt-putttt-puutttttt…rizzzz…”

The sounds coming from near the doorway may have startled an outsider but were barely noticed by the people lounging on charpoys and mooras (wicker stools). With the atmosphere abuzz with their chatter, the sputtering sound of the diesel generator lent more time to catch up as the bulbs lit up and fans whirred on throughout the haveli (palace) on an otherwise hot evening. But on days when it refused to crackle, my grandmother would enkindle gas lanterns filling the veranda with hissing sounds and soothing moonlight rays.

I still cherish these memories from my childhood trips to XYZ, my native village, some 450kms from the closest city. At the time, the short sojourns from Kuwait felt rather adventurous. However, the perspective turned wrong when I permanently moved to XYZ. Due to unannounced electricity breakdowns, we would find ourselves groping in the dark to the closest candle stand while sweating in the scorching summer.

And just when we thought it couldn’t get worse, the occasional power breakdowns segued into a full-blown crisis of the decade. Over the next seven years, we witnessed unprecedented power outages averaging 15-18 hours daily. People weren’t just lamenting the loss of mental peace; they were mourning the monetary losses worth billions of rupees translating into 1.5% of GDP.

Fast forward 15 years, and I found myself in a position to alleviate the situation. As Deputy Administrative Head of the Government’s Economic Affairs division, I administer a departmental budget worth $500 million. I am currently undertaking solarization projects. A recent shift towards renewables has occurred after public unrest during the early decade led to hasty investments in thermal-based power plants. Unfortunately, seven years later, we are still reeling from the aftermath of a bitter public backlash as we have the lowest regional electricity consumption per capita.

In addition to high tariffs, the energy sector has been marred by the accumulation of circular debt of $30 billion. This has been caused by multiple factors, such as electricity theft, transmission losses, and non-payment of dues. Having worked in Economic Affairs Division, I have also been part of a team that took massive power sector reforms, including:

• elimination of subsidies
• policy formulation on electricity theft and conservation 
• overhaul of sectoral regulatory bodies
• privatization of distribution companies et al.

However, as the Program ended, so did the reforms.

Regrettably, negative externalities from these energy woes have had spillover effects on all socio-economic sectors. The environment has especially poorly been affected by the process for the lack of an integrated generation and transmission policy framework in the renewable industry. Being a lower riparian state has also exacerbated climate change. We face extreme weather conditions – floods, droughts, smog, and diminishing water tables. Unable to agree on water issues not covered under the Indus Water Treaty has led to regular skirmishes and legal battles in the International Court of Justice.

Given the background, my country’s economic and Energy woes require a holistic understanding of the subject. This makes Economic policy specializing in Energy the right choice for my graduate studies. Furthermore, I can become an effective leader and economist in the sector through the interdisciplinary pedagogical approach covering policy, economics, management, law; practical skills; quantitative and qualitative analysis within an international context.

My aim is socio-economic development in tandem with confidence-building measures and strategic partnerships with the neighboring countries. Studying at Oxford will provide this learning opportunity in and out of the class as I will interact with some of the most brilliant minds worldwide and work in teams with them. I also look forward to student-led events, conferences, guest lectures, field trips, and panel discussions to augment my understanding of supranational political demands. This will help me lead economic policy reforms for the next 25 years.

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• Economics and Philosophy Personal Statement

Economics & Philosophy Personal Statement Example

Sample statement.

From an early age I have always been very logical and have strong analytical skills that have been further developed throughout my time in education. Combined with this I have also always been very curious and keen to gain knowledge in all aspects of life.

At school I excelled in Mathematics and took up the study of Economics as soon as I could in secondary school. My study of a wide range of subjects during my time at school gave me a good general knowledge of how society works. At A Level I also studied Philosophy which gave me a chance to further develop my critical mind and ask questions about society and humanity.

Economics has always been vital to the way a community and society as a whole works and I feel that combining this with the study of Philosophy adds a new depth and level of understanding to the financial choices we make as individuals and by those in the financial sector.

Whilst at school I was a member of a number of clubs including the Debate Club, Drama Club, and also took part in our school’s Young Enterprise scheme. This gave me hands on experience of how a business works and the steps that need to be taken by all members of an organisation for it to be successful.

Outside of school I completed my Duke of Edinburgh Gold Award which involved completing over 100 hours of volunteer work, being involved in many team activities and learning to use my own initiative.

