Guidance Notes on UCAS

Information on applying for economics degrees and on building a strong platform for applications to the UK and overseas

Geoff Riley FRSA

Eton College and Co-Founder of tutor2u

Easter 2012 Edition

Section 1: Introduction to UCAS Building Blocks to Choosing a Degree

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First, have a look at the UCAS web site www.ucas.ac.uk Second, send off for your own copy of a favoured university prospectus that can be browsed at leisure. New editions can be ordered online from each of the universities. Here are some links to economics departments of many of the leading UK and overseas universities. A Selection of Economics Faculties: Click on the links to access the economics faculty web sites Bath Birmingham Bristol Cambridge Durham Edinburgh Exeter Lancaster Leeds Liverpool London School of Economics Manchester Newcastle Nottingham www.bath.ac.uk/econ-dev/ www.economics.bham.ac.uk/index.shtml www.bristol.ac.uk/economics/ www.econ.cam.ac.uk/ and www.econ.cam.ac.uk/prospect/ba/index.html www.dur.ac.uk/economics.finance/ www.ed.ac.uk/schools-departments/economics/ www.sobe.ex.ac.uk/undergraduate/ www.lums.lancs.ac.uk/departments/economics/ http://lubswww.leeds.ac.uk/undergraduate/index.php?id=55 www.liv.ac.uk/study/undergraduate/courses/courses_e.htm http://econ.lse.ac.uk/ and http://econ.lse.ac.uk/study/ugpr.html and www2.lse.ac.uk/study/meetLSE/studyAtLSEvideos.aspx www.socialsciences.manchester.ac.uk/disciplines/economics/ www.ncl.ac.uk/undergraduate/course/L100/economics (BA): www.nottingham.ac.uk/ugstudy/courses/economics/ba-economics.aspx (BSc): www.nottingham.ac.uk/ugstudy/courses/economics/bsc-economics.aspx Oxford (Econ & Management) www.ox.ac.uk/admissions/undergraduate_courses/index.html Oxford (General) Oxford (PPE) Queens (Belfast) Royal Holloway (London) Southampton St Andrews UCL Warwick York Trinity College Dublin Columbia (New York) Brown (Economics) Harvard (Economics) Princeton (Economics) Yale (Economics) Stanford (Economics) www.economics.ox.ac.uk www.admissions.ox.ac.uk/courses/ppec.shtml www.qub.ac.uk/home/StudyatQueens/UndergraduateStudents/ www.rhul.ac.uk/economics/prospectivestudents/home.aspx www.southampton.ac.uk/economics/undergraduate/ www.st-and.ac.uk/academic/economics/ www.ucl.ac.uk/economics/undergraduate/prospective www.warwick.ac.uk/fac/soc/Economics/ www.york.ac.uk/depts/econ/ www.tcd.ie/Economics/ www.columbia.edu/cu/economics/ www.brown.edu/Departments/Economics/ www.economics.harvard.edu/ www.econ.princeton.edu/ www.econ.yale.edu/ http://economics.stanford.edu/site-map
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Links to Alternative University Information and Careers Advice: Guardian Univ Guide: Independent: Open Days Prospects: www.guardian.co.uk/education/universityguide http://education.independent.co.uk/higher/ www.opendays.com/ www.prospects.ac.uk

More useful links

Why Study Economics: http://whystudyeconomics.ac.uk/ - this is a good site for background on university courses and there are some well made videos from current economics undergraduates. Tutor2u UCAS Blog: http://tutor2u.net/blog/index.php/economics/C561/ - containing lots of updated resources for students during the current UCAS round Complete university guide information on economics and related subjects available here: www.thecompleteuniversityguide.co.uk/single.htm?ipg=8823 Thinking Skills Assessment: www.admissionstests.cambridgeassessment.org.uk/adt/

Guardian university rankings for 2012

Take these league tables with a pinch of salt but they can be a useful starting point here is the most recent Guardian assessment of the top university faculties for Economics

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Section 2: Studying Economics Courses and Conditional Offers

Economics can be studied either as a single honours subject or in combination with other subjects (these are known as joint honours courses). Check carefully to see what options are available. Thousands of students each year combine Economics with Maths, History, Geography, Law, Philosophy, a Modern Language and also Politics, Engineering and Management. Course requirements vary by institution and these can change from year to year you are advised to contact the university department concerned for precise information before applying. Further details are likely to be given out at the official university / faculty open days For many of the top courses, a top grade in Further Maths is recommended to give your application a stronger chance. For single honours Economics it is rare to apply without an A grade in single Maths.

