Fitness, Nutrition and Health

Choose a Fitness, Nutrition and Health degree that offers specialist work experience through industry placements. Learn in £3.5million cutting-edge facilities at Scotland’s top modern university.

Course detail

Start Date

September

Duration

4 years (full-time)

Award Title

BSc (Hons)

UCAS Code

B400

Why study Abertay's BSc (Hons) in Fitness, Nutrition and Health?

Is the UK going through an obesity epidemic? Why have obesity levels more than trebled in the last 30 years despite the health and wellbeing industries prospering? What can be done to promote fitness and balanced nutrition throughout the country?

Our Fitness, Nutrition and Health programme is accredited by the Association for Nutrition (AfN), the independent regulator for Registered Nutritionists. It will equip you with the skills and knowledge you need to develop solutions to meet these challenges head on, with teaching underpinned by research and practical work delivered in our state-of-the-art facilities.

This joint offering between the Divisions of Food Science and Sport and Exercise Sciences draws on the core disciplines of physiology, psychology, biomechanics and nutrition, and provides built-in work placements designed to match your career interests.

Abertay is widely regarded as THE place to come for high quality teaching. But don't take our word for it:

  • Sunday Times UK University of the Year 2020 for Teaching Quality.
  • Guardian University Guide 2020 Top 10 in the UK for Student Satisfaction with TeachingCourse and Feedback.
  • National Student Survey 2020 Top 10 UK Universities for Student Satisfaction.

Your Journey Starts Here

Exercise, physical activity and nutritional balance are key ingredients in the recipe for a healthier lifestyle. Study in our state-of-the-art facilities and explore how nutrition and fitness impact on the wellbeing.

Male using an exercise bike

About Your Modules

All modules shown are indicative and reflect course content for the current academic year. Modules are reviewed annually and may be subject to change. If you receive an offer to study with us we will send you a Programme document  that sets out exactly which modules you can expect to take as part of your Abertay University degree programme. Please see Terms and Conditions for more information.

Modules

Year 1 Core Modules

You must study and pass all five core modules

Brief description

The physiological and metabolic basis for dietary requirements, as well as the role of nutrients in the body.

Indicative content:​

  • Nutrients and nourishment.
  • Nutritional guidelines.
  • Nutritional assessment methods.
  • Macronutrients: sources, functions and regulation in the body.
  • Micronutrients: sources, functions and regulation in the body.
  • Metabolic endocrinology (major hormonal effects on energy balance and health).
  • Physiology of digestive system.

Brief description

Introduction of the theory and practice of biology.

Indicative content:​

  • The principles of cell biology: A basic overview of cell structure & division and a comparison between different cell types. Biochemical principles.
  • The organism: Overview of the major forms of life and their taxonomic relationships. Fundamental concepts in organismal biology (homeostasis, evolution and genetic inheritance).
  • Introductory microbiology: Types of microorganism, their characteristics, discovery, origin, evolution and medical significance.
  • Basic laboratory techniques: Utilisation of basic instrumentation (i.e. spectrophotometers and microscopes), preparation of solutions, handling of liquids and solids (use of glassware and pipettes). Development of aseptic techniques, media selection & preparation, growth and isolation of microorganisms, enumeration, subculturing techniques. Macro & microscopic examination. Staining for microscopy. Recording and interpreting data.
  • Health and safety: Health and safety in the laboratory, Risk assessments and COSHH regulations as applied to the laboratory.
  • Data handling and numeracy skills: Basic numeracy skills for laboratory work (converting between units, molarity, percentage (w/v), percentage (v/v), stock solutions). Introductory statistics for biosciences: populations, variables, samples, randomness and independence (including basic statistical measurements, confidence intervals, correlation/regression, normal distribution, t-tests). Graphical and numerical data description.

Brief description

Introduction to the study of skeletal and muscular anatomy and the fundamentals of biomechanics applied within a physical activity and health perspective.

