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Graduates from this course have gained employment with a wide range of organisations

  • Almac Pharmaceuticals
  • Heartsine Technologies
  • Intelesens Responsive Healthcare
  • Medtronic
  • Randox
  • Boston Scientific
  • Cirdan

Graduates from this course are employed in many different roles

  • Biomedical R & D Engineer
  • Engineer
  • Manufacturing Engineer
  • Project Engineer
  • Quality Compliance Officer
  • R&D Engineer


Important notice – campus change Students will complete the next two years on the Jordanstown campus (academic year 2019/20 and 2020/21). Thereafter, from 2021, they may transition campuses. Precise timings will be communicated as we progress through the final stages of the build of the enhanced Belfast campus. Find out more

Producing outstanding Biomedical Engineers to meet the challenges of the future.


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.

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About this course

In this section


There is an increasing demand for more advanced and effective medical devices and therapies due to an ageing population and our ever demanding lifestyles. In order to meet these challenges the need for professional biomedical engineers with the appropriate skills and competencies has never been greater.

The biomedical engineering course aims to provide students with a comprehensive knowledge and understanding of the core technical, professional and ethical principles that underpin this area. It is a challenging course, multidisciplinary in nature and will enable them to gain successful employment in this continually expanding sector. Likewise, it provides them with a solid platform to undertake further MSc or PhD study programs in this area.

As well as providing the student with all necessary competencies to gain successful employment (or further study opportunities) after graduating, the staff delivering the course put a lot of emphasis on looking after the students when they are at University. This includes both good academic support and pastoral care which is equally important to ensure each student reaches their full potential.

Associate awards

Diploma in Professional Practice DPP

Diploma in International Academic Studies DIAS

Diploma in Professional Practice International DPPI

Find out more about placement awards



The course is four years in during (which includes a compulsory placement in year 3). The course is only offered as a full-time option.


Classes are normally scheduled from Monday – Friday (contact the course director for further details). There are no timetabled activities on Wednesday afternoons.

Start dates

  • September 2019
How to apply

Teaching, Learning and Assessment


The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

- the relevant generic national Qualification Descriptor

- the applicable Subject Benchmark Statement

- the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.


Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

The first year of the course is introductory in nature and provides the student with the fundamental principles of the subject material concerned. Particular emphasis is placed on the provision of appropriate underpinning in key subject areas such as mathematics, physics, design, manufacturing, electrical engineering, mechanical engineering and professional engineering practice. Specialist knowledge related to biomedical engineering is provided through the provision of specialist modules in biomedical engineering in both semesters, providing an introduction to the field of biomedical engineering, medical technology, and human anatomy and physiology. A significant number of modules in Year 1 incorporate laboratory tuition to ensure that the students receive appropriate hands-on experience to enhance their learning experience and to reinforce theoretical concepts.

In the second year of the course, students are expected to refine their skills and attributes developed in Year 1 and to extend their knowledge of topics specific to Biomedical Engineering. Subjects covered include biomedical physics and their applications, medical technologies, biomaterials science, biomechanics, anatomy and physiology, medical device directives and standards, ethics, medical electronics, engineerign programming and professional engineering practice. All of these subjects build upon the underpinning and introduction to the subject provided in Year 1, with a strong emphasis on laboratory work to enhance the students’ capabilities in preparation for placement in Year 3.

In Year 3, the student will undertake a period of paid placement in a clinical, industrial or academic setting. Placement is compulsory and seen as an integral part of the course providing the student the opportunity to develop into a junior engineer.

In year 4 the students are expected to undertake more advanced studies in modules designed to build upon their knowledge and capabilities resulting from the previous taught years and placement experience. A considerable amount of personal initiative is expected and the modules are constructed in such a way as to reflect this. In particular, the ability to make logical and analytical appraisal of a problem and to provide a structured and optimised solution is developed in the Honours Research Project. The individual project helps integrate module material from across the course. The key themes covered in final year include medical sensor technologies for monitoring and sensing applications, analog and digital signal processing methods with respect to medical applications, biomaterials and tissue engineering, nanotechnology, management, entrepreneurship and programming.

The Ulster Learning and Teaching Strategy's overall aim is "to provide students with a high quality, challenging and rewarding learning experience that equips them with ...knowledge, skills and confidence". Engineering, according to the QAA subject benchmark statement is built on three core elements, "scientific principles, mathematics and 'realisation'." The technical underpinning required in science and mathematics are taught in ways that combine traditional features such as lectures and tutorials with a range of practically based activities that embed this underpinning knowledge in the context of real-world systems and examples. Laboratory sessions include both demonstrations and experimentation, Lectures and tutorials typically contain examples, videos and physical demonstrations of the application of the scientific principles to engineering practice.