All of my extracurricular activities have given me a sense of responsibility, helped me develop my organisational skills, and allowed me to develop a passion and dedication for something other than educational success.

I hope that my time at university will allow me to build on these personal attributes and gain further skills, knowledge, and experience in the economic sector.

After graduating I plan to gain an entry level position with a company in the financial industry or to enter into further study and economic research in another educational institution. 

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Ucl - Philosophy and Economics

Philosophy and economics – 2013 ( lse, warwick, durham, ucl ).

My motivation to study the interlinked humanities and social sciences springs from living simultaneously in two very different cultures: Russia and Britain. Both nations claim to operate a free market ...

Please note UCAS will detect any form of plagiarism. PSE and its contributors do not take any responsibility for the way in which personal statements are used.

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Successful Personal Statement For Economics At Cambridge

Last Updated: 12th April 2022

Author: Chloe Hewitt

Table of Contents

Welcome to our popular Personal Statement series where we present a successful Personal Statement, and our Oxbridge Tutors provide their feedback on it. 

Today, we are looking through a Economics applicant’s Personal Statement that helped secure a place at Cambridge University. The Economics Course at Cambridge provides a rounded, rigorous education in Economics which is valuable for a wide range of career paths.

Read on to see how this candidate wrote a Personal Statement that helped secure their place on a reputable degree. 

Here’s a breakdown of the Personal Statement:

SUCCESSFUL?

The universities this candidate applied to were the following:

Enrolling on our Cambridge Economics comprehensive Programme will give you access to Personal Statement redrafts. 

With our  Oxbridge Economics Premium Programme, your tutor will give you regular actionable feedback with insider tips on how to improve and make your Personal Statement Oxbridge quality for the best chances of success.  

Discover our Premium Programmes today to learn how you can enrol and triple your chances of success.  

Economics Personal Statement

The right answer – does such a thing even exist? When considering the field of mathematics, my response would be an unequivocal yes – indeed, I find its simplicity and elegance some of its most attractive qualities. For economics, however, the question of a right answer is not so straightforward. My interest in economics was sparked when I read “Freakonomics” and “SuperFreakonomics”. I found the search for a logical explanation behind seemingly illogical behaviour intriguing, and the idea that small changes to incentives could effect such large changes to those behaviours fascinating.

To further my understanding, I attended lectures at the LSE, including one given by Ha-Joon Chang. His arguments challenged much of what I had learned – deregulation and trade liberalisation would not, apparently, stimulate competitive growth, while education, it turned out, could not be counted on to increase entrepreneurship or productivity. These contradictions made me eager to read his “23 Things They Don’t Tell You About Capitalism” and “Bad Samaritans”. Although relishing his controversial stance on almost everything, I found his central thesis – that by using protectionism to support fledgling domestic industries, other poor nations can emulate South Korea’s success – overly optimistic and one-size-fits-all. As Paul Collier argues in “The Bottom Billion”, many are trapped by conflict or bad governance, with even bleaker prospects after “missing the boat” on which many Asian economies sailed away to prosperity.     

While economics is rooted in the world around us, with all its fascinating, messy complexities, mathematics derives its beauty from its abstract nature. It is unique in that it can lead us to an answer that is not merely the right one, but is true in an absolute sense. This was emphasised by G. H. Hardy in “A Mathematician’s Apology”, where he spoke of a mathematical reality distinct from the ordinary one, of which we can only ever hope to produce a “partial and imperfect copy”. Another of the appeals of mathematics is its breadth of application. I was able to explore this over the past three years in a series of Royal Institution master classes covering topics from graph theory to the mathematics of juggling. My decision to continue with mathematics was confirmed when I undertook the AEA; I found it challenging but immensely satisfying to be able to use simple concepts from the A-level core modules to solve even the most daunting problems.

Over the past year, I have mentored two students in mathematics. Explaining concepts to them helped deepen my own understanding and led me to explore proofs behind theorems I had previously accepted. In addition, acting as a primary school classroom assistant inspired me to set up my own volunteering scheme, in which I and other students help children learn to read. I have enjoyed competing in the UKMT Mathematics Challenge, in which I won a medal at Olympiad level, and the UK Linguistics Olympiad, in which I twice progressed to the selection round for the national team. I have also represented my school in the Hans Woyda competition, and am excited to be doing the same in the Target 2.0 challenge later this year.

