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This three year full time course will provided you with the opportunity to develop the knowledge, skills and behaviours necessary to become a competent and confident paramedic who provides safe person centred care.
You will learn these knowledge and skills in supportive environments within the university during lectures, seminar and tutorials. You will also develop knowledge and skills through simulated learning in clinical skills rooms, a simulated ambulance learning environment and practice-based learning across a range of community, hospital and ambulance based services.
This course will prepare you to work as a paramedic across a range of health and social settings and roles that paramedics undertake.
Applicants for this course will need to meet the health and character requirements noted under 'Additional Entry Requirements'.
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:
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For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
This three year full time course will provide you with the opportunity to develop the knowledge, skills and behaviours necessary to become a competent and confident paramedic who provides safe person centred care.
You will learn these knowledge and skills in supportive environments within the university during lectures, seminar and tutorials. You will also develop knowledge and skills through simulated learning in clinical skills rooms, a simulated ambulance learning environment and practice-based learning across a range of community, hospital and ambulance based services.
Throughout your course you will be supported by staff in the university and practice based learning settings to develop your ability to provide person centred care to people across all age ranges and levels of ability. You will gain experience working with people who have long term health conditions, people with acute medical and surgical health conditions and people with trauma related conditions. Through these learning experiences in university and practice-based settings you will develop the necessary knowledge, skills and professional behaviour to assess, plan, implement and evaluate competent, safe person centred care.
This course will prepare you to work as a paramedic across a growing range of health and social settings. Applicants for this course will need to meet the health and character requirements noted under 'Additional Entry Requirements'.
This course is approved by the Health and Care Professions Council.
This is a full time course and students are required to attend all classes associated with the programme and be punctual and regular in attendance. Attendance will be monitored and recorded in order to confirm students have undertaken the hours necessary to complete this course.
A student who has not been in attendance for more than three days through illness or other cause must notify immediately the Course Director. The student shall state the reasons for the absence and whether it is likely to be prolonged. Where the absence is for a period of more than five working days, and is caused by illness which may affect their studies, the student shall provide appropriate certification in accordance with the General Regulations for Students.
Students who are absent without good cause for a substantial proportion of classes (defined for this purpose as a period of 4 weeks in accordance with the Attendance Guidance) may be required to discontinue studies, in accordance with the General Regulations for students.
Students who have been absent from theoretical study will be required to evidence an action plan demonstrating achievement of the learning missed during the period of absence.
During periods of practice learning, students are required to report any absence to the practice learning setting before or at the time they are expected on duty and to the Practice Learning Office on the first day of absence. All absences must be made up to ensure all practice time is complete.
We believe that the ultimate purpose of teaching, learning and assessment activity is to produce graduates who are competent and safe practitioners. Graduates will demonstrate critical enquiry, professionalism, resilient and responsive to change. They will be innovative and meaningfully contribute to professional communities and wider society. All graduate will have the potential to use their skills to become leaders in practice, education, research and scholarship.
Teaching, learning and assessment take a variety of forms across the modules. The strategies used are based on the principles of adult and active learning such as self-direction and the ability to reflect and learn from experience. It is guided by the University Teaching and Learning Strategy (2018/19 - 2023/2024). This values a learning community with is supportive, engaging, nurturing, as well as challenging and inspiring. The course incorporates the University’s Principles of Assessment and Feedback for Learning. It is based on the belief that graduates will possess the necessary values, knowledge, skills and professional behaviours.
Our learning strategy is designed to enable students to develop their academic and practice knowledge and skills in an environment that promotes graduate qualities, personal and professional growth. Learning environments are collaborative, active and learner-centred. These will equip students to make effective use of innovative learning spaces and technologies to enable their success. Learning in such environments encourages students to consider the wider skills associated with employability and lifelong skills to positively contribute to society.
Your transition to higher education will be supported by developing your study skills in several ways. This begins at induction and includes orientation to the use of learning resources on campus as well as online and allocation to an advisor of studies who will guide students in their studies according to the Ulster Code of Practice. Students are also supported by their course director, module co-ordinators and members of the teaching team through face to face contact, telephone and email.
