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University of Leicester
Overview
UCAS Code: L34
At Leicester, we're proud to do things a bit differently. We believe that our world-changing research produces the highest quality teaching and will inspire you to go further. Today our University is a lively, energetic and global community, in which dedicated and talented people are anticipating, working towards and helping to shape the future. We envision being a University which is open to talent, not privilege and accessible to everyone with the ability to benefit from higher education.
•Undergraduate
£22.6k
Average graduate salary90%
Graduates in work or further study•Postgraduate
89%
Graduates in work or further studyAverage graduate salary is determined 12 months after a student graduates
Graduates in work or further study percentage is determined 15 months after a student graduates
Open Day
Are you thinking of applying to this university?
Before you do, it's a good idea to go to an open day. You can have a good look around campus, getting a better idea of what it's like to study there. You'll meet current students and staff and get the chance to ask them questions.
Universities will list upcoming open days on their websites. Most will also have virtual open days; these are a great alternative if you really can't get there in person. For tips on preparing for open days, check the advice section here on The Uni Guide.
Courses
Search courses
Here are this uni's top 20 courses, based on UCAS points
152 UCAS pointsMedicine
MB BCh 5 Years full-time 2025
Main Site
136 UCAS pointsPhysics with Data Science
MPhys (Hons) 4-5 Years full-time 2025
Main Site
136 UCAS pointsPhysics with Climate Science
MPhys (Hons) 4-5 Years full-time 2025
Main Site
136 UCAS pointsLaw with a Modern Language
LLB (Hons) 4 Years full-time 2025
Main Site
136 UCAS pointsLaw with Politics
LLB (Hons) 3-4 Years full-time 2025
Main Site
136 UCAS pointsMathematics and Actuarial Science
MMath (Hons) 4-5 Years full-time 2025
Main Site
136 UCAS pointsLaw with Criminology
LLB (Hons) 3-4 Years full-time 2025
Main Site
136 UCAS pointsPhysics
MPhys (Hons) 4-5 Years full-time 2025
Main Site
136-144 UCAS pointsEnglish and French Law
LLB (Hons) 4 Years full-time 2025
Main Site
136 UCAS pointsClinical Sciences
BSc (Hons) 3 Years full-time 2025
Main Site
136 UCAS pointsGeology with Palaeontology
MGeol 4-5 Years full-time 2025
Main Site
136 UCAS pointsLaw
LLB (Hons) 3-4 Years full-time 2025
Main Site
136 UCAS pointsMathematics
MMath 4-5 Years full-time 2025
Main Site
136 UCAS pointsPhysics with Space Science
MPhys (Hons) 4-5 Years full-time 2025
Main Site
136 UCAS pointsGeology
MGeol 4-5 Years full-time 2025
Main Site
136 UCAS pointsPhysics with Astrophysics
MPhys (Hons) 4-5 Years full-time 2025
Main Site
128 UCAS pointsPhysics with Climate Science
BSc (Hons) 3-4 Years full-time 2025
Main Site
128 UCAS pointsPhysics with Data Science
BSc (Hons) 3-4 Years full-time 2025
Main Site
128 UCAS pointsComputer Science with Artificial Intelligence
BSc (Hons) 3 Years full-time 2025
Main Site
128 UCAS pointsComputer Science with Artificial Intelligence with Industry
BSc (Hons) 4 Years full-time 2025
Main Site
Reviews & discussions
2 years ago
The university is great overall due to their wide range of facilities, lecture structures, diversity and inclusion schemes & how friendly everyone is!
2nd year student
Showing 24 reviews
Four stars: Great
1 year ago
Five stars: Excellent
1 year ago
Four stars: Great
1 year ago
Helpful lectures
1 year ago
Overall been happy with the course, enjoyed pretty much all the modules. There’s a wide range so you learn lots of new things, have labs and tutorials mixed in so interactive learning is taken in
1 year ago
Good timetable with only the letdown of lectures till 6pm some days. Enjoyed almost all modules taught and lectures have been good. Tutorials cover necessary things to build on lectures content and build understanding
1 year ago
Undergraduate students were asked to rate their universities on each of the following attributes. You can see their ratings here, along with whether these ratings are high, medium or low in comparison to other universities.
National Student Survey (NSS) scores
The NSS is an annual survey where final-year students are asked to rate different aspects of their course and university experience.
Select an option to see a detailed breakdown
Teaching on my course
85%
med
Teaching on my course
85%
med
How often does your course challenge you to achieve your best work?
86%
med
How good are teaching staff at explaining things?
92%
med
How often do teaching staff make the subject engaging?
77%
low
How often is the course intellectually stimulating?
86%
med
Learning opportunities
84%
med
Learning opportunities
84%
med
To what extent have you had the chance to bring together information and ideas from different topics?
82%
low
How well does your course introduce subjects and skills in a way that builds on what you have already learned?
87%
med
How well has your course developed your knowledge and skills that you think you will need for your future?
85%
med
To what extent have you had the chance to explore ideas and concepts in depth?
83%
med
To what extent does your course have the right balance of directed and independent study?
80%
med
Assessment and feedback
79%
med
Assessment and feedback
79%
med
How well have assessments allowed you to demonstrate what you have learned?
82%
med
How fair has the marking and assessment been on your course?
80%
med
How often does feedback help you to improve your work?
72%
low
How often have you received assessment feedback on time?
83%
med
How clear were the marking criteria used to assess your work?
76%
med
Academic support
88%
med
Academic support
88%
med
How easy was it to contact teaching staff when you needed to?
89%
med
How well have teaching staff supported your learning?
87%
med
Organisation and management
84%
high
Organisation and management
84%
high
How well were any changes to teaching on your course communicated?
84%
high
How well organised is your course?
85%
high
Learning resources
88%
med
Learning resources
88%
med
How well have the IT resources and facilities supported your learning?
87%
med
How well have the library resources (e.g., books, online services and learning spaces) supported your learning?
90%
med
How easy is it to access subject specific resources (e.g., equipment, facilities, software) when you need them?
87%
med
Student voice
80%
med
Student voice
80%
med
How clear is it that students' feedback on the course is acted on?
72%
med
To what extent do you get the right opportunities to give feedback on your course?
86%
med
To what extent are students' opinions about the course valued by staff?
80%
med
How well does the students' union (association or guild) represent students' academic interests?
80%
med
Other NSS questions
Other NSS questions
During your studies, how free did you feel to express your ideas, opinions, and beliefs?
85%
med
How well communicated was information about your university/college's mental wellbeing support services?
83%
med
Healthcare and clinical practice placements
Healthcare and clinical practice placements
My contribution during placement(s) as part of the clinical team was valued.
70%
low
I was given opportunities to meet my required practice learning outcomes / competences.
87%
high
I was allocated placement(s) suitable for my course.
90%
high
I received sufficient preparatory information prior to my placement(s).
73%
high
I received appropriate supervision on placement(s).
79%
med
My practice supervisor(s) understood how my placement(s) related to the broader requirements of my course.
74%
med
Discover real stories and insights from current students and alumni in our university forums on The Student Room.
Chat with the university
We are forward looking. We are globally connected. We are researchers, teachers and students. We are agitators and instigators. We are diverse in our make up and united in our ambition. We are driven. We are a force for good. While there is room for better, we will not stand idle. We are citizens of the world. We are citizens of Leicester. We are citizens of change. Join us.
