European School of Economics


The European School of Economics was founded in Italy in 1994, and grew in six years from one small centre in Rome to 6 campuses nationwide.

In July 2001, when military service was still compulsory in Italy, a decree was signed stating that Italian students enrolled in European universities, but studying on Italian soil, did not have the right to postpone their military service. This decree was invoked against ESE 1,800 times, in the face of its persistent defence of its students’ right to postpone service.

The TAR in the Veneto region with sentence n. 3092 of June 5, 2002, annulling the provision of the Military District of Padova, recognised the rights of the students enrolled in ESE and attending courses in Italy to obtain the postponement of the fulfillment of their military obligation in order to study. Consecutively, all of the above-mentioned decrees were challenged and reversed giving ESE students 1800 victories over the Italian State.

On December 12, 2013, the European School of Economics UK Ltd. (ESE Foundation) became a charity.


The European School of Economics (ESE) is a private business school which offers UK bachelors and masters degrees and specialised short programmes at its campuses in London, New York City, Milan, Rome, Florence and Madrid.  Specifically, ESE students can earn a BBA (Hons) in Marketing, Finance, Management, or Media and Communications; an MSc in Finance, Management or Marketing; or an MBA in Business Administration.


Visit their website for the most up-to-date details about entry requirements, their admissions policy, guidance with applications, advice on subject-specific entry requirements at ESE.


ESE graduates are among the most competitive business professionals on the market, prepared for leadership roles in international marketing, finance, communication and management.


The quality of the learning opportunities is monitored through annual course reviews conducted by Programme Directors and programme monitoring undertaken by the awarding body.

A range of mechanisms is in place to monitor the quality of teaching and learning, but there remains scope to strengthen opportunities for promoting good practice. The mechanisms include a formal and well-documented system of annual lesson observations, undertaken by the Head of Academic Affairs. The system is effective in checking the quality of lessons and identifying the professional development needs of teachers. There is no separate appraisal system to put the lesson observations into a wider context, or to identify wider issues. Students are able to evaluate the quality of teaching after every lesson, using a standard form. The School is at an early stage of planning a scheme of peer observations, acknowledging the potential for sharing good practice in teaching and assessment between colleagues.


Students confirm that they are well supported, academically and personally, through a combination of formal and informal arrangements. A student services manual contains a wide range of academic and pastoral information. The comprehensive induction for new students includes a series of workshops that cover topics such as critical thinking and research methodology.

The School has a comprehensive and innovative internship programme, which is highly attractive to students and clearly enhances their learning. The well-established and carefully managed programme operates for all programmes and involves an extensive network of companies across many countries. The internships enable students to link theory to practice and gain real employment experience, including realistic appointment interviews.

Further major enhancement to student learning comes from the flexibility for students to transfer between the School’s international campuses during their study, including for their internships. The opportunities for students to undertake comprehensive internships and transfer between international campuses are highly distinctive features of the provision and together constitute good practice.

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