There has also been an increasing use of technology in developing learning resources. This generally includes the integration of applications software packages (CAD, FEA, CFD for example) and the use of live intranet and Web resources, both within scheduled sessions and in independent study, as the School continues to build student-partnerships and a community of learners.

Apart from conventional usage of ‘seen’ and ‘unseen’ assessment problems in class tests and formal examinations, significant use is made of on-line assessment strategies within the course to facilitate timely feedback. Oral examinations are utilised (e.g. in relation to project presentations and presentations relating to industrial placement). Diagnostic assessment features are becoming more prominent in Year 1 modules with formative assessment generally linked to summative assessment, for initial coursework submissions in the first half of semester.

Staff delivering the course are focused on the need for good quality, timely formative feedback, to encourage students and promote deeper learning as modules progress.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2019-2020.


Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

Biomedical Engineering 1

Year: 1

This module is designed to give the student an appreciation of the specific application of engineering and science to medical and healthcare practice both in a clinical and a device manufacture context. A range of equipment, biomedical electrodes, sensors and medical devices will be described and their importance to physiological measurement will be addressed.

Anatomy and Physiology for Engineers

Year: 1

This module provides students with an understanding of anatomy and physiology that are applicable to the area of biomedical engineeering.

Analytical Methods for Engineers

Year: 1

This module provides an understanding of the language and terminology of mathematics, together with the mathematical techniques from algebra, calculus and statistics that are necessary for the description and analysis of engineering systems.

Engineering Fundamentals

Year: 1

This module provides the fundamental principles mechanical and electrical technologies and provides a methodology for their practical application. The module covers topics such as: Statics and Strength of Materials, Dynamics, Thermodynamics, Linear DC Circuits, Energy Storage and AC Circuits.

Electronics 1

Year: 1

This module will provide an introduction to semiconductor devices and their application in electronic circuits such as power supplies, voltage regulators and simple amplifier circuits.

Professional Studies

Year: 1

This modules makes students aware of the relevant professional, ethical, legal, and sustainability issues associated with being a professional engineer. Induction in how to study at university is included at the start of the module. Assessment is a combination of individual report, class test and team group report.

Mechanical Computer Aided Design (MCAD) 1

Year: 1

This module provides an introduction to the fundamentals in the use of a modern 3D CAD system to create robust 3D part modules using an introductory range of feature types.

Year two

Biomedical Engineering 2

Year: 2

The module is designed to extend the students understanding of biomedical engineering in terms of physiological measurement, clinical diagnosis and treatment. The electrical properties of tissue are studied and their importance for a number of clinical situations examined. The development of electrodes for particular purposes is evaluated. Medical devices for a range of applications are studied. An introduction to the properties and applications of biomaterials is also given.

Regulatory Affairs and Ethics

Year: 2

This module provides students with a detailed understanding of the important issues relating to the regulatory control of the design, fabrication, manufacture and safe use of medical devices in Europe and the US. It includes information on the design and manufacture of medical devices and equipment. The origins and implementation of various directives in terms of classification, regulatory requirements and the use of standards are provided and demonstrated via an integrated group project approach involving structured exercises related to actual medical devices.


Year: 2

This module provides a detailed introduction to the areas of physics and derived medical applications, which form the basis for further study of related relevance to Biomedical Engineering.

Medical Electronics

Year: 2

The module enables the student to understand the engineering methods of sensing and measuring bio-signals, applying elementary operational amplifier based electronics and the basic design concepts of medical instrumentation and imaging systems.

Analytical Science

Year: 2

This module provides students with an understanding of a range of analytical techniques that are applicable for the analysis of materials and systems in biomedical engineering and engineerign science. This includes basic materials science and the techniques relevant for the analysis of chemical and physical properties of materials (such as biomaterials). The importance of quality guidelines, health and safety, and data handling are also addressed.

Engineering Programming

Year: 2

This module is designed to introduce engineering students to the basic principles of algorithmic programming, and the solution of engineering problems using MATLAB and LabVIEW.

Year three

Industrial Placement

Year: 3

This module is optional

This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.

International Academic Studies

Year: 3

This module is optional

This module provides an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. Students will develop an enhanced understanding of the academic discipline whilst generating educational and cultural networks.

Study USA

Year: 3

This module is optional

This module provides an opportunity to undertake an extended period of study in the USA; to acquire business and management skills, and to develop educational and social links. Places on the module are limited and subject to a competitive selection procedure.

Year four

Signal Processing

Year: 4

The module provides a knowledge of analogue and digital signal processing with particular application to biomedical signals.