Indicative content:​

  • Anatomy: The structure and function of healthy bones, joints, tendons and ligaments. Identify major muscle groups and the relationship between muscles (i.e. agonist, antagonist, synergist and fixator).
  • Kinesiology: The normal patterns of movements available at peripheral joints within healthy individuals. Axes of rotation and lever systems within the human body.
  • Kinematics: Basic linear biomechanical principles regarding the description of motion including, vectors, displacement, velocity and acceleration and the ability to accurately calculate these.
  • Kinetics: Newton’s laws of motion, forces, movement of mass, momentum and impulse and the moment of inertia.
  • Analysis of human movement: Biomechanical measures of human movement, including stability and balance within a healthy population. Methods of accurate recording using 2D motion analysis.

Brief description

Food behaviour and individual and global food choice models to provide you with an understanding of the influences on eating habits and consumption patterns.

Indicative content:​

  • Introduction: Physiological versus psychological differences in food choice introduced.
  • Consumer models: Consumer models of food choice explored, Attitudes versus behaviour, Models of buyer behaviour, Buyer decision process, Adopter categories, Future forecasting.
  • Food choices from a global perspective: Measuring and global influences on world consumption trends, Sustainability issues that arise from food production methods and consumption trends, Nutrition transition and dietary food choices, the role of culture and society on food choices explored, Developing, emerging and industrialised countries.
  • Food fashion and trends: Perceptions of food, consumer choice, food design, trends and fashions. Influences of the media and marketing, science and technology on food production and consumption.

Brief description

The determinants and consequences of physical activity as well as interventions to increase participation and decrease sedentary behaviours.

Indicative content:​

  • Psychological determinants of exercise: Exercise motivation; self−competencies; social physique anxiety; attitudes and beliefs about health.
  • Psychological outcomes of exercise: Mechanisms and hypotheses; self−esteem; mood enhancement through activity; harmful psychological effects of exercise.
  • Models of health behaviour: Health belief model, Attitudinal−based theories, Self− efficacy and competence−based theories, Self− determination, transtheoretical model.
  • Physical activity promotion: Individual/group and community interventions.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts
    There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.
     
  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

 

  • Sustainable urban food production

Includes the long established allotments movement to large scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

 

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and waste water management and renewable energy production.

 

  • Digital technologies

Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses.

Module content:

  • The Challenge of Sustainable Development
    Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty are discussed.
     
  • The Genesis of Sustainable Development Concept
    Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons are discussed.
     
  • Evolution of Sustainable Development
    The Reo Summit and Suitability, and Policy Developments thereof will be discussed.
     
  • Scientific Inquiry and Sustainable Development
    We will look at controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic will be outlined.
     
  • Mainstreaming Sustainability
    Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, will be evaluated. And their role in transformation will be discussed.
     
  • Communicating Sustainability
    Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland are discussed.
     
  • Sustainable Development in Practice
    Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside are looked at.
     
  • Ethics and Sustainability Policy
    Active citizenship and Globalisation are discussed.
     
  • Innovating Locally, Transforming Globally
    Transformations that are required to embrace Sustainability will be analysed and discussed.
     
  • Active Relationship for Sustainable Futures
    Thinking Globally, acting locally.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.

Module content:

  • Potential 'Timeless' Debates
    Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights etc.
     
  • Potential 'Timely' Debates
    Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture; etc.
     
  • Critical Thinking Seminars
    Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students are tutored to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.
     
  • WEB CT Wiki Discussion Forum
    Students will be required to work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.

Module content:

  • Renewable Energy Nontechnical Challenges and Opportunities
    Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.
     
  • Renewable Energy Technological challenges and opportunities
    Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

An understanding of the concepts of tolerance, and the importance of making sound ethical decisions. Develop the qualities, characteristics and skills to meet the aspiration for Abertay graduates to become global and active citizens. 

Module content:

  • Introduction to equality and ethics legislation equality and ethics legislation.
     
  • Diversity competence; moral/ethical reasoning Inclusiveness, equal opportunities, positive action, Reasonable Adjustment, moral/ethical reasoning.
     
  • Attributes for the workplace and for global citizenship.
     
  • Reflective Practice Application of models of reflective practice.
     
  • Contemporary Issues.

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.


Module content:

• Good English": the role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

• Language and influence: how the media constructs narratives to persuade or inform the audience (and how to tell the difference).

