We are passionate about sharing with our students the vital role they each have now and as future professionals in promoting a sustainable future for all. We believe that sustainability is not the domain of one discipline or profession. It is the responsibility of all disciplines, professions, organisations and individuals.
That is why on each of our courses within the School of Computing you will learn about the UN Sustainable Development Goals and the contribution you can make now, and as a graduate in Computing.
Read the course details below to find out more.
Computing@Ulster - empowering the graduates of tomorrow through excellence in teaching, research and technology transfer.
The course addresses the principles of modern computing technology, its role in helping to solve real-world problems and the critical issues affecting management.
You will be equipped with skills that will enable you to develop, maintain, evaluate and manage computing systems in a range of organisations, typically in the context of IT departments.
You will explore areas such as Programming, Database Design and Development, Professional Skill, Web Development, Business Information Systems and Computer Systems and Networks.
You will also be able to select a optional modules which aligns with state-of-the-art research or showcase current advances in computing such as Strategic Information Systems Management, Business Process Analytics, Internet of Things Systems and Applications and Social, Sustainable & Ethical Computing.
Given the variety of applications of computing technology, as a graduate of this course, you will have access to a variety of jobs, for example, database administration, technical support, business analyst, software and web developer, and IT project management.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
If you want to become a Computer Technologist with the ability to know how to identify business information needs and how to deploy computer technology solutions using modern software development and productivity tools, then you should consider this course.
Computing technologies pervade every aspect of our day-to-day lives from the gadgets in our homes, and our workplaces, to our mobile phones. The industry needs dynamic, enthusiastic graduates with interests across the broader computing technologies spectrum.
A graduate might typically be employed in the IT department of a public or private sector organisation.
Do I need to have studied Computing or Digital Technology at school or college?
A discipline with such diversity requires students with a variety of interests and backgrounds, therefore, you do not need to have studied Computing or Digital Technology, however, we will look for evidence of a passion and enthusiasm for this dynamic, fast-moving discipline.
Diploma in Professional Practice DPP
Diploma in International Academic Studies DIAS
Diploma in Professional Practice International DPPI
This course lasts four years and includes a Professional Practice year or study abroad option.
New students are expected to attend a pre-semester induction. The course is delivered over two semesters (September to May) with a supplementary assessment period in August.
The taught element of the course is typically 22-24 hours per week (Monday to Friday) and timetabled sessions are supplemented by directed independent study.
You undertake six modules in Year 1 covering subjects such as Problem Solving for Computing, Business Information Systems, Database Systems and Client Side Development. You will also attend extended induction designed to ease your transition into the course.
In Year 2, additional core modules extend your skills in Programming, Web Development and Software Product Management and introduce topics relevant to Networks and Security and Application development for Information Systems. You will also attend extended induction that is designed to support and prepare you for the placement year.
In Year 3, you are expected to undertake a year’s work placement in the UK, Ireland, Europe or the USA.
After your placement year, you return to the University for a final year of academic study which consists of two compulsory modules that reflect the core theme of the course at an advanced level as well as some optional modules. You also undertake a project which involves the analysis, design, implementation, testing and evaluation of the solution to a substantial software-related problem.
The course is delivered using several teaching and learning methods including Lectures, Tutorials and Practical Laboratory Session.
Lectures are used to present and illustrate basic theory and fundamental principles and are normally supplemented by tutorials which elaborate on lecture content and provide opportunities for the student to use their problem-solving skill and to examine problem solutions in greater detail.
Practical Laboratory Classes enable the practical application of theoretical concepts, facilitating a deeper understanding of key topics. In programming laboratories, there is an emphasis on small group tutoring and support.
Modules are assessed through a wide variety of methods including class tests, individual and collaborative coursework assignments, project dissertations, oral presentations, vodcasts and video demonstrations. A common assessment pattern in modules is a first piece of assessment which seeks to ensure the acquisition of core knowledge as preparation for a more substantive practical skills assessment.
The assessments undertaken by students require them to engage with computing as it operates in many domains in society. Through these practical engagements, students experience computing's contribution to sustainable development.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The teaching and support of the programme is provided by the academic staff in the School of Computing.
Academic staff in the School are qualified to teach in higher education with most of them holding at least a Postgraduate Certificate in Higher Education Practice. The majority of academic staff in the School (80%) are accredited fellows or senior fellows of the Higher Education Academy (HEA) – the university sector professional body for teaching and learning. Within the School of Computing courses are taught by staff who are Professors (20%), Readers/Senior Lecturers (29%) and Lecturers (51%). Graduate Demonstrators and contract research staff support the academic staff who teach on the course in laboratory classes and programming clinics across all the years in the course including final year project support.
The academic members of staff are active in a range of research areas that inform the modules in the course.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
Database management is a fundamental skill expected of Computing graduates. This module will introduce students to the fundamental concepts of database design, implementation, querying and management of relational database systems.