Conditional Offers and Recent Advice (updated: February 2012) For competitive courses in 2012 single Honours economics will require at least one A*at A2 probably Maths. You are strongly advised to take Further Maths for Cambridge, UCL, Warwick, LSE and Oxford Econ & Management o o o Bath: Typical offer: A2: A*AA, Mathematics and Economics A2 is required at grade A or above; AAA offer Business Administration (Sandwich) Birmingham: Typical offer: A2: AAA, GCSE Mathematics grade A if not offered at AS or A2 level; AAB for Business Management Bristol: Typical offer A2: A*AA including AAAA in C1, C2, C3 and C4. For Economics and Management: AAA including AAAA in C1, C2, C3 and C4. For Econ and Finance A*AA offers made for 2012. Likewise - Economics with Study in Continental Europe (4 years) A*AA. Economics and Politics AAA including A in C3 and C4 Maths o Bristol is more likely to make you an offer if you are studying Further Mathematics within the context of four recognized A-level subjects. Some pure mathematics (mainly calculus) is needed for econ theory which is compulsory in the first year (1/6th of the first year course). Most of the mathematics will not be harder than you would find in Further Maths A-level

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City University: Typical A2 offer: Economics: AAB Cambridge: A-level Maths is essential for those applying for entry. The vast majority of offers for economics at Cambridge require A2 grades of A*AA but for 2012, St John's College made offer in Economics of A*A*A (in Maths, Further Maths and Economics. Clare College made offer of A*AA (with A* in Maths or Economics) o o Each college adopts a different entry procedure: all have interviews (one 25-30 minute subject specific, one 15 minute general), some have tests: TSA, Maths or a comprehension/ submitted work. Cambridge require you to submit AS module scores and as a rule of thumb you should be scoring at lest 93% in each of your AS module units. In December 2011, at Selwyn College 8 successful applicants (out of 89) averaged 97.1% across their top 3 AS subjects Cambridge is looking for students with the intellectual curiosity to investigate contemporary and historical patterns of economic behaviour, and a wideranging interest in the evolution of the global economy. You should also have good quantitative skills and an interest in applying mathematical and statistical tools to the analysis of economic issues Their Tripos system is flexible e.g. you might study Law or Management Studies in 3rd year

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Durham: Typical offer A2: A*AA. Economics BA (Honours) and for Business Economics; For Combined Social Sciences (Econ + Geography) typical offer is A*AA o You will need an A* in Maths for Economics but dont bother applying for PPE if you are doing Double Maths as they think this shows too narrow a focus. Durhams PPE admissions advisor wants students to be taking four A2 subjects
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o o o If you arent taking four subjects to A2, consider applying for the Combined Social Sciences degree which has more places and is fine with 3 A2 subjects. You can study the same modules as the PPE

Edinburgh: Typical A2 offer: AAB: Single Honours Economics: Maths: Maths AS or A-level desirable. Exeter: Typical A2 offer: Economics A*AA: Selectors prefer applicants to be offering grade A at GCE A level Mathematics. They also prefer to see subject combinations which demonstrate both analytical and writing abilities. Economics and Politics offer: AAB; Business and Management offer: AAA Leeds: Typical A2 offer is AAA for most Economics options including Management. You must have A/A* in GCSE Maths; AAB for Economics and Maths London School of Economics (LSE): Further Maths is a must for Economics L100, but it is not necessary to have studied even single Maths to apply for Economics and Government. LSE put a HUGE emphasis on the UCAS statement. They make 2.5 offers for every place they actually have Manchester: Typical A2: Economics AAB, Development and Economics AAB; Economics and Finance AAB Newcastle: Typical A2 offer: AAB excluding General Studies. GCSE Maths grade A and English grade B Nottingham: o o o For the BA and BSC Honours Economics: Typical A2 offer is A*AA and for those taking four full A2 subjects (not including general studies) A*ABB. An A in Maths at GCSE is required. For Economics and Econometrics an A in A2 Maths or equivalent is required Economics with Hispanic Studies (4 years) A*AA; Management Studies: AAA

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Oxford (Economics and Management): o Typical A level offer: AAA. Candidates are required to have Mathematics to A-level. For Oxford, candidates' work experience and "extended projects" almost irrelevant - they read the Personal Statement excruciatingly carefully TSA exam is crucially important for Oxford E&M and also for PPE (read below): They look at your public exam grades and your TSA score and your school reference, and by using "regression analysis" they produce an "algorithm", from which they give each candidate a score. They then rank all the candidates. The TSA is the major component here When final decisions are being made about marginal candidates, it is all about the interviews and the personal statement

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Oxford (PPE): Typical A2 offer: AAA (Maths and History are helpful but not essential) Queen Mary London: Typical A2 offer: Economics AAA Royal Holloway: Typical A2 offer: Economics: AAB; Economics with Politics: ABB Southampton: Typical A2 offer: 3 A level subjects: AAA including A level Mathematics; 4 A level subjects: AABB including A level Mathematics at grade B or above St Andrews: Typical A2 offer for single honours Economics is AAA UCL: Typical A2 offer for Economics: A*AA in the first sitting, to include grade A* in Mathematics (and grade A in Economics if taking this subject), plus a pass in a further subject at AS level. Warwick: Typical A2 offer: A*AAB - For applications to 'L100 Economics' or 'L112 Economics and Industrial Organization' you must obtain a minimum grade A in A2 level Maths. A*AAa for those taking 3 A2 subjects

Land Economy (Cambridge, Reading) Its two primary disciplines are law and economics. Students with interests in economic geography, environmental economics, the economics of real estate and in environmental and property law will be attracted to Land Economy. www.landecon.cam.ac.uk/courses/undergradstudy/introduction.htm
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The University of Cambridge Land Economy faculty admits around 60 undergraduates per year. The normal requirement for undergraduate applicants to Land Economy is A*AA at A level. The Department does not require applicants to have taken any particular subjects prior to joining

Section 3: Tips on Strengthening a University Application

For the majority of university admissions tutors, their main concern is your intellectual / academic potential, commitment, curiosity and passion for your chosen subject disciplines compared with other students applying for a course. One admissions tutor said: we look for intellectual curiosity and a wide-ranging view of the subject, i.e. not just focused on the UK. Good advice, show awareness of the big changes happening in the world!