• Creating a narrative across genres: the conventions, freedoms and limitations of different forms; using these forms in new ways.

• Narrative changes over time: how authors reinvent old stories to reflect current concerns.

• Technical writing: the use and manipulation of data; hearing the author's voice; critiquing "bad science".

• The ethics of communication: (electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

  • Current state of computer security. An overview including legal aspects.
     
  • Cyber-attacks, vulnerabilities and threats Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.
     
  • Information Leakage, recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.
     
  • Securing networks, accounts and devices Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security
     
  • Human aspects of cyber security The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.
     
  • Breaking the code. An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.
     
  • History of Cryptography The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII
     
  • Computers and Crypto Diffie-Hellman and RSA encryption. Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.
     
  • Steganography A picture's worth a thousand words when you're hiding the wood in the trees.
     
  • The Law, Society and Cryptography Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global Challenges
    Challenges will be introduced from different disciplines. Indicative examples include: − Climate Change: causes and impact – Serious Games: science and application of visualization and games − Global Security − Valuing ecosystems: balancing policy, economics and environment − Contemporary challenges to healthy living − Food security: global threats and local needs – Energy Poverty – Space Travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

  • Developing a Science Communication activity
    Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.
     
  • The landscape of engagement and current practice
    Types of public engagement activities, target audiences, funding, role of learned societies universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

Work in a team to develop game design concepts for serious applications. Gain the knowledge, processes and techniques of game design and study examples of serious games developed to benefit society.

Module content:

•    Overview of Games
A brief history of games, game art and gamification.

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

•    Gameplay constructs
What is gameplay and how is this broken down and communicated within the game design.

•    The game design process
Conceptualisation, iteration, phases of workflow.

•    Game design theory and practice
Identifying the elements within effective design and how they are implemented.

•    Documenting the design interactive
Oriented design, technical design, capturing requirements.

•    Business models
Exploring methods that can be used to generate revenue within the game design.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
     
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

  • Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
    the consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.
     
  • The identification of the vulnerabilities of the critical systems
    The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.
     
  • Flooding in Scotland
    general overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*
     
  • Landslide origins, types and mitigations
    General overview what landslides are, why they happen and what can be done to prevent them.
     
  • Structural Failure
    e.g. why did the Tay Bridge fails and what did the failure mean for the Forth Rail Bridge
     
  • Reports and investigations
    the role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law
     
  • Case studies
    Power System Blackouts, Smart Grids and self-healing systems. Nuclear Plant Emergency How Would the Public Respond?

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

An understanding of some of the processes involved in food production. Discuss common misconceptions and ideas which present the food and nutritional industries in a bad light.

Module content:

  • Student led investigations
    Student led investigations of the different sectors within the food and drink industry including: prebiotics – and the controversy surrounding the term; if barbequing is a healthy cooking method; and exposing the celebrity chef - common Myths about cooking
     
  • Consumerism
    Does the food industry listen to us? -Understanding consumer and sensory science to better understand why you buy the products you buy. - How food / public health is reported by the media? - The French paradox / Mediterranean diet.
     
  • Future of food
    Ethical food production and the future of foods, and, what’s waste got to do with it?
     
  • Debunking myths
    Debunking food myths, more science than science fiction in our food today, like the science behind getting sauce out of a bottle and what to drink – Whisky or Beer?
     
  • Facts from fiction
    Finding facts from fiction, investigating the three second rule – should I eat things that have fallen on the floor? What’s so super about super-foods? Fat or sugar: Which is worse?

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.

Module content:

  • Crime Scene Investigation
    How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.
     
  • Media Involvement
    Positive and negative effects of the media/public interest in the crime.
     
  • Forensic Biology
    Examination and evidential value of body fluids, DNA, hairs and fibres.
     
  • Forensic Chemistry
    Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.
     
  • Digital Sources
    Evidence from CCT, mobile phones, computer hardware, on−line behaviour.
     
  • Forensic Reasoning and Practice
    An introduction to forensic problem solving, thinking styles, case assessment and interpretation.
     
