Overview
Training you for success as a modern, proficient, up-to-date and research-informed physiotherapist.
Summary
Are you willing to put patients first in everything you do, and treat all with respect, dignity & compassion? Are you aware that physiotherapists work in all areas of health (e.g. elderly care, intensive care, respiratory care, stroke care, mental health & orthopaedics) not just in musculoskeletal/sports injuries? Do you realise that, for the safety of their patients, all physiotherapy students are required to be vaccinated and to pass both a medical and an enhanced criminal record check? Do you appreciate that physiotherapy students are expected to act in the role of patients for their classmates during practical classes, and that this sometimes means being appropriately dressed for that activity? Are you prepared to put in a lot of work (20+ in-class hours in Year 1, plus plenty of home study)?... If so, this may be the course for you.
We will train you to cope with virtually all situations that physiotherapists meet professionally. We will also focus on your academic development, aiming to leave you able to: identify problems that need solving, seek out related information and critically appraise its value, come up with recommendations for tackling the initial problem, and produce a report/presentation with which to transmit your recommendations to an audience.
We’d love to hear from you!
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
- Course specific information
- Fees and Finance
- Admissions
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
About this course
About
Comments from academic peers from other universities include:
"The programme compares highly favourably with similar programmes that I am familiar with at other institutions."
"A highly contemporary professional course that more than meets the requirements of academic and professional regulatory bodies."
"The performance both from an academic and clinical perspective across each student group is reflective of an outstanding level of student support."
"Students are producing a very high standard of work across all three levels."
"I was particularly impressed with some of the writing skills of students in their second year. Written assignments tend to be reduced in courses these days and this may impact on the dissertation in Year 3."
"Feedback to the students was detailed."
"The integration of contemporary policy and professional issues, clearly linked to employment and employability contributes to keeping the programme content highly relevant."
"Quite rightly a very highly regarded pre-registration programme in the UK."
Attendance
Three years, full-time. In addition, two placement blocks occur in summer semesters. Attendance is closely monitored given the large amount of practical components within the course but also to allow staff to identify students who might require additional support.
Start dates
Teaching, Learning and Assessment
You will work both individually and in groups. You will be taught in lectures (approx. 100 students), seminars (approx. 33 students) and practical classes (approx. 33 students). The majority of the course is delivered in practical classes where you will learn and practise the various practical skills needed by a physiotherapist. In these classes, you will alternate between taking on the role of physiotherapist and patient.
Lectures may be delivered live in person or online dependent upon the module. Lecturers might use a range of techniques to deliver materials.
You will be assessed in a variety of ways, such as written class tests, practical skills tests, presentations, oral tests, essays, dissertation, etc. You will also be assessed on your performance on placement.
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:
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, 20, or 40 credit modules (more usually 20) and postgraduate courses 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. Teaching and learning activities will be in-person and/or online depending on the nature of the course. 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
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 assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
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, the assessment timetable and the assessment brief. 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. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Academic profile
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) 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 and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - 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 from the academic year 2022-2023.
Modules
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.
Year one
Foundations for Interprofessional Practice
Year: 1
Status: C
This level four module introduces you to the core interprofessional competencies to support you develop and embody interprofessional principles and interprofessional working during your degree programme and beyond.
Structure, Function & Assessment of the Human Body 1
Year: 1
Status: C
This module will give you a firm knowledge base in the anatomy of the upper quadrant (limb and spine) and introduces you to simple diagnostic musculoskeletal assessment of the upper limb; it also introduces you to simple clinical pictures (i.e. conditions that a patient might present with as well as their associated signs and symptoms) and related clinical reasoning to make the anatomy meaningful.
Structure, Function & Assessment of the Human Body 2
Year: 1
Status: C
This module will give you a firm knowledge base in the anatomy of the lower quadrant (limb and spine) and introduces you to simple diagnostic musculoskeletal assessment of the lower limb; it also introduces you to simple clinical pictures (i.e. conditions that a patient might present with as well as their associated signs and symptoms) and related clinical reasoning to make the anatomy meaningful.
Cardiorespiratory 1
Year: 1
Status: C
Cardiorespiratory 1 module provides students with the knowledge and understanding of the role of the Physiotherapist in the management of the spontaneously breathing patient with respiratory compromise. Students will develop their physiotherapy assessment and treatment skills relevant to common clinical cardiorespiratory disorders. This will help prepare them for the assessment, treatment and management of cardiorespiratory patients on clinical placement.
