Chemical Engineering (including a Foundation Year)
University of Chester
UCAS Code: 8H16 | Bachelor of Engineering (with Honours) - BEng (Hon)
University of Chester
UCAS Code: 8H16 | Bachelor of Engineering (with Honours) - BEng (Hon)
Entry requirements
72 UCAS points from GCE A Levels including Maths and Chemistry
Access to HE Diploma Science and Engineering (Maths and Chemistry at Level 3) - Pass overall
International Baccalaureate Diploma Programme
Including Maths and Chemistry
Leaving Certificate - Higher Level (Ireland) (first awarded in 2017)
Including Maths and Chemistry at H4
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
BTEC Engineering (plus A level Chemistry) or BTEC Applied Science (plus A level Maths)
Scottish Higher
Including Maths and Chemistry
UCAS Tariff
About this course
Chemical engineers develop innovative processes to turn raw materials into useful products, such as fuels, plastics, foods and medicines. On this course, you will learn the key set of chemical engineering principles and understand how to use them for a huge range of applications, such as eliminating harmful emissions of greenhouse gases.
Our BEng and MEng degrees are fully accredited by the IChemE, and have been designed in consultation with major recruiters of chemical engineering graduates. We have a strong, supportive culture underpinned by interactive, problem-based learning and a research-active team. In addition, every student has a personal academic tutor, who will support you in both the academic and practical aspects of university life.
Preparing you for professional success is a key part of our mission. At Chester, all Chemical Engineering students complete work placements as an integral part of their degree. Opportunities to develop professional skills are embedded throughout the course and good staff-to-student ratios help students build confidence, for example, in giving presentations and participating in class.
Foundation Year courses have been designed for students who do not have the necessary academic qualifications needed to enter directly into the first year of a degree but who have the ability and commitment to do so. Once the Foundation Year has been completed successfully, you can then go on to complete your degree.
Modules
For the latest example of curriculum availability on this course please refer to the University of Chester's Website.
Assessment methods
There will be a broad range of assessment methods so you are exposed to the different types of task you might encounter in the workplace. These will include closed-book in-person exams, open-book online exams, coursework in the form of question sheets, laboratory reports, longer project reports, essays and presentations. In some modules, you will encounter class tests and practical assessments.
We continuously review the assessment methods used to ensure they adequately prepare you for graduate level employment.
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.
Chemical, process and energy engineering
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
We don't have more detailed stats to show you in relation to this subject area at this university but read about typical employment outcomes and prospects for graduates of this subject below.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Chemical, process and energy 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.
£24k
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):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the 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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