Loughborough University
UCAS Code: J5BZ | Bachelor of Engineering (with Honours) - BEng (Hon)
Entry requirements
A level
ABB including two of the following subjects: Mathematics, Further Mathematics, Physics, Chemistry, Biology or Design Technology
Considered on a case by case basis. Please contact Loughborough University directly.
This qualification is accepted in combination with other qualifications. For details please contact Loughborough University
We recognise the benefit of the Extended Project in developing independent research and critical thinking skills. We would consider this as evidence of motivation to study a specific subject in more depth, and while we do not generally include it as part of our offer conditions, it may be used to further consider an application upon receipt of final examination results. www.lboro.ac.uk/study/undergraduate/apply/entry-requirements/
GCSE/National 4/National 5
GCSE Maths and English Language grade 4/C
International Baccalaureate Diploma Programme
34 (6,5,5 HL) including any two of Mathematics, Further Mathematics, Physics, Chemistry, Biology or Design Technology at HL
We accept a wide range of international qualifications for entry as outlined on our website – please view the individual course typical offers on our website and choose Ireland in the Country/region drop down field for more information.
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
DD with Distinctions in all Maths units plus A Level Grade B in Mathematics, Further Mathematics, Physics, Chemistry, Biology or Design Technology.
Pearson BTEC Level 3 National Extended Certificate (first teaching from September 2016)
D plus A Level Grades AB to include two from Mathematics, Further Mathematics, Physics, Chemistry, Biology or Design Technology
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
BTEC Level 3 National Extended Diploma in a relevant subject: DDM with Distinctions in all Maths Units.
Scottish Advanced Higher
AB in Maths, Physics, Biology or Chemistry, plus highers at majority A and B grades
T Level
Distinction Overall B in Core Component T Levels in Engineering and Manufacturing: Maintenance, Installation and Reapir for Engineering Manufacturing; Engineering, Manufacturing, Processing and Control and Design and Development for Engineering Manufacturing are considered.
Applicants taking the Welsh Baccalaureate Advanced Diploma will be asked to achieve the A level requirements for their course as part of their qualification. The Skills Challenge Certificate will be accepted alongside two A levels providing individual course entry and subject requirements are met. www.lboro.ac.uk/study/undergraduate/apply/entry-requirements/
UCAS Tariff
We've calculated how many Ucas points you'll need for this course.
About this course
Biomaterials Engineering is an exciting course delivered within the Department of Materials at Loughborough. It builds on our strengths in materials and bio-related disciplines across the University.
The course will teach you the fundamentals of materials, their properties and engineering methods. It will teach you how to apply these to the biomedical field, particularly within the human body. Application areas are in the health, sport, and lifestyle sectors, as well as in regenerative medicine. In the context of a worldwide ageing population, biomaterials and medical device technology are developing fields that are set to grow for many years.
By its nature, this course is interdisciplinary, and benefits from the expertise of our School of Sports, Exercise and Health Sciences and Department of Chemical Engineering including Regenerative Medicine.
Our Biomaterials Engineering degree is a comprehensive programme of modules that deliver both the theory and the essential industrial relevance employers seek from graduates. The course content contains all aspects of materials and biomaterials. This includes their selection, manufacture, testing, assembly and environmental impact both during production and at the end of life.
**What's the difference between MEng and BEng?**
The first two years of a BEng and MEng share the same content, format and structure, with a good mix of theory, application and practical content from day one. The MEng differs from the BEng course in the third and fourth years by offering the opportunity to study technical and management topics at a more advanced level. It is possible to transfer from a BEng to an MEng from the start of the course up to the end of the second year, providing that the transfer progression criteria are met.
Modules
For a full list of areas studied, see the 'What You'll Study' section of the course page on our website.
Assessment methods
Students are assessed by a mixture of coursework and written examinations.
This will vary from module to module, but overall the approximate ratio is 60/40 exams/coursework. Modules containing design-orientated work, individual and group projects are also assessed by oral presentation and in some cases poster presentation.
Tuition fees
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What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Materials technology
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Materials technology
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Materials technology
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£23k
£31k
£37k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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Course location and department:
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Teaching Excellence Framework (TEF):
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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