Despite their differences, the authors I mentioned above hold something in common: their use of empirical methods to reach conclusions. It is here that the attraction of combining the study of mathematics and economics becomes especially apparent. Without mathematics, economics risks beginning to earn its title “the dismal science”, reducing to speculation and rhetoric without even the emotional investment enjoyed by politics. This is not to dismiss the importance of normative economics, but to say that it draws meaning from a basis in fact. I am not arguing for sound bite solutions to complex questions, but rather that, even in a field as hotly debated as economics, the right answer is still a worthwhile goal, reachable through the use of data and copious amounts of trial and error.

For more inspiration, take a look through our other successful Personal Statement a nalysis articles:

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Good Points Of The Personal Statement

This statement is thoughtful and interesting, and conveys clear motivations for studying Economics, as well as demonstrating a good level of preparation for university study. The student elaborates on their response to each preparatory activity they engaged in, rather than falling into the trap of simply listing books read and lectures attended. They are clearly passionate about the subject, and show promise as an economist, which they demonstrate in, again, not only listing their achievements, but explaining what they took from the experience, and subtly indicating what this says about them as a student.

Bad Points Of The Personal Statement

I have very little to say in criticism of this essay except that, perhaps, it could come across as a little cliché. Questioning whether there is such a thing as ‘the right answer’ in the introduction, and concluding that pursuit of the field to which they’re applying for further study is worthy are both very common.

UniAdmissions Overall Score:

This is an exceptional personal statement. Not only is the student accomplished, they convey this without bragging, and in enough detail that we gain insight into their abilities, motivations, and personal interests, rather than simply receiving a list in prose form. Though the ideas with which the student begins and concludes the statement are somewhat unoriginal, the explanation found in between is exceptionally strong, and justifies the unoriginal sentiments – they’re clearly not being added just as throwaway lines.

This Personal Statement for Chemistry is a great example of demonstrating motivation and development which is vital to Admissions Tutors.

Remember, at Cambridge, these Admissions Tutors are often the people who will be teaching you for the next few years, so you need to appeal directly to them.

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BSc Mathematics and Economics

Introduction, preliminary readings.

Mathematics and economics are inextricably linked in modern society. This BSc Mathematics and Economics allows you to study both topics in depth – dedicating roughly the same amount of time to each subject.

The programme is carefully structured to focus on mathematical and statistical topics that are highly relevant to economics and finance. You’ll dive into key mathematical methods, such as algebra and calculus, and statistical theory. In parallel, you’ll study how these principles are applied in macroeconomics, microeconomics and mathematical economics.

This degree is taught jointly with our world-class Department of Economics. There is a strong focus on building your quantitative knowledge – increasingly important for a successful career in finance, accounting and other sectors.

This degree will be of interest to all mathematically or scientifically minded students, regardless of whether you’ve studied economics previously.

Mathematics as it is applied in economics and finance

• M Anthony and N Biggs Mathematics for Economics and Finance (Cambridge University Press, 1996)
• L Alcock How to Study for a Mathematics Degree (Oxford University Press, 2013)
• T Harford The Undercover Economist (Oxford University Press, 2006)

Mathematics

Much of university level mathematics is concerned with formal proofs and rigorous mathematical argument, and this is necessary for some of the advanced mathematics required in finance, economics, and other fields of application. For an introduction, we recommend:

• R Allenby Numbers and Proofs (Butterworth-Heinemann, 1997)
• P Eccles An Introduction to Mathematical Reasoning (Cambridge University Press, 1997)
• T Gowers Mathematics: a very short introduction (Oxford University Press, 2002)
• M Liebeck A Concise Introduction to Pure Mathematics (Chapman & Hall/CRC Mathematics, 2005)

Entry requirements

Here, you can check our entry requirements for GCSEs, A-levels (please read them alongside our information about subject combinations) and the International Baccalaureate (IB) Diploma. We also consider applications from students with a range of other UK qualifications and from overseas. Please select the overseas button below and choose your country from the dropdown list to find the equivalency to A-levels of your qualification.

Additional tests

For GCSEs, you’ll need several GCSE grades at A (or 7) and A* (or 8-9).

As a minimum, we ask for GCSE English Language and Mathematics grades at B (6) or higher. We’ll also consider your overall GCSE subject profile.

A*AA, with an A* in Mathematics

Where it's offered by your school or college, AS- or A-level Further Mathematics is expected to be taken and a grade A achieved.

We also consider your AS grades, if available.