Advanced medical sensors

Year: 4

This module prepares the student for the multidisciplinary (physics, chemistry and engineering) nature of biomedical devices. An applied view of sensor principles and associated device fabrication techniques is presented with modern and future medical applications constantly being illustrated.

Final Year Project

Year: 4

Each student taking this module will carry out an individual project on a topic relevant to their degree of study. Students are expected to design the project in collaboration with a nominated supervisor. They will be responsible for carrying out the project and writing up the results in the form of a final dissertation.

Biomaterials and Tissue Engineering

Year: 4

This module provides students with a detailed understanding of the composition, function and application of synthetic and natural biomaterials in the context of the medical implant devices they are used to fabricate. The approach taken highlights the important materials science issues involved in the provision of these systems. The increasing importance of tissue engineering to the provision of enhanced medical implant devices that cam more effectively replace damaged and/or diseased tissue and organs is also addressed.

Industrial Management

Year: 4

This module provides an insight to key areas of management within organisations; operations management, strategic management and human behaviour within organisations. Teaching methods include lectures, guided discussions and seminars.


Year: 4

This module is optional

This module gives the student an overview of nanotechnology and its applications in engineering.

Object Oriented Programming

Year: 4

This module is optional

This module extends the students understanding of the design and creation of software structures using an object-oriented paradigm. The programming language is C++ which is of particular relevance to engineering students.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

In this section

A level

The GCE A Level requirement for this course is grades BBB to include Grade B in one from Mathematics, Further Mathematics, Physics, Chemistry, Biology, Technology & Design, Design & Technology, Engineering, Life & Health Science (single or double) or Double Award Science/Applied Science.

Desirable subject offer:
Applicants presenting GCE A level Mathematics, Further Mathematics or Physics will receive a one grade reduction at the time of offer.

See the GCSE subject and grade requirements including specific Mathematics grade required depending on the GCE A level subject presented.

Applied General Qualifications

The Faculty of Computing, Engineering and the Built Environment accept a range of alternative combination of qualifications such as:

BTEC Extended Awards
The requirement for this course is BTEC Level 3 QCFExtended Diploma in Engineering, Science or Applied Science (inc. Forecsic Science) with overall award profile DDM to include at least 9 unit Distinctions.


The requirement for this course is BTEC Level 3 RQF National Extended Diploma in Engineering, Science or Applied Science (inc. Forensic Science) with DDM overall award grades.

A Levels with;
BTEC Level 3 QCF Subsidiary Diploma or BTEC RQF National Extended Certificate
BTEC Level 3 QCF 90-credit Diploma or BTEC Level 3 RQF National Foundation Diploma;
BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.

The A level must be in one of the specified subjects (see A level section) and/or the BTEC qualification must be in an Engineering, Science, Applied Science or Forensic Science subject area.

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).

For further information on the entry requirements for this course please contact the administrator as listed in the Contact derails section below.

Entry equivalences can also be viewed in the online prospectus at

Irish Leaving Certificate

Overall Irish Leaving Certificate Highers requirement for this course is H3,H3,H3,H3,H3 (typical grade profile) 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.

Scottish Highers

The Scottish Highers requirement for this course is BBBCC (to include BB in Mathematics and a science subject).

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is CCC (to include Mathematics and a science subject).

International Baccalaureate

Overall International Baccalaureate Diploma requirement for this course is a minimum of 26 points 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.

Access to Higher Education (HE)

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). Alternative Mathematics qualifications acceptable to the University will be considered for the Mathematics requirement.

Other Access courses considered individually, please contact the administrator as listed in the Contact details section below.


GCSE Mathematics Grade B, C* or 5 or above (or equivalent) if presenting only Design and Technology as the specified subject for this course OR GCSE Mathematics Grade C or 4 or above (or equivalent) if presenting another of the specified subjects for the course with or instead of Design and Technology.

PLUS GCSE Grades CC or 44 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 4 (or equivalent).

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements


HNC requirement is overall Distinction in an Engineering, Science or Applied Science subject will be considered for year 1 entry only. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required.

HND requirement is overall Merit in an Engineering, Science or Applied Science subject to include a Merit in either Level 4 or Level 5 Analytical Methods module. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required. Applicants may be considered for year 2 entry where the curriculum sufficiently matches that of Ulster University full time year 1 course.

Ulster Foundation DegreePass in Foundation Degree in a relevant subject area with an overall mark of 55% and minimum 55% in all taught level 5 modules and 55% in the Level 4 Mathematics module within the Foundation Degree. GCSE Maths Grade C or 4 or an alternative Mathematics qualification acceptable to the University is also required. Applicants will normally be considered for year 2 entry to the linked Honours degree.

