About the programme
Programme summary
Find out more
Off to a good start
After graduation
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
sem 2
|
en
|
Glenn Rayp
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Brent Bleys
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Stijn Baert
|
6
|
|
|
|
1
|
sem 1
|
nl
|
Gert Peersman
|
6
|
|
Subscribe to 18 credit units from the following list, with no less than 11 and no more than 18 credit units with reference A, distributed over the first standard learning path as follows: 18 credit units in year 1, and over the second standard learning path as follows:
- 12 credit units in year 1,
- 6 credit units in year 2.
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
A
|
1
|
sem 2
|
en
|
Koen Schoors
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Glenn Rayp
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Johan Albrecht
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Marijke D'Haese
|
5
|
|
|
A
|
1
|
sem 1
|
en
|
William De Vijlder
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Selien De Schryder
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Michael Frömmel
|
6
|
|
|
A
|
1
|
sem 2
|
en
|
Dirk Van de gaer
|
6
|
|
|
A
|
1
|
sem 2
|
en
|
Ewoud Quaghebeur
|
6
|
|
|
A
|
1
|
sem 1
|
nl
|
Dirk Van de gaer
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Freddy Heylen
|
6
|
|
|
A
|
1
|
sem 2
|
en
|
Gerdie Everaert
|
6
|
|
|
A
|
1
|
sem 1
|
en
|
Rudi Vander Vennet
|
6
|
|
|
|
1
|
sem 2
|
en
|
Sam Desiere
|
3
|
|
|
|
1
|
sem 2
|
nl
|
Xavier Gellynck
|
6
|
|
|
|
1
|
sem 2
|
nl
|
Jochen Maes
|
6
|
|
|
|
1
|
sem 2
|
en
|
Ilse Ruyssen
|
6
|
|
|
|
1
|
sem 2
|
en
|
Bruno Merlevede
|
5
|
|
|
|
1
|
sem 2
|
nl
|
Glenn Rayp
|
5
|
|
|
|
1
|
sem 1
|
nl
|
Carine Smolders
|
5
|
|
|
|
1
|
sem 2
|
nl
|
Ben Depoorter
|
3
|
|
|
|
1
|
sem 2
|
nl
|
Frank Witlox
|
5
|
|
|
|
1
|
sem 1
|
nl
|
Luuk Boelens
|
6
|
|
|
UKV
|
1
|
sem 1
|
nl,en
|
Peter Dawyndt
|
5
|
|
|
UKV
|
1
|
sem 1
|
nl
|
Yannick Dillen
|
3
|
|
|
UKV
|
1
|
year
|
nl
|
Thomas Block
|
5
|
|
|
UKV
|
1
|
sem 1
|
nl
|
Kristoffel Demoen
|
6
|
|
| Course | Ref | MT1 | Semester | Language | Instructor | Crdt |
|---|---|---|---|---|---|---|
|
|
1
|
year
|
nl
|
|
18
|
|
Competence field 1: Competency in one or more scientific disciplines
- Acquiring an advanced understanding of the micro economic behaviour of consumers and producers, and the price making process in markets that are the result of their interactions.
- Acquiring an advanced understanding of the macro-economic equilibrium, fluctuations in the equilibrium and disturbances of it. Understanding the relationships between macro-economic policy, growth and imbalance.
- Acquiring an advanced understanding of the functioning of the financial markets and banks, and understanding how these are affected by monetary policy.
- Acquiring an advanced understanding of the functioning of the labour markets in general and the Belgian labour market in particular.
- Acquiring an advanced understanding of the causes and effects of the globalisation of the economy in terms of trade flows, financial flows and migration flows.
- Acquiring an advanced understanding of the relationships between economic development and environmental quality, and the effects of environmental policy on the environment and the economy.
- Applying in a critical way the knowledge of the supporting sciences in solving complex problems.
- Working out problem based research questions in economic sub domains, applying the appropriate methods and models while doing so.
- Identifying the sources of economic research and using them and processing them in a creative way.
- Interpreting, reporting on, evaluating the results of existing and one’s own initial research and relating them to research in related sciences.
- Dealing consciously and autonomously with different levels of abstraction in the modelling of complex economic problems.
- Integrating the relevant methods and techniques of the non-economic previous training at the bachelor and master levels in one’s own general economic research.
- Analysing and assessing complex economic issues on the basis of scientific knowledge.
- Formulating a personal point of view on the basis of a scientifically based analysis and logical reasoning that integrates economic insights and insights acquired in the non-economic academic bachelor programme.
- Reflecting critically on one’s own thinking and functioning, and adapting them where necessary.
- Bearing witness of an attitude of lifelong learning and professional growth.
- Reporting in writing on research in economic problems and their solutions.
- Presenting orally about research into economic problems and their solutions.
- Working in team with students having different academic backgrounds.
- Being able to communicate on economic problems and solutions with people from different backgrounds and different previous education paths.
- Integrating historical social trends and contemporary social developments in one’s own economic insights and one’s own scientific work.
- Analyzing and integrating social and ethical consequences of new developments in the disciplines of the previous bachelor training and other disciplines into one’s own economic insights.
- Assessing and evaluating social and ethical consequences of one’s own decisions as an economist.