Elsewhere on Ulster
BSc (Hons) Cardiac PhysiologyThe overall aim of the course is to develop safe, competent, and reflective cardiac physiology practitioners who are committed to ongoing professional development and able to adapt to the needs of changing populations and healthcare contexts. The programme provides extensive clinical training through supervised placements in NHS and specialist cardiac services, ensuring graduates gain practical experience in diagnostic, interventional, and patient-centred care.
Graduates will also develop strong research and evidence-based practice skills, enabling them to critically evaluate clinical data and contribute to advances in cardiac physiology. The course fosters interprofessional collaboration, ethical decision-making, and adherence to professional standards, preparing students to work effectively within multi-disciplinary healthcare teams.
Additionally, the programme equips graduates with entrepreneurial, leadership, and innovative skills to advance the discipline and practice of cardiac physiology, including opportunities to develop new techniques, services, and approaches to patient care. On successful completion, graduates will be eligible to apply for registration with the Academy of Healthcare Science, opening pathways to a wide range of clinical and specialist roles.
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:
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.
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The BSc (Hons) Cardiac Physiology course focuses on the diagnosis, monitoring, and treatment of cardiovascular disease, equipping you with the practical skills to carry out a wide range of diagnostic investigations commonly used in clinical settings. Cardiac physiologists are healthcare professionals who specialise in the assessment and management of heart conditions, using tools such as electrocardiography (ECG), echocardiography, exercise testing, and pacemaker monitoring to evaluate heart function and support patient care.
The role of the Cardiac Physiology student involves undertaking and supporting patients during cardiac diagnostic and interventional procedures. These activities may require manual dexterity, fine motor skills, and sustained visual concentration. Some aspects of the role involve physical activity, including periods of standing and walking between clinical areas, supporting patients during cardiac investigations, and handling and setting up specialist diagnostic equipment.
In line with requirements for AHCS Standards of Proficiency and requirements for professional registration the University recognises that Cardiac Physiology students must be able to practise safely and effectively using a range of methods to ensure patient safety and high-quality care.
We are committed to being an inclusive and disability-positive University and will actively consider reasonable adjustments, adaptive techniques, assistive equipment and/or technologies, or modified ways of working to enable Cardiac Physiology students with disabilities or long-term health conditions to meet programme outcomes, practise safely and effectively while ensuring patient care and professional standards are met.
The essential requirements of this role focus on achieving safe and effective patient care outcomes. How these outcomes are achieved may vary, and alternative methods or reasonable adjustments will be considered where appropriate, however on some occasions the adjustment required may not be able to be facilitated in the clinical environment.
Applicants who have a disability or health condition are strongly encouraged to discuss potential adjustments required on application to the programme to ensure they can successfully complete the programme of study. If you choose not to discuss any adjustments that may be needed in a clinical or practice‑based setting, and a required adjustment is identified after registration that cannot be accommodated, it may affect your ability to continue on the programme.
The AccessAbility Advisers in the Student Wellbeing team offer confidential, free support and guidance to current and prospective students with a diagnosed disability or long‑term medical condition, helping ensure appropriate assistance is in place to enable you to achieve your academic goals at Ulster University.
The programme combines academic study with extensive supervised clinical placements in NHS and specialist cardiac services, providing hands-on experience and developing professional skills in patient care, communication, and interprofessional collaboration. You will also gain expertise in research and evidence-based practice, learning to critically analyse clinical data and contribute to advancements in cardiac physiology.
General course regulations are in accordance with the current Ulster University "Charter, Statutes, Ordinances and Regulations" and updated annually in the Student Handbook and on the UU website.
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.
Find out more - information about sport (Opens in a new window)
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 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.
Year: 1
Status: C
This module will examine how biological systems are organised and controlled at the cellular and molecular level, pertaining to the anatomy and physiology of the cardiovascular system, the blood and lymphatic systems (including the role of the renal system), the respiratory, sensory, endocrine, reproductive, digestive and musculoskeletal systems. The role of these systems in the maintenance of homeostatic balance in the overall function of the body is considered.
Year: 1
Status: C
This module will provide the student with an understanding of the theoretical principles and practical application of a range of cardiovascular, and respiratory and sleep investigations. This module helps to ensure that the student can undertake a range of cardiovascular, and respiratory and sleep physiological measurements and work safely within a clinical area.