Contextual admissions A-level grades

A*AB with an A* in Mathematics

Read our undergraduate admissions information to learn more about contextual admissions.

A-level subject combinations

• We consider your combination of subjects as well as your grades.
• A broad mix of traditional academic subjects provides the best preparation for studying at LSE. We expect applicants to have at least two full A-levels (or equivalent) in these subjects.
• An A* in Mathematics is required. However, an A* in Further Mathematics and an A grade in Mathematics would be an acceptable alternative.
• We’ll consider a combination of Mathematics, Further Mathematics and one other subject. Other typical subjects include Chemistry and Physics. You don’t need to have studied Economics previously.

Find out more about A-level subject combinations .

38 points overall, including 766 in higher level subjects, with 7 in Mathematics: analysis and approaches.

Contextual admissions IB grades

37 points overall, including 765 in higher level subjects, with 7 in Mathematics: analysis and approaches.

Applicants are encouraged to take the  Test of Mathematics for University Admission (TMUA) . The test is not compulsory, however a good performance on the test may help in securing an offer.

We welcome students from all walks of life at LSE. We want to recruit students with the very best academic merit, potential and motivation. So, whatever your background, please do apply. Get all the details on our general  entry requirements .

Competition for places at LSE is high. We cannot guarantee you an offer of a place even if you’re predicted or achieve our standard entry requirements.

Our standard offer requirements are intended only as a guide and, in some cases, you’ll be asked for different grades.

Programme content

Why study with us.

Discover more about our students and department.

Student stories

Meet the department.

The Department of Mathematics aims to be a leading centre for the study of mathematics in the social sciences.

The department has a vibrant intellectual community, with fantastic students, internationally respected academics and high-achieving alumni. Our department has grown rapidly in recent years, with exciting developments in research and new teaching programmes and courses.

This research encompasses four main overlapping areas:

• discrete mathematics and algorithms
• mathematical game theory
• financial and related mathematics
• operational research.

All aspects of our research were ranked world-leading or internationally excellent in the most recent Research Excellence Framework (2021), submitted jointly with the Department of Statistics.

We embrace the School’s ethos of research-led teaching. Currently, we offer four undergraduate and three postgraduate programmes, as well as doctoral research opportunities on our MPhil/PhD in Mathematics. These programmes are all in high demand – attracting talented students from diverse backgrounds.

Our programmes are highly interdisciplinary and we have close ties with other departments at LSE, including Statistics, Economics, Finance, Management and the Data Science Institute.

Whatever your study route, you’ll benefit from a welcoming, inclusive and friendly learning environment where students and staff are supported to achieve their best.

Learn more about our programmes , recent research and regular events and seminars .

Department of Mathematics

2nd In Europe

5th In the world

1st We're ranked top university in London for the 12th year running

Carbon neutral in 2021 lse became the first carbon neutral verified university in the uk, your application, who attends.

We consider each application carefully, taking into account all the details you’ve included on your UCAS form, such as:

• academic achievement , including predicted and achieved grades (also see specific information about this programme in the "entry requirements" above)
• subjects and subject combinations  (also see specific information about this programme in the "entry requirements" above)
• your personal statement
• your teacher’s reference
• educational circumstances

You may also have to provide evidence of your English proficiency, although this is not needed at the application stage.  See our English language requirements page .

We’re looking for students who demonstrate:

• an equal interest in mathematics and economic
• an understanding of the links between the two disciplines
• involvement in related extra-curricular activities, such as maths competitions or Olympiads
• the ability to think and work independently
• intellectual curiosity and the ability to ask incisive questions
• logical thinking and the ability to follow complex lines of reasoning
• creativity and flexibility in problem-solving
• great organisational and communication skills
• self-motivation and a willingness to work hard.

Fees and funding

The table of fees shows the latest tuition fees for all programmes.

You're charged a fee for each year of your programme. Your tuition fee covers registration and examination fees payable to the School, lectures, classes and individual supervision, lectures given at other colleges under intercollegiate arrangements and, under current arrangements, membership of the Students' Union. It doesn't cover living costs or travel or fieldwork.

Your tuition fees, and eligibility for any financial support, depend on whether you’re classified as a home or an overseas student – known as your fee status. We assess your fee status based on guidelines from the UK Government’s Department for Education.

Learn more about fee status classification .

Scholarships, bursaries and loans

We recognise that the cost of living in London may be higher than in your home town or country. LSE provides generous financial support, in the form of bursaries and scholarships, to UK, EU and overseas students.