The course incorporates the key partnership principles set out in the UUSU Student Voice Guidelines to ensure that student opinion is supported at Ulster. The course values student voices and pro-actively engages with students using the academic representative structure.
Teaching, learning and assessment in this programme values the importance of practice-based learning experiences. Through structured, high quality learning opportunities you will be supported to apply your knowledge and skills in authentic practice settings. During periods of practice learning students will be supported by a practice educator, alongside other health and social care professionals who have been prepared for their role in providing support and a lecturer linked to the clinical area. The programme will enable students to develop the knowledge, skills and understanding to become competent, confident and person-centred paramedic practitioners.
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:
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 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%.
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.
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.
High quality student accommodation in Derry~Londonderry, one of Europe's most vibrant cities. Located close to the campus and city centre, offering a supportive and vibrant living environment.
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Our facilities in Derry~Londonderry cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.
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At Student Wellbeing we provide many services to help students through their time at Ulster University.
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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: 1
Status: C
This module underpins the foundations, morals, and practice span of paramedicine required to ensure the students maintains a safe, person-centred approach to practice. It will develop a robust approach to academic working and will explore the key aspects of communication with individuals in a care context. Awareness of personal resilience and coping strategies will contribute to supporting the student's mental and physical well-being.
Year: 1
Status: C
Understanding human health and development is essential for paramedic practice. This module provides students with a foundation in anatomy, physiology, and the factors that influence health and well-being. By exploring physical and mental health from a biopsychosocial perspective, students will develop a fundamental understanding of person-centred practice.
Year: 1
Status: C
This module is designed to provide the theoretical and practical skills required to obtain valid and ongoing consent to undertake a person-centred assessment, examination and care of a person with acute and/or long-term medical conditions. Students will develop skills in assessment, clinical reasoning, and decision-making, enabling the provision of safe, effective, person-centred care. Throughout the module, the focus will be on delivering compassionate care in out-of-hospital, emergency, and urgent care settings, using a variety of locally available pathways to best support each person's abilities and needs.
Year: 1
Status: C
This module is designed to introduce students to public health and the various theories and models that have been proposed to explain individual and population health behaviours. Students will also learn about the various theories that have been proposed to explain individual and population health behaviours and the different approaches that can be used to promote health and prevent ill-health. In doing so, students will learn the role of the paramedic in supporting and enabling people at all stages of life, and communities, to make informed choices with regards to their own health. This will incorporate analysis of the factors that influence the wider determinants of health at local, national, and global levels. The student will also develop the skills and resources to enable them to promote healthier lifestyles of people which will be encountered daily.
Year: 1
Status: C
Paramedics are required to respect and uphold the rights, dignity, values, and autonomy of people using services and respond appropriately to all people, making reasonable adjustments are necessary. The aim of this module is to enable students to develop the knowledge, skills and values that support them to provide care that recognises the abilities and needs of all people is person-centred, maximises shared decision making, is non-discriminatory and inclusive of all people. Assessment involves a 12mins role play scenario and a written reflection.
Year: 1
Status: C
This module is designed to facilitate the application of students' knowledge and understanding of the core values and proficiencies of paramedic practice for Year One of the programme. It will develop students' knowledge and understanding of the current HCPC Standards of proficiency for paramedics and other HCPC Standards appropriate to paramedics.
Year: 2
Status: C
A comprehensive, in-depth focus on the evidence based underpinning knowledge and the communication, technical and decision-making skills required to undertake the holistic assessment and management of person's presenting with medical/potential surgical conditions within the out of hospital environment. This module will also provide students with the necessary techniques and skills under simulation which are required to meet the challenging and changing demands within paramedic practice.
Year: 2
Status: C
This module will provide the student with an understanding of evidence-based practice in relation to the paramedic practice. It will explore how evidence may be generated and embedded through the structured critique of evidence-based literature, ethical issues, methods of data collection, data analysis and dissemination of findings. Students will conduct a critique of published research literature relevant to a topic relevant to paramedic practice with the emphasis on critically evaluating the evidence for current practice.
