Energy Engineering (Foundation Entry)
University of Central Lancashire
UCAS Code: 6Q98 | Master of Engineering (with Honours) - MEng (Hon)
Entry requirements
64 UCAS points at A2
64 UCAS points
GCSE/National 4/National 5
5 GCSEs at Grade C/4 or above including Maths and English or equivalent. Equivalent qualifications are Functional Skills Level 2 in Maths and English or Level 3 Key Skills in Maths and Communication.
64 UCAS points at Higher Level subjects
OCR Cambridge Technical Diploma
OCR Cambridge Technical Extended Diploma
Pearson BTEC Level 3 National Diploma (first teaching from September 2016)
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
64 UCAS points
64 UCAS points
T Level
P (D or E)
UCAS Tariff
About this course
**Course Overview**
- Our Energy Engineering Foundation Entry degree course prepares graduate energy engineers to take on one of the most pressing issues facing society today, the future security of our energy supply.
- Foundation Entry degree courses are designed for students who have the ability to study for a degree, but don’t have the necessary formal qualifications to directly enter their chosen Honours degree programme.
- Take an extra year to deepen your knowledge and gain real-life practical industrial experience in this rapidly-growing field. You can work your way more quickly towards Chartered Engineer (CEng) status.
- With the support of our highly-skilled teaching staff, you’ll gain the contemporary technical design, power generation and operations skills you need to increase energy efficiency and further develop renewable sources of energy.
- Our course is firmly industry-led, meaning you’ll graduate with the skills and knowledge you need to engineer a sustainable future.
**Why study with us**
- Master of Engineering with Honours in Energy Engineering (Foundation Entry) is ranked 5th in the UK for student satisfaction (Complete University Guide 2021)
- Join our Innovation Club and work with a diverse group of students and staff on projects using complex systems.
- Benefit from the latest high-quality equipment and facilities available through our new £35m Engineering Innovation Centre.
Modules
Year 1: 1 Study Skills, Basic Mathematics, ICT, Practical Skills, Design Studies, Analytical Studies
Year 2: Compulsory modules; Analytical methods, Introductory mechanics, Electrical principles, Drawing and CAD, Engineering Applications, Manufacturing engineering
Year 3: Compulsory modules; Mathematics and simulation methods, Mechanics, Kinematics and materials, Instrumentation and control, Thermo-fluids and CFD, Electromagnetic systems, Operations Management
Year 4: Compulsory modules; Advanced mathematical and simulation methods, Control systems, Engineering design, Energy and power generations systems, Project. Optional Modules; Oil & Gas Production Engineering, Nuclear Reactors & Fuel Technology, Systems Design (Building Services), Renewable Energy Resources and Technologies, Control Systems, Advanced Mathematics and Simulation, Operations Management B, Carbon and Energy Management
Year 5: Compulsory modules; Engineer and Society, Applied energy systems, Project, Group design project, Specialist option from Renewable energy technology or Wind power generation & control. Optional Modules; Design & Analysis of Renewable energy systems, Wind power generation & control, Wind Energy Systems Design & Analysis, Geotechnology: Oil & Gas Engineering, Nuclear Energy & The Nuclear Fuel Cycle, Carbon & Energy Management, Waste Treatment & Low Carbon Technologies
Tuition fees
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The Uni
University of Central Lancashire
School of Engineering
What students say
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.
Energy engineering
Sorry, no information to show
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
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.
Engineering
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
Want to make good money from the word go? This is the degree for you! The UK has had a shortage of chemical engineers for a while now so starting salaries are very good. In fact, across the UK, only doctors and dentists bettered the average starting salary for chemical engineering graduates, with an average starting salary of around £28,000. Key sectors for chemical engineers last year included the petrochemicals, food, nuclear, pharmaceuticals, materials and consultancy industries. Their skills set also means that the finance industry likes graduates from these degrees, so there are options if you don't fancy engineering as a career. Most graduates take a longer course that leads to an MEng — which is what you need to take if you want to be a Chartered Engineer. Chemical engineers are also more likely than other engineers to take doctorates and go into research roles, so if you want to take an engineering subject but fancy a research job, this might be a good subject to take.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Engineering
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£27k
£30k
£32k
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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Higher entry requirements
Lower entry requirementsSame University
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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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