Year: 1
Status: C
In order to practise effectively in a healthcare environment, practitioners require an understanding of key pathophysiological concepts of common cardiovascular and respiratory conditions. This module will examine the commonality of physiological responses at the organ and cellular level that give rise to diverse pathologies within the cardiovascular and respiratory systems. This will facilitate an understanding of the underpinning physiological processes that are involved in the manifestation of common disease states. This module introduces and develops key concepts in relation to common cardiovascular and respiratory conditions. It provides the student with the necessary underpinning knowledge in pathophysiology for effective practice as cardiovascular and respiratory physiologists.
Year: 1
Status: C
This module is the first specialist cardiac work-based training module. The student will undertake 11 weeks of clinical placement. During this time, they will complete a portfolio of evidence required to meet the clinical training requirements of the National School of Healthcare Science - Cardiac Practitioner Training Programme in Healthcare Science. The overall aim of the module is to consolidate academic learning, whilst further developing clinical skills and diagnostic aptitude.
Year: 1
Status: C
This module will develop the necessary theoretical and practical skills required to perform, analyse, interpret, diagnose and evaluate common and life-threatening electrocardiographical findings. It further develops theoretical and practical competence of electrocardiography.
Year: 2
Status: C
This module will help the student to develop an understanding of modern concepts of drug action and the pharmacology, clinical uses and limitations of drug therapy. The student will also learn to critically evaluate available information and current research on the efficacy and limitations of drugs.
Year: 2
Status: C
This module introduces students to the fundamental principles and practical applications of vascular and neurophysiological science within the broader context of cardiac, respiratory, and sleep physiology. Building on knowledge gained at Level 4, students will extend their understanding of the structure and function of the cardiovascular, cerebrovascular, and nervous systems, exploring how these systems interact to maintain homeostasis and respond to disease.
By the end of the module, students will be able to identify, assess and appraise core scientific concepts and investigative techniques used in the assessment of vascular and neurophysiological function, demonstrating the ability to integrate theoretical knowledge with emerging practical competence.
Year: 2
Status: C
The module provides a foundation of knowledge and skills for using research evidence to inform practice and for designing and conducting research and clinical audit post-registration. The focus is on research design and qualitative and quantitative methods appropriate for healthcare research. A series of lectures and seminars provide theoretical knowledge and practical experience of research activities including data analysis.
Year: 2
Status: C
This module will develop the necessary theoretical and practical skills required to interpret standard 12-lead ECGs; set up, remove and interpret ambulatory ECG and ambulatory BP equipment/recordings.
Year: 2
Status: C
This module is the second specialist cardiac work-based training module. The student will undertake 10 weeks of clinical placement. During this time, they will complete a portfolio of evidence required to meet the clinical training requirements of the National School of Healthcare Science - Cardiac Practitioner Training Programme in Healthcare Science. The overall aim of the module is to consolidate academic learning, whilst further developing clinical skills and diagnostic aptitude.
Year: 2
Status: C
This module will develop the necessary theoretical and practical skills required to work safely and effectively in invasive cardiology settings.
Year: 3
Status: C
In this module students will develop research skills by undertaking a research study on a topic related to practice. Each student, supported by a supervisor, will have an opportunity to undertake a literature review and design of a research study to produce evidence to inform practice.
Year: 3
Status: C
This module explores the application of professional values to practice. It will prepare students to work effectively within the multidisciplinary team and will ensure that they deliver patient-centred care within their scope of practice. This module supports personal and professional development by equipping students with the knowledge and skills to make a successful transition, personally and professionally into the workplace.
Year: 3
Status: C
By the end of this module, students will have a theoretical and practical understanding of the role of cardiac exercise stress testing in the diagnosis of cardiac conditions. Students will be expected to understand the application of cardiac exercise stress testing within the context of cardiac physiology, in terms of safe and effective clinical application and decision-making.
Year: 3
Status: C
This module is the third specialist cardiac work-based training module. The student will undertake 5 weeks of clinical placement. During this time, they will complete a portfolio of evidence required to meet the clinical training requirements of the National School of Healthcare Science - Cardiac Practitioner Training Programme in Healthcare Science. The overall aim of the module is to consolidate academic learning, whilst further developing clinical skills and diagnostic aptitude needed to take up a post as a band 5 practitioner on graduation.
Year: 3
Status: C
This module will develop the necessary theoretical and practical skills required to work safely and effectively in non-invasive cardiology settings.
Year: 3
Status: C
This module is the final specialist cardiac work-based training module. The student will undertake 16 weeks of clinical placement. During this time, they will complete a portfolio of evidence required to meet the clinical training requirements of the National School of Healthcare Science - Cardiac Practitioner Training Programme in Healthcare Science. The overall aim of the module is to consolidate academic learning, whilst further developing clinical skills and diagnostic aptitude needed to take up a post as a band 5 practitioner upon graduation.