Focusing your UCAS statement Your UCAS personal statement should be at least 80% about commitment to a subject and must demonstrate evidence of having gone well beyond the syllabus, with a commitment to independent study.

Enrichment and Extension Activities in your Subjects Here is some advice on improving the quality of your application assuming that you have the grades o Independent enrichment reading o o o o o o o o Try to read articles from a quality newspaper every day. This will give you breadth of awareness and it will undoubtedly improve your written work in your final papers Your UCAS form is stronger if you include evidence of diverse reading with personal thoughts and reflections on how this reading has enriched your understanding of a subject. Develop your own personal learning network using blogs and twitter for example by following and engaging in discussions with subject experts Websites such as Project Syndicate are superb: http://www.project-syndicate.org/ Watch TED talks and talks from the Royal Society of Arts and the London School of Economics

Read up on critical thinking / thinking skills Get involved in school societies and make contact with visiting speakers follow them on Twitter or draw on some of their most recent articles and books this is a great way to immerse yourself in a subject Enter essay competitions such as the one organized by the Royal Economic Society o RES Essay competition for 2012 details here: http://tutor2u.net/blog/index.php/economics/C572

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Get involved with summer schools that give you fresh insights into subjects you want to take further. Check to see which UK and US universities are organizing summer schools and apply early! Challenge the conventional wisdom in the classroom try to question what is being taught, take issue with your teachers and explore different arguments dont take a back seat, dont be a passive student it will help you in interviews and later on in university seminars and improve your self-confidence Explore areas of the subject beyond the syllabus such as game theory and behavioural economics Explore opportunities for work experiences with different organizations and people - the more diverse the experience the better. Working for a charity, with a local newspaper or new business start-up is more valuable than a week sat with boring people in an investment banking office or a firm of accountants! Travel and seek to understand more about the social economic political and historical background of the countries that you are visiting. Read up about them, perhaps contributing to school-based magazines or other student publications. Blog about your experiences and your views.
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o Attend outside lectures and other events look for lectures made available to the general public at your local universities or academic organizations: In London for example: o o LSE Public Lectures: www2.lse.ac.uk/publicEvents/eventsHome.aspx RSA Events: www.thersa.org/events

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Section 4: Writing a Personal Statement for Economics

They are a crucial piece of evidence alongside projected grades and reference They must be personal; they must convey genuine enthusiasm for the subject!

First paragraph What sparked your interest? - talk about how you reached your decision to study this subject How has it been sustained? - Has taking it to A2 level confirmed you want to take it even further? Be specific - give an example of something in the course that's really fired your interest

Paragraph Two - Your Academic and Intellectual Curiosity Books that you have read. Try to think about your independent reading. Give the title, the author, a brief synopsis and explain what it was about that book that you liked/seemed relevant to you and your course. If you can, try to get to the heart of what the book was about, or take issue with it The journals or magazines or blogs you've read or follow. Why do you like that particular journal, and which articles in particular have interested you? How have you carried this interest forward? If you refer to something you have read, say what you think of it, a chance to show critical thought The recent developments in your subject that has caught your eye. Have you studied developments in behavioural economics? Or read different books on globalisation and the financial crisis?

Paragraph Three - Related interest in your subject The work experience or voluntary work has you done. What it was about that work experience or voluntary work that (specifically) interested you? Any academic competitions you've entered, what did you write about? What did you learn? What extra courses, lectures, summer schools, and seminars have you attended? Who gave them? What impressed you? What did you take from them?

Paragraph 4 - Extra Curricular - the subliminal messages The sports you do and the level. Any scholarships you have, and how you have continued to excel in that area. Your orchestras, choirs, bands, societies and say why you like them. Your positions of responsibility or occasions when you've led teams. What did you learn from it? What takes up your free time, and why do you give it so much space in your life? Why you think these qualities will make you a good undergraduate? Some areas of your life that show you can work under pressure, to deadlines.

Entry Profiles
On the UCAS website, every course at every university has an Entry Profile, accessible when you either search for a course or search for a university. Entry profiles will give a clear statement of the essential and preferred subjects at A2 and AS, as well as the grades and other requirements universities are looking for from applicants. For example, as well as specifying what grades are required, certain courses may specify required additional tests, skills, recommended evidence of relevant work experience and so on.