Fundamentals of Rehabilitation with Conditions 1
Year: 1
Status: C
This module will introduce you to exercise physiology, exercise prescription and physiotherapeutic specific skills in the assessment and management of acute soft tissue injuries, fractures and persistent pain conditions. You will begin to foster an awareness of what it means to work professionally as a healthcare professional and develop problem based clinical reasoning skills.
Fundamentals of Rehabilitation with Conditions 2
Year: 1
Status: C
This module will introduce you to the process of critical appraisal of published research. You will learn about the assessment and management of osteoarthritis, tendinopathy and rheumatological conditions. Exercise prescription skills will continue to be developed alongside manual therapy skills and the use of electrophysical agents.
Learning to be a Professional Physiotherapist in Practice (including Placement-based Learning 1)
Year: 1
Status: C
This module enables you to gain insight into the organisation, expectations and requirements of placement throughout your physiotherapy course. You will hear about placement from current second and third year students, as well as a range of clinicians. It will introduce you to statutory and regulatory bodies that govern physiotherapy as well as the core values, knowledge and behaviours required. This module will prepare you particularly for year one placements (Orientation and Placement 1), but also for placements throughout the course.
Year two
Health Science Research
Year: 2
Status: C
This module will develop students' research knowledge and skills. They will become more
proficient at finding and appraising relevant research in their discipline, they will also
understand the impact and relevance of research, determining if/how it might influence
clinical practice. This module will prepare students for the year three module (OTH501).
Neurological Rehabilitation 1
Year: 2
Status: C
This module develops student critical understanding of neuroanatomy, neurophysiology and normal movement analysis and relates this information to the assessment and management of adults with a range of neurological conditions.
Neurological Rehabilitation 2
Year: 2
Status: C
This module will enhance the student's knowledge of neurorehabilitation through analysis of more complex patient presentations in neurological conditions, including an introduction to the clinical specialty of paediatric physiotherapy.
Musculoskeletal Assessment and Management: Upper Quadrant
Year: 2
Status: C
This module builds on your knowledge of musculoskeletal (MSK) conditions relating to the upper quadrant. You will focus on understanding how to assess and manage various MSK conditions including the cervical spine, thoracic spine, shoulder complex, elbow joint, hand and wrist.
There will be a strong theme of clinical reasoning embedded throughout the module, which means you will be encouraged to consider your decision making. There will be an emphasis on contemporary evidence-based practice along with self-reflection to help strengthen your understanding of MSK physiotherapy. You will explore various case studies, working with your peers, and understanding the impact of wider psychosocial issues. Finally, you will be encouraged to look at musculoskeletal disorders for people across the lifespan and to understand the role that Physiotherapists play in health promotion throughout society
Musculoskeletal Assessment and Management: Lower Quadrant
Year: 2
Status: C
This module introduces the student to the assessment, management and prevention of lower quadrant MSK conditions through a clinical reasoning approach, incorporating evidence-based practice and psychosocial issues. Lower quadrant includes lumbar spine, sacroiliac joint, hip, knee, ankle and foot. This module aims to help the student develop their clinical reasoning skills in relation to MSK conditions and presentations which encourages them to apply a variety of management techniques incorporating a patient centred approach.
Practice-Based Learning 2 & 3
Year: 2
Status: C
This module enables you to gain further PBL experience, applying your enhanced theoretical and practical knowledge in differing clinical environments. If it is feasible, you may choose a particular clinical specialism within which to gain experience during placement 3. In both semesters, it will provide a supportive reflective environment with your peers to discuss all aspects of placement.
Year three
Research Project
Year: 3
Status: C
This module facilitates the practical application of research skills developed in the earlier
years of the academic programme. It will prepare students to contribute meaningfully to
evidence-based healthcare practices and to conduct research that informs and advances
the field. Lectures provide the theoretical knowledge and guidance required to undertake the
research task. Seminars and workshops will provide specific support for students' practical
skills, relevant to their research project topic, method of scientific enquiry, and study design.
Complexity in Physiotherapy Practice
Year: 3
Status: C
This module is to allow you to explore physiotherapy practice working with patient populations who have complex health care needs. You will build on previously acquired knowledge from year 1 and 2 and apply this knowledge and apply these skills in working with people who may have multiple morbidities, complex health needs, long-term conditions or those seen within specialist areas of practice
Cardiorespiratory 2
Year: 3
Status: C
This module will introduce the Critical Care environment and patient. The student will learn approaches to identifying the at-risk patient. They will be introduced to new treatment modalities and learn how to select and rationalise these modalities through specific patient cohort case studies. The focus on person-centred assessment, clinical reasoning and application of techniques will help prepare the student for working life and on-call duties. This will be reinforced through evaluation of literature, Simulation Based Education and Service User Involvement.
