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University of Central Lancashire

Computer Aided Engineering (Foundation Entry)

UCAS Code: 4C00

Master of Engineering (with Honours) - MEng (Hon)

Entry requirements


72 UCAS points at A2

72 UCAS points

GCSE/National 4/National 5

5 GCSEs at Grade C/4 or above including Maths and English or equivalent. Equivalent qualifications are Functional Skills Level 2 in Maths and English or Level 3 Key Skills in Maths and Communication.

Pass IB Diploma including 72 UCAS points from Higher Level subjects

72 UCAS points

OCR Cambridge Technical Diploma

DM

OCR Cambridge Technical Extended Diploma

MMP

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

DM

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

MMP

72 UCAS points

72 UCAS points

UCAS Tariff

72

About this course


Course option

5.0years

Full-time including foundation year | 2020

Subject

Computer aided engineering

Foundation Entry degree courses are designed for students who have the ability to study for a degree, but don’t have the necessary formal qualifications to enter directly onto their chosen Honours degree programme. Further develop your ability to apply a socially aware, responsible and consistent approach to design, manufacturing and organisation – essential for professional engineers - and meet the academic criteria you need to progress to Chartered Engineer status. Throughout your studies you’ll apply modern computer-aided engineering techniques to the manufacturing industry, studying modules designed to improve your analysis and problem-solving capabilities - and in your final year, you’ll take part in student-led project and individual projects to put all of your new skills into real-world application. You’ll graduate thoroughly prepared to take on the engineering industry.

Graduates in CAE pursue careers in a wide range of industries including aerospace, marine, nuclear and petrochemical. Their roles are usually in design, manufacturing or production.

Engineering graduates are in greater demand than ever, which means the options for you are rich and endless, including careers in aerospace, the automotive industry, the Ministry of Defence and research development.

Put simply, engineers are concerned with the conversion of natural resources into valuable products and services that benefit us all. Those choosing a career in engineering can be confident that their skills will always be in demand. Those with specific knowledge of Computer-Aided Engineering will also have the ability to exploit the advantages of new technologies to extend their engineering expertise. This degree course provides a programme of study containing modern computer-aided engineering techniques that are applied within manufacturing industry. These include computer-aided design, computer-aided manufacture and computer-aided production management.

Modules

Year 1: Study Skills, Basic Mathematics, ICT, Practical Skills, Design Studies, Analytical Studies

Year 2: Compulsory modules; Engineering Applications, Engineering Analysis, Engineering Design, Engineering Science

Year 3: Compulsory modules; Operations Management A, Instrumentation & Control, Software Development 2, Design and Manufacture, Further Engineering Mathematics and Simulation

Year 4: Compulsory modules; Advanced CAD, Engineering Simulation, Operations Management B, Manufacturing Simulation, Control Systems, A major project

Year 5: Compulsory modules; Engineer in Society, Case Studies in Engineering, Advanced Tribology, Advanced Engineering Systems, A major project (double)

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£5,500
per year
England
£5,500
per year
EU
£5,500
per year
Northern Ireland
£5,500
per year
Scotland
£5,500
per year
Wales
£5,500
per year

The Uni


Course location:

University of Central Lancashire

Department:

School of Engineering

TEF rating:

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What students say


How do students rate their degree experience?

The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.

Engineering

Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.


Who studies this subject and how do they get on?

69%
UK students
31%
International students
89%
Male students
11%
Female students
46%
2:1 or above
12%
Drop out rate

Most popular A-Levels studied (and grade achieved)

B
C
C

After graduation


The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.

Engineering (non-specific)

What are graduates doing after six months?

This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.

£25,000
med
Average annual salary
100%
high
Employed or in further education
68%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

30%
Protective service occupations
25%
Engineering professionals
8%
Sales assistants and retail cashiers
What do graduate employment figures really tell you?

Very few students study this subject, so there isn't a lot of information available on what graduates do when they finish - bear that in mind when you look at the stats above. Most graduates get jobs in engineering or management, but if you would like to find out more specifically about the prospects for your chosen course, it might be a good idea to go on an open day and talk to tutors about what previous graduates went on to do.

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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.

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This is the percentage of applicants to this course who received an offer last year, through Ucas.

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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Course location and department:

This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.

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Teaching Excellence Framework (TEF):

We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.

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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.

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Post-six month graduation stats:

This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.

It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.

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Graduate field commentary:

The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show

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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.

While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?

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