Year: 2
Status: C
Paramedics are well positioned to provide pharmacological care and evaluate its effectiveness for people across the life span in the out of hospital and primary care facilities. This is achieved through comprehensive knowledge of anatomy, physiology and pathophysiology in relation to assessment of people. Students in this module will focus on person-centred evidence-informed pharmacological practice in order to plan, accurately calculate and deliver safe and effective care in partnership with people and their families.
Year: 2
Status: C
This module will provide the student with the technical clinical and wider interpersonal communication skills to practice safely as an autonomous practitioner in undertaking a holistic and person-centred assessment of people who have experienced traumatic injuries in the out-of-hospital environment initiating appropriate and timely management using evidence-based practice working independently or as part of a wider team. The module will use a combination of lectures and practical workshops to develop student underpinning knowledge to support clinical assessment appropriate to a person's condition and timely management.
Year: 2
Status: C
This module is designed to facilitate the practical application of students' knowledge and understanding through their assessment and decision-making skills underpinned by the core values and proficiencies of paramedic practice for Year Two of the BSc (Hons) Paramedic Science. It will develop students' knowledge and understanding of current applicable HCPC standards and their obligations as student paramedics to act with professional integrity and to demonstrate their own fitness to practice.
Year: 3
Status: C
This module will provide an opportunity for the student to acquire further knowledge and practical skills underpinned by essential skills in undertaking a complex person-centred assessment of a person's mental and physical health, critical analysis and decision making. It will entail study of health-related conditions, and development of skills associated with holistic assessment of adults of all abilities, disabilities, and cultures. Students will enhance their academic and practical skills in order to make evidence informed clinical decisions which will enable them to provide adults with safe and effective person-centered care. They will also learn when to make referrals to appropriate sources for specialist advice to support their decision making.
Year: 3
Status: C
The transition from student to registered paramedic can be a challenging process requiring students to be confident to lead in the provision of nursing care in diverse care environments. This module introduces students to leadership, quality improvement strategies and innovation. Simulation is used to advance ethical leadership, decision making, accountability, negotiation, delegation, providing constructive feedback and challenging others.
Year: 3
Status: C
Paramedics should use the best available research evidence, ethical decision-making processes, HCPC standards, the views of people using services and the professional values underpinning paramedic practice to make these decisions for which they are professionally accountable. The factors that may impact on certainty within care environments will need to be considered in making will be explored alongside decision making processes the seek to led to informed, accurately recorded and ethically defensible decisions that provide person-centred care.
Year: 3
Status: C
This module will provide an opportunity for the student to acquire further knowledge and practical skills underpinned by essential skills in the assessment of children and woman during pregnancy, labour and the postnatal period, critical analysis and decision making. Students will enhance their academic and practical skills to make evidence informed person-centred clinical decisions which will enable them to provide safe and effective care to children and women during pregnancy, labour, and the postnatal period.
Year: 3
Status: C
This module will develop students' knowledge and understanding of their professional requirements as student paramedics to act with professional integrity, providing evidence-based and person-centred care to people across all ages and levels of abilities and needs. Within their practice-based learning, students will develop skills and professional behaviours required to support people with complex and often co-morbid health care needs in single incidents and major incidents.
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.
The entry conditions below apply to applicants presenting qualifications from Northern Ireland, the Republic of Ireland or Great Britain.
Selection process
You must apply through UCAS by UCAS deadline - Please check the UCAS website for application deadline date as this changes each year, but will be in the month of January. Applications received after this deadline will not be considered.
The UCAS Personal Statement will be reviewed and assessed by the academic course team and applicants are shortlisted for interview based on the personal statement.
Interviews are face-to-face and usually take place during March of the intake year at our Derry-Londonderry campus.
Interview scores are ranked and offers will usually be made during April of the intake year.
You are encouraged to attend the Insight evening on campus .
Successful applicants
Students on this course will be engaged in 'regulated activity' involving children or adults who may be vulnerable. Therefore, 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 £32. More information on Enhanced Disclosures may be accessed by AccessNI.