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.
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 (https://www.accessni.gov.uk).
BBB
One of the following:
Maths
Physics
Chemistry
Biology
CCEA Single Award Life & Health Sciences
Double Award Life & Health Sciences
Double Award Health & Social Care.
DMM
Recognised RQF BTEC National Extended Diplomas include Applied Science, Sport & Exercise Sciences or Health & Social Care (all BTECs to have enough relevant science content).
RQF BTEC National Extended Diploma Sport & Exercise Sciences to include four modules from: Functional Anatomy, Sport and Exercise Physiology, Nutrition for Sport & Exercise Performance, Biomechanics in Sport and Exercise Science, Sports Massage, Sports Injury and Assessment.
RQF BTEC National Extended Diploma Health & Social Care to include compulsory module: Anatomy & Physiology for Health and Social Care 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 (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications.
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker
We will also continue to accept QCF versions of these qualifications although grades asked for may differ.
120 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level)
Higher Level subjects must include least two H3s from:
Physics
Chemistry
Biology or
Maths (if Maths not passed at H3, it must be passed at H6 if studied at Higher level or O4 if studied at Ordinary Level.
To also include English at H6 if studied at Higher level or O4 if studied at Ordinary Level.
Overall profile of 65% (120-credit Access Course)
Overall profile of 24 credits at Distinction and 21 credits at Merit (60-credit Access to HE Diploma). A mix of 24 credits at Distinction and 21 credits at Merit is required.
Overall profile of 65% (120 credit Access course) (NI Access course), including two modules at level three from maths, biology, physics, 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 distinctions in graded units (60 credit Access course) (GB Access course) in a relevant science subject. Plus GCSE Mathematics and English language grade C.
English Language - GCSE pass at Grade C/4 or above
Mathematics - GCSE pass at Grade C/4 or above
Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Mathematics.
HND (science related eg Applied Science/Biology) entry requirement: Pass HND with overall Merit to include 15 distinctions in level 5 credits/units.
HNC (science related eg Applied Science/Biology) entry requirement: Pass HNC with overall Merit to include 45 distinctions in level 4 credits/units.
Pass in Foundation Degree in a science related area with an overall mark of 40% in level 5 modules. Applicants will be considered for year one entry only.
The majority of students enter this programme in year 1 at Level 4. However, applicants who provide evidence of previous relevant successful study may be considered for entry to Level 5 of the programme. Exceptionally applicants may be considered for entry at Level 6. Transfer will normally be admitted with exemptions depending on prior accredited knowledge.
We accept many international qualifications. For each course, we clearly explain the entry requirements and the level of English you need.
View international entry requirements
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 (https://www.accessni.gov.uk).
One of the following:
Maths
Physics
Chemistry
Biology
CCEA Single Award Life & Health Sciences
Double Award Life & Health Sciences
Double Award Health & Social Care.
English Language - GCSE pass at Grade C/4 or above
Mathematics - GCSE pass at Grade C/4 or above
Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Mathematics.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 7.0 with no band score less than 6.0. Trinity ISE: Pass at level III also meets this requirement for student visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
Applications to Ulster University are carefully reviewed and applicant supporting documentation, including qualifications are verified.
If we are unable to make the verification ourselves, we will require applicants to submit a verification check using Qualification Check.
If this applies to you, we will contact you to request for a Qualification Check.
If you have any questions related to entry requirements, please get in touch
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.
Cardiac Physiologist
This degree programme includes clinical placement across each year of study.
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 Academy for Healthcare Science (AHCS) for the purpose of providing eligibility to register with the AHCS as a clinical physiologist in the relevant discipline (Cardiac or Respiratory & Sleep)
Accredited by the National School of Healthcare Science (NSHCS) for the purpose of ensuring the curriculum continues to satisfy practitioner standards and graduates are fit for purpose.
Undergraduate fees are subject to annual review, 2027/28 fees will be announced in due course.
See our tuition fees page for the current fees for 2026/27 entry.
See if you can access financial or other forms of support, including mentorship to excel in your studies.
Additional Costs - AccessNI check, Health Screening, Uniforms.
Placement Expenses - students may incur expenses during periods of placement. Some placements may be outside Northern Ireland will incur additional costs.
Uniforms - as part of your course, you will be required to purchase a uniform during the first week of semester, costed at approximately £100.
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.
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.