A Target for the 2012 AS Exams

In AS papers this year, aim for an average of at least 93% in each module and 100% in as many papers as you can.
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Section 5: Sample Personal Statements Statement 1: History (Oxford)

History is an enormously difficult subject to define. To me the most appropriate definition is that offered by Cicero, History is the witness that testifies to the passing of time. This is because the breadth of the subject means that the historian can never be certain of what happened, but tries to give an accurate account based on limited sources. History is something with which to think with; to see how people behaved in the past presents us an opportunity to think how we behave. My interest in history stemmed from its capacity to develop awareness of differing political, cultural, social and economic structures. This was particularly evident when studying the causes of the American Civil War, and the innate differences between the North and South. My inquisitive nature is a main factor in my desire to study history; I am interested in a broad range of historical topics including the Anglo-Zulu war, the First World War and the American Revolution. I have been appointed Secretary of the History Society of my school. A particularly memorable speaker was Professor Richard Holmes, who spoke about the Western Front in World War One. Following this talk I visited the battlefields of the Somme to gain a better understanding of the war. I have enjoyed reading Gary Sheffields controversial book, Forgotten Victory. I was interested by the notion offered that the war represented the greatest military victory in British history and that the First World War was as war that Britain had to fight. I have attended two talks by David Rattray, one at the Royal Military College at Sandhurst and the other at the Royal Geographical Society. These talks on the Anglo-Zulu war interested me because of their focus on the battle of Isandlwana being a great victory for the Zulus, and not entirely due to British incompetence. When studying the Causes of the American Civil War, I undertook the reading of The Great Republic A History of America by Sir Winston Churchill. Though more of a synopsis of American history up to the early twentieth century it offers an interesting overview and a good description of the Civil War. Since coming to the school I have gained an internal scholarship based on exam results. I have also won three History prizes in exams as well as in several other subjects. Last year I won the lower-sixth Divinity prize. In this essay I drew on examples from history as a means to explore what may be justified in the future. Looking at key events in history, such as the Industrial Revolution, I concluded that to hold back human development for the sake of future generations would be a mistake. Recently I have entered the Birley prize for an historical essay written and researched entirely independently. I chose the topic of The Olive Branch Petition and the American War of Independence. I was particularly interested by Bernard Bailyns book The ideological origins of the American Revolution, a book which gave great significance to the political philosophy of the revolution. I was also able to research Parliamentary debates from 1775 at the House of Lords Record Office, which was a rewarding and useful experience. My interest in Politics led to my appointment as Vice-President of the schools Political Society. In this position I am able meet a number of significant political figures. Both the editor of The Guardian and The Telegraph has come offering their views of the role of the media in society. As I am young for the year I probably need to take a Gap year. For three months I plan to do voluntary work in a Game Reserve in Natal Province, South Africa. From here I will have the opportunity to visit both the Boer and AngloZulu War battlefields. The opportunity to gain some understanding of other cultures should enhance my ability as an historian. The Oxford history courses broad chronological sweep and geographical range, including topics such as Spain and America in the 16th Century, is particularly appealing. I would relish the opportunity to study a history course that is
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not focussed merely on British and European histories. Having had a small sample of the tutorial system at my school, I feel that I would benefit enormously and gain much enjoyment from such a system.

Statement 2: PPE (Oxford)

When I was fifteen years old, I had the privilege of being elected Deputy Young Mayor of the London Borough of Newham. Engaging with the electorate, senior politicians and media, I experienced some of the links between economics, politics and philosophy, energising my decision to pursue the subjects academically. I enhanced my abilities through self-study, reading The Times, The Economist, debating and writing an online blog. This initiative helped me do well at school: youngest Chief Editor of the school magazine, highest achieving GCSE student in the borough and a Sixth Form Scholarship for state school pupils to Eton College. While reading Harford it dawned on me that there is an economist in each of us. I explored the idea in my article 'sKOOLonomics' by examining how students use economic thinking to make rational decisions in school situations. However, in my essay 'Tragedy behind the School Gates' I investigated the paradox in the Prisoner's Dilemma of how reason can be self-destructive and discussed measures to promote cooperative behaviour. In 'King's Speech' (highly commended in the 2011 RES essay competition), I echoed Mervyn King's fear of a repeat of the financial crisis and considered how government response has not fully addressed issues such as banks being too important to fail and deep-rooted global imbalances. I agree with Rajan's analysis that serious 'Fault Lines' lay not in economics but in politics. I enjoy running the College Economics Society, interacting with the experts and learning from them. In my paper 'It's the Economy, Stupid' I argued that politicians must address the economic aspirations of a society to get elected. However, in the context of the sovereign debt crisis, economic reforms are being undermined by politics. In a lecture on the Arab Spring I attended at the LSE, Dr Lisa Anderson cautioned against placing too much emphasis on the causal relationship between poverty of the masses and political unrest: ideologies play a role. My essay 'Fear is the Key' (winner, College Politics prize) discussed how conservatism is a positional attitude driven by fear of change rather than an ideology. I have met leading politicians, visited the Houses of Parliament and witnessed proceedings of the Newham Council. I complemented my experiences and studies by reading Woolf's Introduction to Political Philosophy. I am a Committee Member of the College Political Society. Philosophy enables us to think critically about some of life's deepest questions and provides the economist and the politician with a moral compass. This encouraged me to think and engage in discussion. Having read Warburton's Introduction to Philosophy, I attended his exhibition 'Picturing Philosophers' which inspired me to design 'Walk with Philosophers', a new course for the Newham Summer School, which I taught in a Socratic style. Debate Chamber's Philosophy Summer School and a Harvard online course on Justice enhanced my thinking. Then, having read Liberty and Equality edited by Machan, I am scheduled to talk at the College society on how the two can be compatible yet contradictory depending on their conception. My other involvements and responsibilities included positions as Deputy Head Boy, School Council Chair and jazz band member. At College I revived the Debating Society, hosted Berkshire Schools debating competition and was ranked in the top twelve at England Schools 2012 Debating Team Trials. Outside College I have taught debating at an Oxbridge Summer School, GCSE History lessons and other workshops. I volunteered as a primary classroom assistant and had work experience at Freshfields law firm. I have been selected as a London 2012 Young Leader and host community events associated with the Olympic Games. These experiences have strengthened my organisational skills and ability to work to tight schedules.