Year: 1
Status: C
This module will assume no prior experience in creating web pages and will introduce the design principles, structural elements and technical concepts that underpin web authoring.
Application of the technical concepts will be facilitated through the use of web authoring tools in practical sessions to enhance the technical skills for the creation and styling of interactive Websites.
Year: 1
Status: C
The aim of this module is to provide an understanding of the underlying systems that support the applications software. The theoretical concepts covered are illustrated by considering their practical application in modern real-world solutions.
Year: 1
Status: C
The module provides a comprehensive overview of Business Information Systems (BIS) and their significance in contemporary businesses. This includes an understanding of the role of information systems in assisting management in the execution and decision-making of business activities. Students will be introduced to real-world information systems, with an emphasis on exposure to tools and techniques used as building blocks in such information systems, including the role of key contemporary topics in BIS such as Big Data, Data Analytics, Cloud Computing, Industry 4.0 and IoT. This module provides the student with both technical and managerial perspectives to develop and manage BIS.
Year: 1
Status: C
Computer programming is a fundamental skill expected of computing graduates. This module will introduce students to the foundational concepts of programming via Python that will be used as building blocks in future modules. Students will also develop and enhance their problem solving skills as an integral part of the module.
Year: 1
Status: C
This module is designed to make future computing professionals have the practical skills to cocreate innovative technological solutions to a problem using design thinking tools and processes and be aware of and take into consideration the nature of the legal, ethical, social and professional issues raised during any technological innovation.
Year: 2
Status: C
This module will expand on students' knowledge of database design and development specially focusing on approaches to connect and manipulate backend databases through different interfaces, GUI and REST APIs. This module will focus on a range of industry standard open-source libraries and tools to achieve this. Students will also be introduced to important design considerations for database applications.
Year: 2
Status: C
In the context of Business Information Systems, this module will focus on the application development skills for building process and data driven apps to meet basic business process automation requirements, with a focus on work flow management, routine task automation, app integration and data file manipulation. It will enable students to appreciate the capability of modern frameworks for business system support.
Year: 2
Status: C
The principal aim of this module is to provide an understanding of the underlying systems which support networks. The theoretical concepts covered are illustrated by considering their practical applications in modern real-world solutions. The module also addresses such systems security concerns so that security considerations are embedded in organisations and IT projects planning and management.
Year: 2
Status: C
The module builds upon the expertise acquired in Level 4 programming modules by expanding upon the students' understanding of data types and algorithms within the scope of object-oriented programming. The module focuses on providing students with practical skills for industry-focused software development.
Year: 2
Status: C
This module will expand on students' knowledge necessary for developing software systems to be deployed over the World Wide Web, with a specific focus on server-side technologies and techniques. Students will also be introduced to important design considerations for web applications currently in use in industry.
Year: 2
Status: C
The Software Product and Process Management module provides the opportunity for students to gain a sound theoretical understanding of contemporary product and process management techniques. There is also the opportunity to apply learning from within the module and from modules undertaken thus far while working cohesively and professionally as part of a software team towards the successful management and planning of software product that meets business needs.
Status: O
Year: 3
This module is optional
This module provides an opportunity to undertake an extended period of study outside the UK and Republic of Ireland. Students will develop an enhanced understanding of the academic discipline whilst generating educational and cultural networks.
Status: O
Year: 3
This module is optional
This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.
Year: 4
Status: C
This module focuses on the design and development of a non-relational database management systems and introduces students to the theoretical underpinnings of non-relational databases. Students will be introduced to the practical techniques in designing and developing a non-relational database connected to a user front-end to meet a real-world scenario.
Year: 4
Status: C
This module will introduce the key concepts of full-stack development and the tools used to implement a full-stack strategy. Students will be able to use what they learn from this module to develop robust software including APIs, database architectures and front-end applications according to industry standards.
Year: 4
Status: C
The Computing Project provides an opportunity to draw together learning from across the course, and to allow students to evidence their mastery of the academic content and of its application through professional practice. Through the opportunity to devise, manage and evaluate all aspects of work in addressing a significant challenge, students can gain independence and a deeper appreciation of their practice within the broader subject area and of its relationship to wider society.
Status: O
Year: 4
This module is optional
Organisations in the 21st century have become increasingly information and knowledge based relying heavily on the use of Information Systems (IS) and Information Technology (IT). To add value, compete and remain competitive, in an increasingly global market, it is necessary to have a clear understanding of the strategic role of IS/IT in support of meeting business needs.
Status: O
Year: 4
This module is optional
IoT represents the technology development and advances of a whole raft of technologies such as advanced sensing technologies, wireless and mobile computing, pervasive computing, smart technologies, edge and cloud computing. IoT applications such as those built upon the conception of smart homes, smart cities, intelligent transport, service robots, smart cyber-physical systems, to name but a few, are the next generation of systems, products and services which will impact and shape the society and economy. The ultimate purpose of this module is to train students with the comprehensive knowledge and skillset, system-level views and broader perspectives of multi- or interdisciplinary subject areas, so that they can meet the technical needs and societal challenges when they go to labour markets.
