Study tracks

1. Track 'Quantitative Economics and Mathematical Methods'
Field of studies 38.04.01 Economics
Information on the track will be added later.
2. Track 'Quantitative Business Analytics'
Field of studies 38.04.02 Management
Information on the track will be added later.
The programme's objectives include equipping students with the following key knowledge and skills:
- Mastering methods of statistical data analysis and machine learning;
- The ability to correctly evaluate economic models and draw conclusions based on empirical analysis;
- The ability to extract predictive insights from large datasets;
- Implementing models for automated analysis and forecasting;
- Proficiency in working with analytical tools (Google Analytics 4; Yandex Metrica Expert);
- The ability to effectively visualise data (Power BI, Yandex DataLens, Excel, Python, R);
- Conducting scientific research in business and economics;
- Working with databases and collecting data from various sources.
In the first year, all students master the analytical core and begin studying specialised courses within one of two tracks: Economics or Management. The second year is dedicated to deepening this specialisation and practical training.
An important component of the curriculum is project-based activities within courses and dedicated projects, allowing students to consolidate their acquired knowledge and skills by solving real-world tasks from partner companies.
Students have extensive opportunities to complete internships at the university's partner companies, as well as to spend a semester studying at leading international business schools that are partner institutions.
Students of the Economics track have the opportunity to participate in the research activities of two leading laboratories: (i) Centre for Market Studies and Spatial Economics, and (ii) International Laboratory of Game Theory and Decision Making.
Students of the Management track have the opportunity to participate in the research activities of Strategic Entrepreneurship Centre.