Professional Development and Employability
Year: 3
Status: C
This module will continue to develop the employability skills required to be a successful graduate. Professional and personal development skills will be further developed to enhance your career progression on graduation. Service development and innovation will also be integrated in the module to ensure ongoing quality improvement for service users. A clear focus on peer learning will be used within the module to enhance your learning experience but also to continue to develop the theme of team working.
Practice-Based Learning 4 & 5
Year: 3
Status: C
This module enables you to gain further PBL experience, applying your enhanced theoretical and practical knowledge in differing clinical environments. In both semesters, it will provide a supportive reflective environment with your peers to discuss all aspects of placement.
Standard 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.
A level
BBB to include one from:
Mathematics, Physics, Chemistry, Biology, CCEA Single Award Life & Health Sciences (first taught September 2016), Double Award Life & Health Sciences (Grade BB) or Double Award Applied Science (Grade BB).
Applied General Qualifications
RQF Pearson BTEC Level 3 National Extended Diploma/OCR Cambridge Technical Level 3 Extended Diploma
Award profile of DDM
Essential Subjects (you will need one of the following):
Pearson BTEC Level 3 National Extended Diploma in Applied Science (RQF) (601/7437/7)
Pearson BTEC Level 3 National Extended Diploma in Sport & Exercise Sciences (RQF) (601/7422/5) – to include four modules from Sport & Exercise Physiology, Functional Anatomy, Nutrition, Biomechanics, Sport Massage, Sport Injury
Pearson BTEC Level 3 National Extended Diploma in Health & Social Care (RQF) (601/7198/4) – to include Anatomy and Physiology plus four modules from Infection Prevention and Control, Scientific Techniques for Health Science, Physiological Disorders and their Care, Microbiology for Health Science, Nutritional Health, Medical Physics Application in Health Sector, Genetics, Biomedical Science, Biochemistry for Health
We will also accept smaller BTEC/OCR qualifications (ie Diploma or Extended Certificate/Introductory Diploma/Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications.
Essential Subjects (you will need one of the following):
Pearson BTEC Level 3 National Extended Certificate in Applied Science (RQF) (601/7436/5)
Pearson BTEC Level 3 National Foundation Diploma in Applied Science (RQF) (601/7438/9)
Pearson BTEC Level 3 National Diploma in Applied Science (RQF) (601/7435/3)
Pearson BTEC Level 3 National Extended Certificate in Applied Human Biology (RQF) (603/3040/5)
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker –
our Equivalence Entry Checker.
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 –
View our Undergraduate Entry Requirements
Irish Leaving Certificate
Grades H3,H3,H3,H3,H3 to include two H3 Highers in the following: Maths, Biology, Physics or Chemistry. Plus English and Mathematics grade H6 at Higher Level or Grade O4 at Ordinary Level.
Irish Leaving Certificate UCAS Equivalency
Tariff point chart
Access to Higher Education (HE)
Overall profile of 65% (120 credit Access course) (NI Access course), including 65% in each Level 3 module to include two Level 3 modules from the following: Mathematics, Biology, Physics or Chemistry. To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics as part of the pre-2021 Access Diploma.
Overall Access profile of 24 credits at Distinction plus 21 credits at Merit in graded units (60 credit Access course) (GB Access course) in a relevant science subject. Plus GCSE Mathematics and English Language Grade C/4.
GCSE
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, additionally GCSE Mathematics Grade C/4.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English Language Requirements
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.5. 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
As part of the selection for this course, applicants who meet the subject entry criteria will be required to undertake the Medical Selection Admissions Test (MSAT-Ulster). Tests will be held at our Belfast and Derry~Londonderry campuses on 8 and 9 March 2025.
For further details please refer to Medical Selection Admissions Test (MSAT) Ulster
Applicants should note that, as they will be engaged in 'regulated activity' involving children or vulnerable adults as part of their course, there is a compulsory, legal requirement to obtain an Enhanced Disclosure from AccessNI. The cost for this is payable by the applicant and is currently £33. More information on Enhanced Disclosures may be accessed by www.accessni.gov.uk
You will also be required to demonstrate good health prior to commencing the course. You will therefore complete a health declaration form which will be screened by the University’s Occupational Health Department who will confirm your medical fitness to undertake the course. Following the screening, you may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations. Costs will be provided prior to enrolment.