Status: O
Year: 4
This module is optional
The study of ethics, sustainability and societal impact is crucial for the development of modern computing systems. This module provides students with the skills necessary to develop modern systems which are considerate of these three major areas of computing.
Status: O
Year: 4
This module is optional
The rise of modern information technologies has transformed data into an asset that enables businesses to make insightful decisions. It fundamentally necessitates an integrated strategy requiring business, statistics, computer science, mathematics, and operations research expertise. This has developed the interdisciplinary Business Analytics (BA) field.
This module aims to develop proficiency in analysing, identifying, and formulating Business Process Analytics-related challenges. It will aid in the development of abilities to investigate and analyse business processes using conceptual modeling and appropriate solution schemes.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
BBC
or
BCC including Grade B in Mathematics/Physics/Chemistry/Software Systems Development/Computing or Computer Science (not IT/ICT).
RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma
Award profile of DMM
We will also accept smaller BTEC/OCR qualifications (i.e. Diploma or Extended Certificate / Introductory Diploma / Subsidiary Diploma) in combination with A Levels or other acceptable level 3 qualifications.
To find out if the qualification you are applying with is a qualification we accept for entry, please check our Qualification Checker - our Equivalence Entry Checker.
We will also continue to accept QCF versions of these qualifications although grades asked for may differ. Check what grades you will be asked for by comparing the requirements above with the information under QCF in the Applied General and Tech Level Qualifications section of our Entry Requirements - View our Undergraduate Entry Requirements
112 UCAS tariff points to include a minimum of five subjects (four of which must be at Higher Level) to include English and Maths at H6 if studied at Higher level or O4 if studied at Ordinary Level.
Grades BBCCC. All subject areas considered.
Grades CCD. All subject areas considered.
Overall profile of 25 points to include 12 at Higher Level to include grade 4 in HL Mathematics. Grade 4 in English Language also required in overall profile.
Overall profile of 63% (120 credit Access) (NI Access Course) to include a Pass in NICATS Maths (level 2) or a Pass in Introductory Maths for Computing (level 2) or GCSE Mathematics grade C or 4 (or an alternative qualification acceptable to the University) for entry to year 1.
Overall profile of 15 Distinctions and 30 Merits (60 credit Access Course) (GB Access Course) to include GCSE Mathematics grade C or 4 (or an alternative qualification acceptable to the University).
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language and Mathematics (or equivalent).
Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
HNC Year 1 Entry
Pass HNC with overall Distinction in a relevant subject area for Year 1 entry only to include distinctions in 75 Level 4 credits. GCSE Mathematics Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required.
HND Year 1 Entry
Pass HND in any subject area. GCSE Mathematics Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required.
HND Year 2 Entry
HND applicants may be considered for year 2 entry where the curriculum sufficiently matches the Ulster University full-time year 1 course. GCSE Maths Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required. Please contact the administrator listed in the Contact section.
Ulster Foundation Degree Year 2 Entry
Pass in Foundation Degree with an overall mark of 50% and minimum 50% in all taught Level 5 modules. Applicants must also have GCSE Mathematics at Grade C or 4. Applicants will normally be considered for Year 2 entry to the linked Honours degree.
At the end of the first semester of the course, you may be permitted to transfer to the BSc Hons Computing Science, BEng Hons Software Engineering, BSc Computing Technologies or the BSc Hons Interactive Computing,
A student wishing to transfer between courses at the end of Level 4 could be accommodated by means of a summer bridging module.
If you have successfully completed Year 1 or 2 of a similar honours degree, you may be permitted to join the course in Year 2 or 4.
In this section
Graduates from this course are now working for:
With this degree you could become:
As a graduate with advanced skill in computing technology, you will have many career opportunities available to you in a wide range of commercial and industrial organisations in roles such as database administrator, technical support, software developer and IT project manager.
Average salaries are often higher than those of other graduates and there are also opportunities for postgraduate study in computing, software development, artificial intelligence, IoT or a related area.
In Year 3 you undertake a year's work experience, in the UK, Ireland or Europe. You can also study in the USA. This leads to either the Diploma in Professional Practice for a placement year based in UK or Ireland; Diploma in Professional Practice (International) for a placement year based outside the UK or Ireland; or the Diploma in International Academic Studies if Year 3 is spent in study abroad.
Accredited by BCS, the Chartered Institute for IT on behalf of the Engineering Council for the purposes of fully meeting the academic requirement for Incorporated Engineer and partially meeting the academic requirement for a Chartered Engineer.
Accredited by BCS, the Chartered Institute for IT for the purposes of fully meeting the academic requirement for registration as a Chartered IT Professional.
A variety of scholarships, awards and prizes are available each year to reflect individual academic excellence in specific areas of study or across year groups.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