For further information on the requirements for this course please contact
the administrator as listed in the Contact details section below.

Entry equivalences can also be viewed in the online prospectus at

The General Entry Requirements must also be met including English Language minimum GCSE grade C or 4 (or equivalent). Please check the following link

Exemptions and transferability

Exemption from parts of the course may be considered based on appropriate performance in a related, designated course or other approved experiential learning (APEL). The course has been designed to enable students who graduate with a good honours degree to apply for postgraduate study towards a PhD, MSc, MRes or other higher qualification.

Careers & opportunities

In this section

Graduate employers

Graduates from this course have gained employment with a wide range of organisations. Here are some examples:

  • Almac Pharmaceuticals
  • Heartsine Technologies
  • Intelesens Responsive Healthcare
  • Medtronic
  • Randox
  • Boston Scientific
  • Cirdan

Job roles

Graduates from this course are employed in many different roles. Here are some examples:

  • Biomedical R & D Engineer
  • Engineer
  • Manufacturing Engineer
  • Project Engineer
  • Quality Compliance Officer
  • R&D Engineer

Career options

Biomedical engineers can take up employment in a range of different areas (due to its interdisciplinary nature). Potential employers include:

1. The medical device and pharmaceutical industry (e.g. Boston Scientific, Medtronic, Stryker, Abbott, Heartsine, Intelesens, Randox, Almac, Norbrook, Trucorp, Siemens, Philips)
2. Hospital trusts (e.g. Northern Ireland, Ireland, UK and Australia)
3. Government and regulatory agencies (UK), and
4. Universities (e.g. Ulster University, QUB, KCL, Imperial College, Leeds, Southampton, TCD, UCD).

The biomedical engineer can play a vital role in any one of the above-named sectors, working as research and development engineer in the medical device industry producing the next generation of heart valves, defibrillators, ECG systems, stents or hip replacements, right through to the specialist working in the hospital to operate and maintain sophisticated equipment for the diagnosis and treatment of medical conditions.

The biomedical engineering degree course at Ulster University provides the graduate with a range of technical, professional and ethical competencies that will enable them to gain employment in this continually developing sector. Our graduates gain successful employment in the medical device industry and research laboratories and hospitals all over the world.

A significant number of students have also gone on to complete further studies (MSc/PhD) in the field of biomedical engineering and related subject areas at institutions all over the UK and Ireland.

Work placement / study abroad

The BSc (Hons) Biomedical Engineering degree programme is of four year duration, consisting of three years at University and one year on Industrial placement, which is compulsory. Students fulfilling the requirements of the course will be awarded an Honours degree with an accompanying award of a Diploma in Professional Practice (DPP) for successful completion of a University approved placement in a clinical, industrial or academic establishment.

The placement year in year 3 of the course provides our students with a valuable insight into the working environment and gives them a unique edge when they go to seek full-time employment after they graduate. Indeed, many placement providers end up offering employment to those students who completed a successful placement with them after they graduate.

Professional recognition

Institution of Engineering and Technology (IET)

Accredited by the Institution of Engineering and Technology (IET) on behalf of the Engineering Council for the purposes of partially meeting the academic requirement for registration as a Chartered Engineer.


How to apply Request a prospectus

Applications to full-time undergraduate degrees at Ulster are made through UCAS.

Start dates

  • September 2019

Fees and funding

In this section

Fees (per year)

Important notice - fees information Fees illustrated are based on 19/20 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees

Northern Ireland & EU:

England, Scotland, Wales
and the Islands:

£9,250.00  Discounts available

£14,060.00  Scholarships available

Scholarships, awards and prizes

A range of prizes and awards are available to students throughout their studies.

Additional mandatory costs

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.


Admissions contact regarding entry requirements and application process:
Sharon Moore
T: +44 (0)28 90366018

Centralised Admissions staff
T: +44 (0)28 9036 6305

For more information visit

Faculty of Computing, Engineering and the Built Environment

School of Engineering


  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.


David Bishop BSc Hons Biomedical Engineering with DIS 2011

Having graduated with First Class Honours in the summer, David commenced doctoral study with the Biomaterials and Tissue Engineering Research group in the Nanotechnology and Integrated Bioengineering Centre. His research will investigate various methods to try and increase the bioactivity of different biomaterial surfaces in order to manipulate and control the differentiation pathways of adult mesenchymal stem cells. David’s undergraduate years are a catalogue of high achievement. On placement with Boston Scientific Corporation (BSC), Galway, he won a Silver Value Improvement Project (VIP) Award due to savings of $800,000 per year on a coat weight variation project. He also designed a stent handling tool and his placement experience and nomination led to BSC winning the 2011 University Placement employer of the year award. David was also a Nuffield Research Scholar and, during his final year, tutored mathematics to students on Ulster’s Step-Up programme. David’s results and experience at undergraduate level, particularly in the final year project, have provided the stepping stone to his current research in the field of biomaterials.