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Statement 3: Teacher Reference for Harvard (Economics)

Note: Applications to the US differ from the UK system seek special advice from your school / college on SATs exams and other aspects of the process. This is an example of a reference written for a student seeking an early-application place at a top US university and key is the range and depth of the activities and achievements that a referee can point to within the body of the application. Student A is an exceptional young man with a breath-taking range of academic and whole school talents and interests. I recommend him to you in the strongest possible terms and I do so without reservation. My hope is that, as my reference pans out, you will get a true sense of his commitment to academic excellence all of which is balanced and blended with a delightful lightness of touch and integrity in his day-to-day work within the school community. Academic results Since arriving at Eton Student A has occupied a lofty place in our internal academic rankings. He has been awarded straight Distinctions in our end-of-term exams winning a scholarship along the way. In the last year alone he has won school prizes in Economics, French and Physics. At GCSE, Student A secured the highest possible set of results and he was also placed in the top ten in the United Kingdom for his performance in Biology and Chemistry. It was no surprise that he emerged from his AS exams (taken at the age of 17) with a clean sweep of top grades and we have no doubt that Student A will reach the highest standards in his 2010 papers. Student A was a natural choice to be included in Sixth Form Select an elite group of our most academic students that meets regularly to read and dissect essays written by members of the group. His written work for me is accomplished, full of genuine insight and beautifully easy to follow. He has a natural gift for absorbing complex issues with the minimum of fuss and in developing a narrative and sustaining an argument with a telling phrase or supporting evidence. He carries this pursuit of interesting ideas into the schoolroom where he does not seek to dominate discussion for its own sake; instead he chooses his moment to capture the essence of an issue. He is without doubt an outstanding academic leader in a fine school. Beyond the classroom Student A has managed to achieve all of this without compromising for a second his outstanding contributions to the broader life of the school. We have a long-standing tradition of encouraging students to stretch their academic wings by entering an eclectic mix of essay competitions in different subject domains. Earlier this year Student A entered for the Newcastle Scholarship a grueling three-day exam that tested his understanding of the writings of Kant. At the same time he was researching an essay for the Royal Economic Societys annual competition on the intriguing title Are economic recessions inevitable? A few weeks later we learned that his essay had been awarded third place nationally and that Charles Bean, Deputy-Governor of the Bank of England and one of the judges had commented that Student As essay was the most well written answer he had seen from over five hundred submitted. Student A will receive his award from Professor Sir Partha Dasgupta of Cambridge University at a special lecture this coming November. I was delighted to appoint Student A as Secretary of the schools Keynes (Economics) Society. This student-run body invites external speakers and Student A and his team has already arranged a program of meetings that is unparalleled in my ten years at the school. Student A has also been editor of Etonomics our in-house economics magazine, contributing articles as well as editing the contributions of his peers. When time allows you can find Student A attending society meetings from Politics and Philosophy to Science - and as a leader in the development of a new school group the International Forum. Student A appreciates the value of these meetings and he builds a first-rate rapport with our guests during their time at Eton.

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We are proud of the range of activities that students at Eton can get involved with and Student A has entered into the spirit of these opportunities with gusto and relish. He devotes one afternoon a week to our Social Service program helping to care for elderly stroke victims at a local Concern Centre. He has played violin in our Concert Orchestra, joined the chorus in a house production of the Threepenny Opera and he had helped form a team for the house close harmony competition. He can be found playing soccer for his house on a Tuesday and Thursday afternoon and he has also tried his hand at rowing, shooting and school tennis, his talents at the latter gave him the opportunity to attend a school tennis training camp in Florida last Easter. Embracing the triumph of the city From where does Student A draw the energy to do all of these things? He clearly has exceptional organizational skills because, beyond Etons doors, he makes frequent trips to Londons South Bank to attend theatre, dance and film events. He has also completed a summer sculpture course in the capital and he has enjoyed completing sailing training in Norway, Outward Bound events and he has found time to complete his Drivers License in quick order! You will relieved to know that Student A still has time at the end of the day to dive into a good book. He has read Candide in French and is currently enjoying the works of Philip Pullman and the writings of the renowned development economist Jeffrey Sachs. Our school has provided Student A with a wonderful and eclectic balance of life opportunities that are difficult to find elsewhere and he has set a terrifically high standard in the schoolroom whilst savoring and contributing richly across a broad canvas of other activities. I have no doubt that Student A will do the same at university for his sense of collegiality is embedded deeply in everything he does. His inter-personal skills are of the highest order and his intellectual curiosity and drive to understanding more about an ever changing and turbulent world order will lead him into even more areas of academic debate and discourse. This summer Student A spent several weeks in Tanzania, first working at Mvumi School where he taught English and Accounting and then a week at the Tanzanian central bank in Dar El Salam. This was truly a life-changing period for Student A; he has written that the experience devastated my perception of equality, the axiom to which I supposed we are all subscribed. He is now deeply interested in the complex inter-relationships between politics and economic and social policy-making and it will be fascinating to see where this new focus takes him in the months and years to come. In twenty years as a Head of Faculty at two of the top academic schools in the United Kingdom, I have rarely come across someone with such a range of interests and talents. Expressed simply Student A is absolutely outstanding and I am delighted to offer this reference to you in support of his application.