You will be asked to complete a health declaration form which will be screened by our Occupational Health department. They will confirm your medical fitness to undertake the course. You may be required to undertake a vaccination programme. You will be liable for the cost of both the health screening and vaccinations.
The above checks will be initiated by the University for applicants who hold a confirmed place on the course.
It is not necessary to hold a driving licence to complete this course. However, the holding of a driving licence and clean record of driving may be an advantage in obtaining some types of employment in the future.
Travel to practice-based learning across Northern Ireland will be required with cost implications for students.
BBC
112 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level)
including English, Maths and Science at H6 or above if studied at Higher level (or O4 or above if studied at Ordinary Level). We do not accept Agricultural Science as an equivalent science for entry to this programme.
Overall profile of 63% (120-credit Access Course)
Overall profile of 15 credits at Distinction and 30 credits at Merit (60-credit Access to HE Diploma). This means you'll need 15 credits at Distinction and 30 credits at Merit level.
GCSE profile to include Grade C or 4 (or above) in English or accepted equivalent qualification.
GCSE Profile to include Science with a minimum Grade C or 4 (or above) or accepted equivalent qualification.
GCSE Profile to include Mathematics with a minimum Grade C or 4 (or above).
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.
Acceptable alternative qualifications include:
HND with overall Merit to include 45 Distinctions in level 5 credits/units
HNC with overall Distinction to include 75 Distinctions in level 4/5 credits/units
Ulster Foundation Degree with an overall average of 50% in level 5 modules.
As the number of places available each year will be dependent on funding, this will be a competitive process.
Ulster University is not it in a position to accept applications from students from England, Scotland or Wales for this course due to regulations issued by the Department of Health Northern Ireland. This programme is not currently accepting applications from international students. Find out more at our funded course information page
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.
Graduates from this course are now working for:
With this degree you could become:
The development of this course is based on projected increased need for paramedics in Northern Ireland. and across the UK. Employment opportunities are expected to the strong for graduates from this programme.
Further career opportunities for graduates will arise as the role of paramedics continues to evolve across the UK and internationally. Graduates from this programme will also be eligible to apply for a range of postgraduate programmes and additional recognised qualifications.
Practice-based learning is an integral part of this course and students will undertake 45 weeks of practice-based learning within the course. This can be located anywhere in Northern Ireland with associated travel costs in a range of community health and social care settings, hospital services and ambulance services. Within ambulance services, students will have practice-based learning across the organisation including, patient care services, ambulance control and emergency care services. All practice-based learning environments will have been audited by Ulster University.
Students may have the opportunity to undertake a four week practice-based learning experience nationally or internationally (at their own cost) in the final year of the programme. Such experiences will only be available in learning environments where formalised audits and agreements exist between Ulster University and practice partners. These agreements will ensure risk assessment for the practice learning experience and an agreed level of support to ensure that people receiving care and students are not placed at risk. Agreements will have processes to act promptly if there are concerns about a student’s conduct, progress, safety, or learning is compromised. A named person for practice-based learning support will be provided for the student. Students will be prepared for such experiences and must have the essential language skills needed to participate in learning activities, and where relevant have the level of language required to safely and effectively engage in direct care.
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 paramedic.
Funding is available for this course.
See if you can access financial or other forms of support, including mentorship to excel in your studies.
Health Screening and Vaccinations: £35 - £155 dependent on vaccinations required.
AccessNI Enhanced Disclosure (criminal record check): £33
Uniform and personal protection equipment: Approximately £400-600 in Yr 1.
Professional Award Badge: £20 (if desired)
Immediate Life Support (Resuscitation Council UK Certified): £45 (at time of publication).
Students will be expected to travel to practice-based learning for 60 weeks of the course with associated travel costs for students.
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 examination resits and library fines. Where a graduation ceremony is part of your course, please be aware that additional fees will apply.
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.
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.
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.
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:
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.
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:
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.
The full Student Terms and Conditions is now available.
