University of Kent
UCAS Code: 3D9J | Bachelor of Engineering (with Honours) - BEng (Hon)
Entry requirements
A level
Including Mathematics at grade B plus one other STEM subject
The University welcomes applications from Access to Higher Education Diploma candidates for consideration. A typical offer may require you to obtain a proportion of Level 3 credits in relevant subjects at merit grade or above.
International Baccalaureate Diploma Programme
30 points in the IB Diploma or 120 UCAS tariff points, including Maths (not Maths Studies) OR Maths: Analysis and Approaches OR Maths: Applications and Interpretations at HL5 or SL6, plus one other Science subject at HL5 or SL6
Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)
in an Engineering subject including Further Maths/Further Maths for Engineering Technicians. Other subjects are considered on a case-by-case basis. Please contact us for further advice on your individual circumstances.
Scottish Highers qualifications are considered on an individual basis
The University will consider applicants holding T level qualifications in subjects closely aligned to the course.
UCAS Tariff
About this course
**Biomedical Engineering**
Business and research environments need engineers who can design complete solutions involving complex integrated systems. Biomedical Engineering at Kent educates engineers that can develop systems used in medical practice and biology research.
This cross-disciplinary programme is designed for students with an equally strong interest in engineering and biology/medicine. Drawing from our established expertise in engineering technologies and from the research synergies with the School of Biosciences, this degree produces engineers with a solid knowledge in biology and medical science.
**Accreditation**
This course is accredited by the Institution of Engineering and Technology.
**Your Future**
Our graduates find employment in a huge range of sectors such as aerospace and automotive industries, the armed forces and the Ministry of Defence, construction and building services, energy utilities, government agencies, manufacturing industries, medical engineering, oil and gas industries, process industries, the public sector, research establishments and transport including road and railways.
**Location**
Our city, your time.
It has never been a better time to study in Canterbury. Our high student population creates a vibrant, diverse and student-friendly atmosphere.
We are a hub of exciting new ideas emerging from a stunning historic city - join us and get involved!
Modules
The following modules are what students typically study, but this may change year to year in response to new developments and innovations.
Year 1: You’ll gain a broad foundation in biomedical engineering. You’ll take on lab-based practical work to help you develop an in-depth understanding of electronics and biology.
Compulsory modules currently include the following: Mathematics for Engineering; Electronics for Engineers; Fundamentals of Programming; Engineering Materials and Design; Design and Manufacturing Project; Biomedical Engineering Skills.
Year 2 compulsory modules currently include the following: Mechatronics and Measurements; Biomechanics; Image Analysis and Applications; Signal Processing and Control Systems; Engineering Team Project; Anatomy and Physiology.
Year 3: You’ll develop a strong understanding in biomechanics, medical physics, product development and much more.
Compulsory modules currently include the following: Medical Dynamics; Robotics and AI; Research Project; Biomaterials. Optional modules may include the following: Embedded Systems and IoT; Advanced Manufacturing Technologies; Medical Physics; Fundamentals of Cyber Security; Philosophy of Cognitive Science and AI.
For more detailed information about these modules, please visit our website.
Extra funding
Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details - https://www.kent.ac.uk/courses/undergraduate/fees-and-funding
The Uni
Canterbury campus
School of Engineering
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.
Bioengineering, medical and biomedical 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
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.
Bioengineering, medical and biomedical 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
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Bioengineering, medical and biomedical 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.
£30k
£34k
£39k
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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This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
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This is the percentage of applicants to this course who received an offer last year, through Ucas.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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Course location and department:
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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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