Acceptable alternative qualifications include:
HND (Science related e.g. Applied Science/Biology) entry requirement: Pass HND with overall Merit to include 60 Distinctions in Level 5 credits/units.
HNC (Science related e.g. Applied Science/Biology) entry requirement: Pass HNC with overall Distinction to include 90 Distinctions in Level 4 credits/units.
Pass in Foundation Degree in a Science related area (e.g. Applied Medical Science) with an overall mark of 55% in Level 5 modules. Applicants will be considered for Year One entry only.
Fitness for Practice Learning
The assessment of fitness for practice learning is a requirement for students who have opted to study courses to prepare them for regulated professions in healthcare and social work. The purpose of assessment is two-fold. Firstly, it helps us determine if you have any health problems, disabilities or learning differences which may affect your capability to fulfil the core competency standards and clinical practice placements required for your chosen course. Secondly, screening and immunisation checks are carried out to protect patients who may be affected by your placement activities. Once this process is completed satisfactorily then a Health Clearance Certificate (HCC) will be issued by the University’s Student Occupational Health (OH) Service.
If you are able to provide the necessary evidence of screening and/or immunisations then we may not need to call you to clinic. However, if you cannot provide the necessary evidence then you will be provided with an appointment to attend an OH clinic.
You will not be able to complete the Health Clearance Certification process until we are certain that you have the necessary vaccinations, blood tests and satisfactory immunity to enable you to undertake clinical placements. As a healthcare student, you must comply with Department of Health guidelines, necessary to protect you and your patients during the course of your studies.
You may need to be vaccinated for some infectious diseases if you do not already have immunity to them. While we cannot force you to have a vaccination it is unlikely that the University will allow you to undertake clinical placement without appropriate vaccinations and this may jeopardise your ability to meet the clinical practice requirements of your chosen course.
The health clearance process is based upon guidance from the Department of Health, the UK Health Security Agency (UKHSA) and the association for Higher Education Occupational Practitioners (HEOPS). The relevant regulatory bodies for Medicine, Nursing, Allied Health Professionals, and Social Work all contain a requirement to ensure patient safety. Compliance with the immunisation and screening requirements not only help to protect patients from infectious diseases but also students.
Careers & opportunities
Career options
Physiotherapists work in both public, community and private settings such as hospitals, GP practices, industry and private practice. There are also opportunities for our graduates to go on to complete higher degrees by research.
Work placement / study abroad
Work placements are integral to this course. All students have to complete at least 1,000 hours of clinical practice. There are five 6-week placements. The first of these is split into one week of observation (in January of Year 1) and five weeks of hands-on placement (in June-July at the end of Year 1). Please note that students can be placed throughout NI for placement.
Most placements occur in Northern Ireland. It might be possible for one placement to occur outside Northern Ireland if you are in good academic standing.
Given student numbers and placement capacity you will have to do placements throughout Northern Ireland and whilst we try our best to facilitate placements close to your primary or secondary residence this is not always feasible so please be prepared to travel to placement sites.
Professional Recognition
Accreditations reflect the excellence of our teaching, research, and knowledge exchange and ensure our programmes realise the highest expectations. By studying at Ulster University you’ll gain insight and be at the forefront of current industry practices, while our many accredited degree programmes open doors to the world’s top professional organisations, making you more attractive to future employers and giving you a competitive edge in the job market.
Approved by the Health and Care Professions Council (HCPC) for the purpose of providing eligibility to apply for registration with the HCPC as a physiotherapist.
Endorsed by the Chartered Society of Physiotherapy (CSP).
Fees and funding
Funding is available for this course - find out more
Scholarships, awards and prizes
At present, the awards/prizes that are available to our BSc Hons physiotherapy students are:
The Physiotherapy Educators: Chartered Society of Physiotherapy, NI Board Prize for the final year student with the highest aggregate placement mark. The Collette Downey Memorial Prize for the final year student with the highest-scoring dissertation. The Northern Ireland Board of Chartered Society of Physiotherapy Prize for the final year student with the highest overall mark.In addition, the names of all first year and second year students who achieve a year average of at least 70% will be placed on the Dean's List.
Additional mandatory costs
Additional costs include: AccessNI Check, Health Screening, Membership of Chartered Society of Physiotherapy, Placement Expenses, Uniforms, Books.