Dr Rebecca Di Maio BSc Hons Biomedical Engineering with DIS 2004

Double graduate Rebecca has gone a long way from her Ballymena home and undergraduate studies at Jordanstown – literally. She is now Clinical Research Manager at HeartSine Technologies Ltd, overseeing the conduct of multicentre clinical trials on defibrillator and CPR technology. Rebecca has travelled to Moscow, Belfast, London, San Diego, Copenhagen, Chicago, New Orleans to present the results of the company’s studies and overview the technology. “I studied BSc Hons Biomedical Engineering with DIS, gaining First Class Honours and then undertook my PhD in defibrillation and resuscitation. It was a follow on from a very successful final year project supervised by Professor John Anderson, who has an international reputation in the field of defibrillation and resuscitation research. He is also now my manager as CTO of HeartSine Technologies Ltd. I have also lectured at Ulster in maths and electronics.” Rebecca has trained and supervised a number of students at HeartSine Technologies, some of whom have gone on to complete summer programmes at Harvard.

Tracey Leonard BSc Hons Biomedical Engineering with DIS 2011

Tracey is currently a Renal Technologist with the NHS . Her job involves the maintenance, calibration, repairs and modifications of medical equipment used to perform kidney dialysis. Dialysis machines are extremely important for the survival of patients who suffer from kidney disease. Renal Technologists ensure that this vital equipment works efficiently and safely at all times. Tracey undertook her work placement at Ulster’s Centre for Rehabilitation Research where she had the opportunity to work alongside a team comprising both local and international collaborators to complete a research study on Transcutaneous Electrical Nerve Stimulation (TENS). She was the investigator of the laboratory trial and the information collected was used to compile a journal submission. The paper, of which Tracey is a co-author is titled ‘Does the Stimulation Intensity of Transcutaneous Electrical Nerve Stimulation Influence Hypoalgesia?’ and was published in the European Journal of Pain in August 2011. Tracey hopes to gain invaluable experience within this role through hands on experience and training courses. Tracey is keen to incorporate her background in medical research into her current role which could possibly lead to new techniques or equipment being developed which could improve the treatment of dialysis patients.

Dr Lindsay McManus BSc Hons Biomedical Engineering with DIS 2008

Lindsay graduated with a degree in Biomedical Engineering with a commendation in a Diploma of Industrial Studies in 2008. In the same year she began a three-year PhD based in the Nanotechnology and Integrated BioEngineering Centre, funded by the Department of Education and Learning, Northern Ireland. Lindsay has worked on collaborative projects with Tyndall National Institute in Cork and also with Dublin Institute of Technology, Ireland. Throughout her time as a PhD student she has been successful in various funding applications for attending international conferences, including the I J Shelley travelling fund, the Andrew Carnegie research travel fund and the Royal Society of Engineering travel grant. Recently Lindsay was also successful in securing a National Access Programme research grant (NAP 303) which is funded by Science Foundation Ireland. Lindsay became the Irish regional winner for the Young Persons’ Lecture competition, which is sponsored by the Institute of Materials, Minerals and Mining (IOM3). This competition is a test of the competitors’ ability to convey technical information in an enthusiastic and understandable way, in the form of a short presentation. She then went on to participate in the 7th world final that was sponsored by the Companhia Brasileira de Metalurgia e Mineração in São Paulo, Brazil. She has also published a number of papers in peer reviewed journals on her pioneering work on monitoring Human Stem Cells using Raman Spectroscopy. Lindsay has recently taken up a post within Heartsine Technologies in Belfast (NI) after completing her PhD in NIBEC, Ulster University.

Jenna Smith BSc Hons Biomedical Engineering with DIS 2010

Having graduated with First Class Honours in July 2010 Jenna took up a post at Randox Laboratories, a privately owned diagnostic and equipment manufacturer based in Crumlin. She is now Project Manager on 'Evidence Evolution' which is the world’s first fully automated, random access Biochip analyser. It utilises the revolutionary Biochip Array Technology (BAT) which is capable of simultaneously detecting up to 23 analytes in a single patient sample. Jenna also works closely with the Quality teams assisting with internal and external audits and general regulatory compliance work within the Engineering department.