Geoff Riley FRSA Eton College

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Statement 4: Economics and Management (Oxford)

It is difficult to think of a more important and interesting time to study and understand Economics. As the coalition government embarks on the biggest spending cuts since the time of Thatcher and the world looks set to plunge back into recession through the instability within the Euro Zone, one cannot ignore the impact of economic policies on all our lives. This is what draws me to the subject. Since taking up Economics at AS level, my main interest has lain with the evolution of innovation which is especially apparent in the past century. "The Rational Optimist" by Matt Ridley is a book that addresses the adaptability of the human race to overcome the obstacles of the past and argues for optimism when looking to the future as human ingenuity and innovation will provide a basis for continued growth despite issues like food shortages and strained resource supply. To develop my understanding of this subject, I researched and wrote an essay for the school's Economics prize on the importance of urbanisation to provide the high density living that is required to spark innovation, boost productivity, and ultimately fuel growth. I concluded from this research that urbanisation is one of the most important factors for continued growth due to the increased creativity and enterprise experienced in high density locations. Furthermore, it is becoming increasingly important from an environmental stand point in order to reduce the future carbon footprint of developing countries such as China and India. I ended up winning 1st prize for this competition, examined by Professor Paul Collier. For me, what makes the subject so fascinating is its dynamic nature due to the irrational actions and decisions of the global populace. As a mathematician, I was fascinated to find that even this irrationality can be modelled and calculated through the application of Game Theory which has become something in which I'm especially interested. "The Art of Strategy" by Dixit and Nalebuff was one of the most useful books I read in relation to this subject as use the of extensive case studies practically demonstrates the principles of Game Theory to everyday human decision making. Furthermore, Leonard Mlodinow's "The Drunkards Walk" gave me an insight into how ineffective the human brain is at understanding probability and statistics which can explain why many of the irrational choices we make are governed by the view that these instincts are in fact rational. In this book Mlodinow shows through the manipulation of statistics that the chaos of randomness can be understood through awareness of the chance affecting our decisions. Over the summer I spent 2 weeks working for Ceres Fund Ltd. I found the work rewarding as an experience which gave me an insight into how complicated the workings of the market are, reinforcing all that I have learnt of the irrationality of most consumer choices. Furthermore, I worked for African Access Holdings (Pty) Ltd for 3 weeks, being seconded to a group company specialising in travel and event managing. This was a particularly enlightening experience as it made me aware of the importance of such demanding managerial structures in larger companies. I also managed a shop on Portobello High Street which was interesting to experience first-hand the role of economic theory in practical situations. At school, I am Secretary of the Advertising Society, on the committee of the Model United Nations, the Psychology Society and the Entrepreneurship Society as well as being Secretary of the more informal Meditation Society. I enjoy the responsibility of organising house games, captaining my house football and cricket teams while also representing the school in both sports. I am looking forward to the challenging nature of an Economics and Management course as it will allow me to study the theory which fascinates me in tandem with the practical side of economics, which is so relevant to every choice I make.

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Statement 5: Economics Cambridge

I first became aware of the importance of Economics when I represented Iraq at a Model United Nations conference in Edinburgh. I debated issues ranging from the problem of aid dependence to the economic impact of terrorism, and won the Best Delegate award in the Economics Committee. Since then, I have extended my knowledge of different areas of Economics by reading the Financial Times and The Economist, and by attending open lectures at the LSE and RSA. In my gap year, I am working as an economic research assistant for the International Growth Centre (at the invitation of Professor Tim Besley) in a team planning to measure private returns to education, with the exciting possibility of undertaking fieldwork in India. My interest in Game Theory as a method for understanding strategic decision-making encouraged me to read The Art of Strategy by Dixit and Nalebuff. I am intrigued by how empirical evidence seems to refute the assumptions of Rational Choice Theory, leading us to question how rational we are and how useful the assumption of self-interest is, given the strong social, cultural and moral influences promoting altruism. Game Theory also appeals to me because it provides an opportunity to use my aptitude for Mathematics to analyse economic problems. I am working through Mathematics for Economics and Business by Ian Jacques, and have enjoyed applying calculus to problems such as those encountered in constrained optimization. I am eager to develop my Mathematical skills and their application to Economics at University. Recent turmoil in the global economy led me to read 'Animal Spirits' by Akerlof and Shiller, which introduced me to the intriguing manner in which psychology affects the performance of the macro economy. In my essay for the RES Young Economist of the Year Competition, entitled "Are Economic Recessions Inevitable? I argued that there was convincing evidence to suggest that underlying psychological factors, rather than policy failures, cause the business cycle. Since then, I have begun to explore rival theories of business cycles, including Keynesian, Monetarist and Austrian ideas. Amartya Sens Development as Freedom sparked my interest in the role of economic and social liberties to increase the advancement of poor countries, via the market mechanism. However, I found that much debate surrounding development is concerned with the time frame in which transitions towards market-based economies occur, rather than simply evaluating the benefits of free markets. The development of social capital appears to be a challenging but essential part of this process. My belief that it is necessary to adopt a bottom-up approach to improving living standards of citizens in developing countries was reinforced by reading The White Mans Burden by William Easterly. My interest in microfinance came from reconciling this approach to development with the improvement of economic freedoms and my entry for my schools Economics prize focused on the recent boom in microfinance to fund small Indian businesses. I concluded that regulation of microfinance lending should be increased to ensure that credit bubbles do not grow, burst and cause havoc, as they have done in the developed world. In my view, education is the best remedy available to improve global living standards. Through mountaineering expeditions to the Himalayas and the Andes, I have raised $12 000 to help educate orphan girls from the Masaai tribe in Tanzania. I will be teaching in Tanzania for three months from next April. As the secretary of my schools Economics Society, I sought out inspiring speakers from varied academic and business backgrounds to enthuse budding economists from several local schools. This experience has helped to develop my organisational and time management skills. I am keen to make the most of the opportunities that a university education can offer, and hope one day to pursue a career in academia.

