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Ulster University

Biomedical Engineering

UCAS Code: BH81

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

B,B,B

To include one Grade B from GCE A Level Mathematics, Physics, Chemistry, Biology, Technology and Design, Design and Technology, Engineering or Double Award Science. See the GCSE subject and grade requirements including specific Mathematics grade required depending on the GCE A level subject presented.

The entry requirement for this course is successful completion of an Ulster University validated Access route in Science/Technology with Overall Mark of 70% and 70% in NICATS Mathematics (Level 2). Equivalent Mathematics qualifications considered for the Mathematics requirement. Other Access courses considered individually, please contact admissions staff: T: +44 (0)28 9036 6305 E: compeng@ulster.ac.uk http://www.ulster.ac.uk/apply/entrance-requirements/equivalence.

GCSE/National 4/National 5

GCSE Mathematics Grade B or above (or equivalent) if presenting only Design and Technology as the specified subject for this course OR GCSE Mathematics Grade C or above (or equivalent) if presenting another of the specified subjects for the course with or instead of Design and Technology. GCSE Grades CC or above in Double Award Science OR in both GCSE Science and Additional Science OR in 2 of the following GCSE subjects, Physics, Chemistry, Biology, Science, Technology and Design, Statistics (or equivalent). GCSE English language at Grade C (or equivalent).

International Baccalaureate Diploma Programme

26

To include 13 at Higher Level and to include minimum grade 5 in Higher Level Mathematics and a Higher Level science subject. Grade 4 in English Language also required in overall profile.

Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)

H3,H3,H3,H3,H3

Including 2 subjects from Mathematics, Physics, Chemistry, Physics/Chemistry, Technology, Computing, Biology or Engineering. Plus English Grade H6 or above (HL) and Maths Grade H5 or above (HL) or English Grade O4 or above (OL) and Maths O3 or above (OL) if not sitting at higher level.

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

DDM

To include a minimum of 9 unit distinctions. The Faculty of Computing and Engineering accept combinations of A Levels, BTEC Subsidiary Diploma/National Extended Certificate, 90-Credit Diploma/National Foundation Diploma and BTEC Diploma/ National Diploma. For further information on the requirements for this course please contact Faculty admissions staff by T: +44 (0)28 9036 6305 or E: compeng@ulster.ac.uk . Entry equivalences can also be viewed in the online prospectus at http://www.ulster.ac.uk/apply/entrance-requirements/equivalence.

Scottish Advanced Higher

C,C,C

To include Mathematics and a science subject.

Scottish Higher

B,B,B,C,C

To include BB in Mathematics and a science subject.

UCAS Tariff

120-123

We've calculated how many Ucas points you'll need for this course.

98%
Applicants receiving offers

About this course


Course option

4.0years

Sandwich | 2020

Subjects

Biomedical engineering

General or integrated engineering

Important notice – campus change
This course will move to the Belfast campus. Students will change campus part way through this course.

Firstly, we need to define what Engineering is before considering what Biomedical Engineering is. Engineering is the application of science and mathematics by which the properties of matter and the sources of energy in nature are made useful to people. Another definition for Engineering is the design and manufacture of complex products. Therefore, Biomedical Engineering should be considered as Engineering that is applied to human health. However, human health is multifaceted – not only involving our physical bodies but also the things we put in our bodies (Pharmaceuticals) and the things we put on our bodies (Clothing). Therefore, Biomedical Engineering spans a variety of problems and interests.

Biomedical Engineers (sometimes referred to as Bioengineers) are responsible for driving innovations and advances in medicine. Another way to describe Biomedical Engineering is as follows.

1. A Doctor diagnoses and treat patients.

2. A Biomedical Scientist analyses samples from a patient in a hospital laboratory so that the doctor knows how to diagnose and treat the patient.

3. A Biomedical Engineer designs and develops all of the equipment used by the doctors and the biomedical scientists.

In many respects “The history of medicine is the history of its tools” and hence The Biomedical Engineer is the person who invents and provides these tools. Indeed, the discipline continues to evolve and expand into new areas such as tissue engineering and regenerative medicine, a core research theme within the School of Engineering at Ulster University.

Tuition fees

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

England
£9,250
per year
EU
£4,275
per year
International
£14,060
per year
Northern Ireland
£4,275
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Jordanstown

Department:

Jordanstown Campus

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What students say


We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.

77%
med
Biomedical engineering
77%
med
General or integrated engineering

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 (non-specific)

Teaching and learning

81%
Staff make the subject interesting
79%
Staff are good at explaining things
81%
Ideas and concepts are explored in-depth
75%
Opportunities to apply what I've learned

Assessment and feedback

Feedback on work has been timely
Feedback on work has been helpful
Staff are contactable when needed
Good advice available when making study choices

Resources and organisation

84%
Library resources
85%
IT resources
88%
Course specific equipment and facilities
64%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions

Who studies this subject and how do they get on?

89%
UK students
11%
International students
83%
Male students
17%
Female students
81%
2:1 or above
21%
Drop out rate

Most popular A-Levels studied (and grade achieved)

C
C
B

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

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.

£23,000
low
Average annual salary
93%
med
Employed or in further education
84%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

68%
Engineering professionals
5%
Science, engineering and production technicians
4%
Quality and regulatory professionals
What do graduate employment figures really tell you?

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.

£22,500
med
Average annual salary
86%
low
Employed or in further education
61%
med
Employed in a role where degree was essential or beneficial

Top job areas of graduates

69%
Engineering professionals
6%
Science, engineering and production technicians
6%
Sales assistants and retail cashiers
What do graduate employment figures really tell you?

As a mixed subject within engineering where students get a chance to learn from a range of disciplines, this course isn't taken by as many people as some of the more specialist disciplines. Demand for engineering skills is high, though, and so unemployment rates are low and the average starting salary was a very healthy £26,400 for 2015 graduates. Graduates are able to specialise enough to be working in jobs in engineering — especially in design and development - as well as engineering project management. IT and management consultancy were some of the more common jobs outside engineering. Bear in mind that a lot of courses are four years long, and lead to a MEng qualification — this is necessary if you want to become a Chartered Engineer.

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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.

Have a question about this info? Learn more here

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?

Have a question about this info? Learn more here