Uniforms: as part of your course, you will be required to purchase a uniform during the first week of the semester. 2023/24costs were approx. £80.
Placement Expenses: students may incur expenses during periods of placement. It is not possible to place all students close to the university and students will be on placement throughout NI. Some placements may be outside Northern Ireland and will incur additional costs.
Membership of Chartered Society of Physiotherapy: The School of Health Sciences feels that it is in the best interest of students to join as student members of their chosen profession. The current cost of student membership is approximately 40 per year.
Books - In 2023/24, buying the Year 1 required reading books new cost approximately 400; the Year 2 books cost approx 300, and there were no additional required books in Year 3.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
Terms and Conditions
1. We prepare our prospectus and online information about our courses with care and every effort is made to ensure that the information is accurate. The printed version of the prospectus is, however, published at least a year before the courses begin. Information included in the prospectus may, therefore, change. This includes, but is not limited to changes to the terms, content, delivery, location, method of assessments or lengths of the courses described. Not all circumstances are foreseeable, but changes will normally be made for one of the following reasons:
- to meet external, professional, or accredited body requirements;
- to provide for exceptional circumstances due to reasons beyond our reasonable control;
- to improve or enhance your experience, or to adopt changes recommended in student feedback, with the aim of improving the student experience and/or student outcomes; and/or
- to ensure appropriate academic standards are met, for example in response to external examiners’ feedback.
2. If there are insufficient enrolments to make a course viable, it may be necessary for the University to withdraw a course. If you have received an offer for a course that we subsequently have to close, we will contact you as soon as possible to discuss alternative courses. If you do not wish to study any alternative courses at the University, you may withdraw your application by informing us by email to admissions@ulster.ac.uk.
3. Please note that the University’s website is the most up-to-date source of information regarding courses, campuses and facilities and we strongly recommend that you always visit the website before making any commitments.
4. We will include a durable PDF when we send you an offer letter which will highlight any changes made to our prospectus or online information about our courses. You should read this carefully and ensure you fully understand what you are agreeing to before accepting a place on one of our courses.
5. The University will always try to deliver the course as described in the durable PDF you receive with your offer letter.
6. At any point after an offer has been made, students will be notified of any course changes in writing (usually by email) as soon as reasonably practicable and we will take all reasonable steps to minimise their impact where possible. The University will, where possible and reasonably practicable, seek the express consent of the student in regard to any changes concerning material or pre-contract information.
7. The University website will be updated to reflect the changed course information as soon as reasonably practicable.
8. If, after due consideration, you decide that you no longer want to study your course or to study at the University because of the changes, you may withdraw your application or terminate your contract with the University. In order to do so, you should notify us in writing by emailing admissions@ulster.ac.uk (and update UCAS if applicable). We will, on request, recommend alternative courses that you could study with us, or suggest a suitable course at an alternative higher education provider.
9. If you do not agree that the changes are fair, you can seek redress under the Student Complaints Procedures.
10. Providing the University has complied with the requirements of all applicable consumer protection laws, the University does not accept responsibility for the consequences of any modification, relocation or cancellation of any course, or part of a course, offered by the University. The University will give due and proper consideration to the effects thereof on individual students and take the steps necessary to minimise the impact of such effects on those affected.
11. The University is not liable for disruption to its provision of educational or other services caused by circumstances beyond its reasonable control providing it takes all reasonable steps to minimise the resultant disruption to such services.
12. Further information can be found in our terms and conditions.
Student Terms and Conditions
The full Student Terms and Conditions 24/25 is now available.
Sustainability at Ulster
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
Learning and Teaching
Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges.
The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s.
Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography.
Research and Knowledge Exchange
Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions.
By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
- Health promotion
- Achieving food security improved nutrition and promoting sustainable agriculture
- Ensuring healthy lives and promote wellbeing
- Promoting lifelong learning opportunities for all
- Achieving gender equality and empowering all women and girls
- Ensuring availability and sustainable management of water and sanitation for all
- Taking urgent action to combat climate change and its impacts
- Conserving and sustainably using the oceans, seas and marine resources for sustainable development
- Promoting sustainable use of terrestrial ecosystems
- Promoting peaceful and inclusive societies for sustainable development
- Implementation and revitalisation of the Global Partnership for Sustainable Development
External Partnerships
Collaboration is key to driving sustainability. Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices.
External partnerships enable us to apply research and innovation to real-world challenges. We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement.