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Statement 6: Russian at Oxford

My original reason for studying Russian was because it made a change from my other subjects and although I had studied other languages, it presented me with a new and more stimulating challenge. The more I studied Russian, the more I became fascinated with the language, the culture, and more recently the literature. The AS course does not entail any literature unfortunately, but my own limited experience of Russian literature is what draws me to studying the course at university. I have read Solzhenitsyns One day in the life of Ivan Denisovich, a story that provided an insight into Stalins infamous gulags, a period that I had previously studied in History. I was truly shocked by the conditions in which they had to live, and I hope to have the chance to study this period in greater detail. I have read short stories by Babel, Tolstoy and Zoshenka, all of which have provided me with a taste of the literature which I hope to have the chance to study in the next few years. I have recently started reading Crime and Punishment by Fyodor Dostoyevsky. However, my interest in the Russian language does not lie solely in the literature. I am very keen to improve both the fluency and accuracy of my Russian language skills. I have taken an intensive Berlitz language course to improve the fluency of my spoken Russian. This summer I studied at the Moscow State University for 2 weeks, which gave me the chance to experience Russian culture first hand, as opposed to just reading about it in books. I have been appointed secretary of the schools Slavonic society for 2007/8 and I am hoping to invite some intriguing speakers to enhance the awareness and popularity of both Russian language and culture within the school. I have won the school Russian prize, and entered the ALL Russian competition in 2007. Since taking up the subject at AS level I have grown interested in economics. I have done a presentation on the rise of the BRIC countries, which led to an in depth study of the Russian economy and its huge potential for growth in the next 50 years. I am on the committee of the schools Keynes society and have seen successful entrepreneurs in Russia, such as Shev Khemka, speak on the Russian economy; indeed it seems as though there has never been such an interesting time to study Russia, its politics and its economy. I have been lucky enough to have the chance to work at the worlds largest oil broker, PVM Oil Associates, and I was able to gain an insight into the market for oil, one key to the progression of the Russian economy. I am also the editor of the schools economics magazine. I started a company last year, Falstaff Catering, which provided catering for school run theatre productions. I have done volunteer work at both Comic and Sport relief, which was great experience in working in all different areas of a very large company. Last year a friend and I climbed Mont Blanc, and together we raised over 26,000 for the Oxford Childrens hospital. I am a keen sportsman; I played in the 2nd XI football team in my second last year, and have represented the school at Tennis. I used to compete in national skiing competitions, my enthusiasm for which has inspired me to create a school ski team, which is currently in its 3rd year of existence.

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Statement 7: Politics, Philosophy and Economics, Oxford

