My team comes into the picture when our customers have to comply with new European Union legal requirements, for example. A typical task could involve developing a new type of billing, i.e. a new invoice form. Here we look at what elements should be included – what is possible, and how do we ensure that the programmes work together? I use mathematics in my job when I use logical thinking, abstraction and in being structured. I hardly code at all, but I use my IT and domain knowledge. At the same time, this job demands both good collaboration skills and the ability to communicate with people in many different fields.

Graduate, MSc in Mathematics
IT developer, Danske Bank

Mathematics is part of day-to-day life – of using your debit card and navigating with GPS, just as much as making calculations in physics or chemistry or working out the pot odds in an important hand of poker. The two-year MSc in Mathematics programme at Aarhus University is open to students from higher education institutions both in Denmark and abroad.

The admission requirement is a BSc degree in Mathematics with a content equivalent to the BSc degree in Mathematics taught at Aarhus University, but a BSc degree with a high content of mathematics can also qualify, subject to individual assessment of the degree.


Teaching at the university is greatly influenced by the research conducted here, as the lecturers are active researchers. The MSc thesis, written during the final year of the programme, carries considerable weight, and in this context students benefit from the informal atmosphere between staff and students. When writing the thesis, students have excellent opportunities to be connected with a group of researchers, so as to be able to participate in the group’s research projects and scientific discussions. Students can specialise in a subject within a broad area, including one of the three areas of mathematics in which Aarhus University is particularly strong: algebra and combinatorics, analysis, and geometry and topology.


Studying in the Department of Mathematics, a canteen, computer rooms, a library, a bookshop, recreational areas and study areas are at your disposal. As an MSc student, you can have your own desk in the library, or if preferred in a shared office with other MSc students. There is also time for more than just lessons. A number of student organisations such as Eulers Venner (Euler’s Friends) and the Kalkulerbar (Friday bar) are based at the department and organise academic activities, study trips, celebrations and social functions.

There are also student associations at the university where students meet to discuss issues relating to the degree programme and to influence academic content, from department and centre level up to top-management level.

A mathematics degree is the key to a huge variety of careers. Aarhus University educates mathematicians for both Danish and international job markets. Graduates from the Department of Mathematics find work across a wide range of fields and institutions – in finance, communication or the wind-power industry in the private sector, as well as teaching in Danish high school. A high proportion of our MSc graduates stay on in academia as PhD students at Aarhus University, elsewhere in Denmark, or abroad.

Admission requirements

The following Bachelor’s degrees qualify students for admission to the Master’s degree programme in Mathematics:

  • A Bachelor of Science degree in Mathematics from Aarhus University, the University of Southern Denmark or the University of Copenhagen.
  • Another Bachelor of Science degree from Aarhus University with subject components in Mathematics equalling 60 ECTS credits, including at least of two of the courses in Algebra, Geometry and Real Analysis (or equivalent), as well as an introductory course in Programming

The following other degrees can provide admission to the Master’s degree programme in Mathematics:

  • A Bachelor’s degree amounting to at least 60 ECTS credits in Mathematics can qualify the student for admission.

Language Requirements

Since English is the language of instruction in all subjects, all applicants are required to provide evidence of their English language proficiency. 
Please see the general admission requirements.


Please see the general admission requirements.


Programme structure

The Master’s degree in mathematics counts as 120 ECTS credits and mainly consists of subjects within the mathematics field of study. You specialise by participating in course activities and projects and by writing a thesis. During your very first week, you structure your own individual study programme with the help of a teacher from the Department of Mathematical Sciences by choosing courses from a course catalogue. Your programme is based on your academic qualifications and interests and the subjects you studied for your Bachelor’s degree. The plan must be approved by the Board of Studies before you can enrol for examinations.

For more information about the individual courses, go

If you would like information about options regarding a Master’s thesis in mathematics working with research groups at the Department of Mathematical Sciences, go to their respective web sites.


Forms of teaching

At the University of Aarhus, you are in close contact with researchers in a way that you rarely experience at other universities. The door to the professor’s office is always open if you need clarification of the study material, and you are encouraged to ask questions at lectures and during exercises. We make heavy demands on your academic skills and independence. In return, you gain considerable benefits in the form of academic challenges and scientific knowledge, in addition to broad competences.

The teaching at the university focuses on independence, critical thinking and collaboration. Part of the teaching is in the form of lectures in small groups, and this introduces new angles to the material compared with the textbooks. You also receive extensive guidance in how to work with examples and projects, and you are given a personal supervisor in connection with your thesis.

The varied forms of teaching, collaboration in groups and the opportunity for close scientific dialogue with the researchers provide you with general competences that are in great demand in the global job market. These competences include abstract, critical and independent thinking, analytical skills and strategic planning. You can use these skills in many contexts – even in jobs you didn’t know you were qualified for.


A year divided into four terms

The teaching is divided into terms with four terms per year. Each term consists of a block of seven weeks followed by an examination period of 2–4 weeks. For an example of a course calendar, go to:


PhD programme

If you have the necessary skills and interest, you have the option of applying for admission to the PhD programme. You can apply when you have completed your Bachelor’s degree and one year of your Master’s degree or when you have completed your Master’s degree. In the PhD programme, you start working on a research project and are gradually trained through courses and personal guidance to become a researcher. For more information, click here or read examples of current research projects at the Department of Mathematical Sciences.


Academic regulations


Programme structure

Student life

You study at the Department of Mathematical Sciences, which not only has classrooms, but also has a canteen, computer rooms, a library, a bookshop, recreational areas and study areas. As a Master’s degree student, you can get your own desk in an office that you share with other Master’s degree students.

There is nevertheless time for more than just subjects and lessons. A number of student organisations such as Eulers Venner (Euler’s Friends), the Friday Bar and Tågekammeret (the Cloud Chamber) are based at the department and organise academic activities, study tours, celebrations and social functions. The Danish Youth Association of Science promotes familiarity with science by organising lectures, study tours and more. The different student associations at the university consist of students who meet to discuss issues relating to the degree programme. These organisations influence the academic content of the degree programmes, from department and centre level to the top management levels at the university.


Campus – a unique place

The University of Aarhus is unique, especially because the buildings are grouped in one campus area close to the Aarhus city centre. The campus has many green areas and a beautiful park surrounding a small lake. Here you also find student accommodation and an underground system of corridors, which means that you don’t have to get your feet wet going from the canteen to your study area. There are also lecture theatres and a host of activities ranging from sports days to the regatta on the lake, interesting lectures, a film club, libraries and university celebrations. The campus ensures that you have easy access to the canteen, student counsellors, teachers, the bookshop, the State and University Library and the Friday bar.


Aarhus as a study centre

The university is not all Aarhus has to offer. As the second-largest city in Denmark, Aarhus has numerous different cultural activities. The well-known Aarhus Festival is celebrated for a week at the beginning of September every year and the streets really come to life. During the rest of the year, you can visit different music venues and concert halls in the city or find entertainment at one of the many theatres in Aarhus. The city’s many museums include ARoS – the major international art museum, which is a spectacular place for visual experiences. If you have had enough of cultural activities, you can ride your bike to the beach in no time or go for walks in the Risskov woods or in the beautiful woods around Marselisborg. The forty thousand young students in Aarhus make up 17.5% of the population, which leaves its mark on city life. Aarhus is a young, dynamic city with plenty of opportunities.

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Job functions for grads

This data is derived from AU's 2013/2014 employment survey. This data should not be considered a completely accurate representation of the labour market and job functions for all graduates of the individual degree programmes. It exclusively represent the responses submitted to the survey in the years in question.