Additionally, the UK Government provides loans to UK and some EU students. Some overseas governments also offer funding.

Further information on tuition fees, living costs, loans and scholarships .

Learning and assessment

How you learn, how you're assessed.

Format and contact hours: you’ll usually attend two lectures and one related class for each course per week (eight lectures and four classes). Additionally, you’ll work on exercises in your own time, which are discussed in weekly classes with around 15 students. Hours vary depending on the course. Further details are given in the Calendar within the Teaching section of each course guide .

LSE teaching: all courses include seminars, classes and/or computer workshops to help you develop a deeper understanding of concepts and methods introduced in lectures. In computer workshops, you’ll work on practical data exercises using software and programming languages (mainly Python). Classes and workshops provide a great opportunity to ask questions about the lecture material and other related topics.

LSE is internationally recognised for teaching and research and our academics have wide-ranging expertise. Courses may be taught by our faculty staff, guest teachers and visiting members of staff, LSE teaching fellows and graduate teaching assistants, who may be doctoral research students.

Learn about the teacher responsible for each course in the relevant  course guide .

Academic support

Academic mentor: you’ll meet with your academic mentor regularly to discuss your work. Your mentor can provide advice and guidance on academic issues and, where appropriate, personal concerns.

Other academic support: at LSE, we offer lots of opportunities to extend your learning outside the classroom.

LSE LIFE is a great place to get advice and practise the skills you’ll need during your studies and beyond.

Through LSE LIFE, you can:

• attend workshops on developing leadership skills, finding the right study/work/life balance and preparing for the world of work
• develop your reading, academic writing and critical-thinking skills
• gain experience of working in study groups and develop your cross-cultural communication and teamwork skills.

Disability and Mental Health Service: we want all LSE students to achieve their full potential. Students can access free, confidential advice through our Disability and Mental Health Service . This is the first point of contact for students.

Your timetable

• The standard teaching day runs from 9am to 6pm, Monday to Friday. Undergraduate teaching is not normally scheduled for Wednesdays after 12 noon to allow for sports, volunteering and other extra-curricular activities.
• The lecture and seminar timetable is published in mid-August and the full academic timetable (with information on classes) is published by mid-September via the LSE timetables web pages .
• All personal undergraduate timetables are published in LSE for You (LFY) . For personal timetables to appear, you must be registered at LSE, be signed up for courses in LFY and ensured that there are no unauthorised clashes in your course selections. We try our best to minimise changes once personal timetables have been published. However, you’ll be notified about any changes by email.

Formative coursework

All taught courses include formative coursework, which is not assessed. This helps prepare you for summative assessment. We use a range of formative assessment methods, such as essays, case studies, reports, quizzes and mock exams.

Feedback is an essential part of the learning experience at the School. You’ll receive feedback on any formative coursework within three weeks, provided it’s submitted on time.

Summative assessment

This assessment counts towards your final course mark and degree award.

Summative assessment includes exams for most courses at the end of each year (May or early June). Some courses also include assessments in January.

You’ll receive feedback on any summative coursework as part of the assessment for individual courses (except for final submitted dissertations). Feedback will normally be provided before the examination period.

Please note that assessment on individual courses can change from year to year. See details of the current formative coursework and summative assessment for each course in the relevant  course guide .

Find out more about LSE’s teaching and assessment methods .

Graduate destinations

Career support.

Recent graduates have gone on to work in the areas of corporate finance, accountancy, management, and banking. Many have pursued graduate study in areas related to mathematics, economics, or both.

Further information on graduate destinations for this programme

Explore our Alumni Stories

Median salary of our undergraduate students 15 months after graduating:

Top 3 sectors our students work in:.

From CV workshops through to careers fairs, LSE offers lots of information and support to help you make that all-important step from education into work.

Many of the UK’s top employers give careers presentations at the School during the year and there are numerous workshops covering topics such as job hunting, managing interviews, writing a cover letter and using LinkedIn.

See LSE Careers for further details.

Discover Uni

Every undergraduate programme of more than one year duration will have Discover Uni data. The data allows you to compare information about individual programmes at different higher education institutions.

Programmes offered by different institutions with similar names can vary quite significantly. We recommend researching the programmes you're interested in and taking into account the programme structure, teaching and assessment methods, and support services available.

Find out more

Explore lse, student life.

Student support

Accommodation

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