Participating in an election campaign for the Thai Democrat Party (TDP) this summer has cemented my decision to apply for PPE. The experience not only enabled me to realize what is required to enter the Thai Parliament my definite ambition but it also exposed the undeniable connections between the three disciplines. Not only was I often asked to defend the governments handling of the recent demonstrations on ethical grounds during my encounters with the electorate, but the process of campaigning in deprived areas one day and in nearby up-market shopping complexes the next made me aware of how far inequality had helped to cause political instability in Thailand. Indeed, the pursuit of income equality was the subject of my essay for the Royal Economic Societys competition, which was Highly Commended. My main attraction towards PPE thus lies in the synergetic links between the three branches. In economics, I am fascinated by the extent to which the simple price mechanism unconsciously affects numerous facets of our everyday lives and have extended my understanding of the subject through reading Sandelins A Short History of Economic Thought. Studying economics in the midst of the current financial crisis has led to me following many topical issues, including the possible trade-off between a quick economic recovery and a sustainable budget deficit the topic of a recent school prize that I won. Dixit and Nalebuffs The Art of Strategy provide an intriguing insight into game theory and behavioural economics. In addition to running the schools Economics Society, I also explored how ethics can enhance several areas of economics through Amartya Sens On Ethics and Economics and another prize essay. As for politics, I attended an internship programme at the TDP. Shadowing the current Thai Prime Minister also expanded my understanding of how leading a coalition government with a small majority forced him to resort to a cabinet government. Political newspapers and magazines have interviewed me, defending the PMs refusal to give in to the protestors in order to avoid setting a precedent for ochlocracy over parliamentary democracy. Studying UK politics has allowed me to investigate the ideologies behind the UK parties policies in the general election, as well as to examine how far Parliament serves its purpose in the Westminster model. Political philosophy appeals to me no less than contemporary politics: Woolfs Introduction to Political Philosophy spurred me to explore various original texts, such as Rousseaus Social Contract. My participation in the Dicey Conference at Oxford further expanded my knowledge of civil liberties. Although there is not enough time to study philosophy at school, it is not exclusive owing to the universal ability to think. While Warburtons Philosophy: The Basics provides an overview of major philosophical issues, Bertrand Russells The Problems of Philosophy has given me a taste of the style and framework of original works of philosophy, especially on aspects of epistemology. Hodges Logic introduced me to formal logic, including the tableaux test for inconsistency. My enthusiasm and aptitude for philosophy are also reflected in me winning a school philosophy prize on the importance of doubt towards philosophy. I believe that I have demonstrated the all-round academic capabilities needed to cope with the broad nature of PPE, having finished top of my year academically over the past 3 years. Taking part in the Mathematical Olympiad and my school Maths team that came 4th in the UK will also help me with the numerical skills required. Outside the classroom, I am captain of my Houses football team and editor of my schools academic yearbook. In addition to running Community Services, my organizational skills and responsibility are reflected in my appointments as an Academic Prefect and Head of the Scholars House.

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Section 6: Recommended Reading for Economics

Here is my selection of books for students keen to show a commitment to independent thought and active learning. 1. 23 Things They Don't Tell You About Capitalism (Ha-Joon Chang), ISBN: 1846143284 2. Adapt: Why Success Always Starts with Failure (Tim Harford) ISBN: 1408701529 3. An Optimist's Tour of the Future (Mark Stevenson) ISBN: 1846683564 4. Animal Spirits (Akerlof and Shiller) ISBN: 978-0-691-14233-3 5. Art of Strategy (Dixit and Nalebuff) ISBN: 978-0-393-06243-4 especially good for Game Theory 6. Capital (John Lanchester) ISBN: 0571234607 7. Civilization: The West and the Rest (Niall Ferguson) ISBN: 1846142733 8. Crisis Economics (Nouriel Roubini) ISBN: 978-1-846-14287-1 9. Development as Freedom: (Amartya Sen): ISBN: 0192893300 10. Drunkards Walk (Leonard Mlodinow) ISBN: 0713999225 11. Economics after the Crisis (Adair Turner): ISBN: 026201744X (forthcoming in 2012) 12. Exceptional People: How Migration Shaped Our World and Will Define Our Future: (Ian Goldin et al) ISBN: 0691145725 13. How Markets Fail: The Logic of Economic Calamities (John Cassidy) ISBN: 1846143004 14. Imagine, How Creativity Works (Jonah Lehrer) ISBN: 184767786X 15. Keynes the Return of the Master (Skidelsky) ISBN: 184614258X 16. Made in Britain: How the nation earns its living: (Evan Davis) ISBN: 0349123780 17. Paper Promises: Money, Debt and the New World Order (Philip Coggan) ISBN: 1846145104 18. Poor Economics: Rethinking Ways to Fight Global Poverty (Banerjee & Duflo) ISBN: 9781586487980 19. Positive Linking Networks and Nudges (Paul Ormerod) ISBN: 0571279201 (forthcoming in 2012) 20. Prophet of Innovation: Joseph Schumpeter & Creative Destruction (TK McCraw) ISBN: 0674025237 21. Super Co-operators, Evolution, Altruism and Human Behaviour (Nowak) ISBN: 9781847673367 22. The Big Short: Inside the Doomsday Machine (Michael Lewis) ISBN: 1846142571 23. The Economics of Enough: (Diane Coyle) ISBN: 0691145180 24. The Idea of Justice (Amartya Sen): ISBN: 0141037857 25. The Plundered Planet: How to Reconcile Prosperity with Nature (Paul Collier) ISBN: 1846142237 26. The Upside of Irrationality (Dan Ariely) ISBN: 978-0-00-735476-4 27. Thinking Fast and Thinking Slow (Daniel Kahneman) ISBN: 1846140552 28. Triumph of the City (Edward Glaeser) ISBN: 0230709389 29. Where Good Ideas Come From: Natural History of Innovation (Steven Johnson), ISBN: 184614051X 30. Worldly Philosophers: Lives, Times, and Ideas of Great Economic Thinkers (Heilbroner) ISBN: 0140290060 Reading list last updated Tuesday, April 03, 2012 The Enlightenment Economics blog written by Diane Coyle is excellent for keeping up to speed with the flow of new economics books that are being published at the moment: http://www.enlightenmenteconomics.com/blog/
Geoff Riley (tutor2u) - Introduction To UCAS Easter 2012