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Mechatronic Engineering

Entry requirements


A level

B,B,C

To include Grade B in one from GCE A Level Mathematics, Further Mathematics, Physics, Chemistry, Technology and Design, Design and Technology, Engineering, Electronics or double award Science/Applied Science. Applicants presenting Maths, Further Maths or Physics will receive a one grade reduction at the time of offer i.e. BCC. This subject can be achieved at grade C or B. See the GCSE subject and grade requirements including specific Mathematics grade required depending on the GCE A level subject presented.

Access to HE Diploma

D:15,M:30

In Engineering/Science/Technology/Maths & Physics/Biomedical Science. For Ulster University validated Access courses, in the same subjects, the pass mark is 63% overall and and 63% 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 9536 7890 E: [email protected] http://www.ulster.ac.uk/apply/entrance-requirements/equivalence.

GCSE/National 4/National 5

If offering GCE A Level Technology and Design, Engineering or Electronics must have GCSE Mathematics at Grade A (or equivalent) and GCSE English Language Grade C (or equivalent) otherwise GCSE grade C in Mathematics (or equivalent) if presenting with any of the other specified subjects plus GCSE English Language Grade C (or equivalent) is required.

International Baccalaureate Diploma Programme

25

To include points 12 at Higher Level and to include minimum grade 5 in Mathematics and another Higher Level science subject. Grade 4 in English Language also required in overall profile.

112 UCAS Tariff points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 if studied at Higher Level or O4 if studied at Ordinary Level. Course Specific Subject Requirements Higher Level subjects must include Mathematics at minimum Grade H5 and one other HL subject at minimum Grade H6 from Physics, Chemistry, Physics/Chemistry, Biology, Technology, Engineering or Technology and Design.

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

DMM

RQF Pearson BTEC Level 3 National Extended Diploma Award profile of DMM to include a Merit in Engineering Principles and Merit in Calculus to Solve Engineering Problems. Essential Subjects: Pearson BTEC Level 3 National Extended Diploma in Engineering (RQF) (601/7588/6) Pearson BTEC Level 3 National Extended Diploma in Manufacturing Engineering (RQF) (601/7589/8) Pearson BTEC Level 3 National Extended Diploma in Electrical and Electronic Engineering (RQF) (601/7587/4) We will also accept smaller BTEC/OCR qualifications (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications. Essential Subjects: Pearson BTEC Level 3 National Diploma must include a Merit in Engineering Principles and Merit in Calculus to Solve Engineering Problems. Pearson BTEC Level 3 National Diploma in Engineering (RQF) (601/7580/1) Pearson BTEC Level 3 National Diploma in Manufacturing Engineering (RQF) (601/7582/5) Pearson BTEC Level 3 National Diploma in Electrical and Electronic Engineering (RQF) (601/7579/5) Essential Subjects: Pearson BTEC Level 3 National Extended Certificate must include Merit in Engineering Principles. Pearson BTEC Level 3 National Extended Certificate in Engineering (RQF) (601/7584/9) The BTEC qualification must be in an Engineering subject area and include the required modules and/or the A Level must be in one of the specified subjects (see A Level section). OCR/Cambridge Technical Combinations OCR Nationals and OCR Cambridge Technicals do not satisfy the subject requirement for this course and will only be accepted when presented with an A Level in one of the specified subjects (please refer to A level section). To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker - https://www.ulster.ac.uk/study/entrance-requirements/equivalence We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - https://www.ulster.ac.uk/study/entrance-requirements/undergraduate-entry-requirements

Scottish Advanced Higher

C,C,D

To include Mathematics and a science subject.

Scottish Higher

B,B,C,C,C

To include minimum of BB in Mathematics and a science subject.

UCAS Tariff

112-117

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

About this course


Course option

4years

Sandwich | 2024

Subject

General or integrated engineering

Mechatronics unites the principles of mechanics, electronics, and computing to develop simpler, more economical and reliable systems.

This BEng Hons course has been designed with employers to prepare students for a wide range of industrial electronic and mechanical roles.

Using a connected programme of study, which will allow you to build on the knowledge you gain in each semester, this degree will prepare you to become a well-rounded engineer equipped for a wide range of roles within industry.

Tuition fees

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

England
£9,250
per year
EU
£16,320
per year
International
£16,320
per year
Northern Ireland
£4,750
per year
Republic of Ireland
£4,750
per year
Scotland
£9,250
per year
Wales
£9,250
per year

The Uni


Course location:

Belfast

Department:

Jordanstown Campus

Read full university profile

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.

73%
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

73%
Staff make the subject interesting
79%
Staff are good at explaining things
69%
Ideas and concepts are explored in-depth
74%
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

76%
Library resources
70%
IT resources
84%
Course specific equipment and facilities
61%
Course is well organised and has run smoothly

Student voice

Staff value students' opinions
Feel part of a community on my course

Who studies this subject and how do they get on?

95%
UK students
5%
International students
64%
Male students
36%
Female students
95%
2:1 or above
19%
First year drop out rate

Most popular A-Levels studied (and grade achieved)

B
B
A

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.

£22,500
med
Average annual salary
86%
low
Employed or in further education
82%
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

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 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).

This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.

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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.

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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