  • Psychology of Witnesses and Suspects
    False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 2 Core Modules

You must study and pass all five core modules

Brief description

Explore nutrient needs, nutritional status and associated nutritional issues using a lifespan model.

Indicative content:

  • Nutrition during the lifecycle.
  • Nutrition during pregnancy and lactation.
  • Nutrition during infancy.
  • Nutrition in childhood.
  • Nutrition in adolescence.
  • Nutrition in adulthood.
  • Nutrition in aging.
  • Nutrition and sports.

Brief description

The core concepts of sport and exercise physiology and the application to sport and exercise.

Indicative content:

  • Fundamentals of bioenergetics: The core concepts of energy production during exercise, examining the interaction of the different energy systems during exercise and how these change with inactivity.
  • Neurological adaptations to exercise: How the body adapts to different types of exercise (endurance, resistance and high intensity).
  • Cardiovascular adaptations to endurance training: How the cardiovascular system adapts to ensure training and how this can influence performance.
  • Fatigue: Neuromuscular and skeletal muscle fatigue and the potential mechanisms resulting in the development of fatigue.
  • Physiological testing: Physiological tests used routinely for health assessment and their limitations. How to carry out different physiological tests and analyse and interpret the results.

Brief description

An introduction to the basic concepts and importance of physical activity for health and wellbeing.

Module content:

  • Health correlates and determinants: Introduction to factors that underpin health with a focus on the Dahlgen and Whitehead model.
  • Role and importance of physical activity and health: An introduction to the role and importance of physical activity in contemporary society.
  • Pricniples of strength and conditioning training for programme design: The key concepts and fundamental principlesof S&C for the general population. These include how to conduct an appropriate needs analysis and how this process informs the construction and implementation of basic programme designs in the context of health and wellbeing.

Brief description

The opportunity to lead, develop and/or support the delivery of physical activity sessions to school pupils in Dundee. Engage with a range of employers from the Sport and Fitness industry to gain insight into the requirements of particular roles. These experiences should enable you to develop a career plan for future employment.

Indicative content:

  • Planning and delivering activity sessions: Session planning; managing time/resources/people; working within a team; Active Schools/Positive Coaching Scotland training; managing challenging behaviour; developing diversity competence; Growth Mindset; contemporary issues in the sport and fitness industry.
  • Personal Development Planning (PDP): Completing SWOT analyses; personal objective/goal setting; action planning; electronic PDPs.
  • Reflective practice: Application of models of reflective practice; guided reflection to highlight learning; making theory− practice links; career planning.
  • Articulating skill development: Using electronic platforms and oral media to promote knowledge and skills to external audiences in the context of employability; careers/external speaker workshops.

Brief description

The concepts of public health, development of public health policy and key public health issues. The fundamentals of epidemiology.

Indicative content:

  • Food and nutrition policy: Framework of national and local policy and guidelines; models of good practice.
  • Health policy and public health: What is health policy? State intervention in health. Development of Green Papers/White Papers/Guidelines for health/Targets and implementation. Influences of global health policy. Structure of public health agencies.
  • Policy implementation: Implementation of food and nutrition policy in educational establishments, community food initiatives, local authorities and health services.
  • Fundamentals of epidemiology: e.g. concept, measuring disease frequency, study designs for public health.

Brief description

Introduction to the key social issues in physical activity and health contexts.

Indicative content:

  • Interdisciplinary nature of social sciences: The ways in which various disciplines within social science help us to understand and explain issues relating to physical activity and health (e.g., sociology of sport, sociology of health and illness, epidemiology, sport development, sport history).
  • Critically engage with the notion of ‘healthy’ lifestyles: Question the construction of ‘healthy’ living.
  • Research topics within the social sciences: Make connections between the approaches/findings of physical activity and health research and how these inform debates around agency structure.
  • Political ideology and social inequalities: Question the ways in which health and physical activity participation are framed by political ideologies and consider how and why this influences social inequalities.
  • Qualitative methodologies: Qualitative research and how it has developed our understanding of physical activity and health.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

Introduction of the concept of smart cities - hard infrastructure, social capital including local skills and community institutions, and digital technologies to fuel sustainable economic development and provide an attractive environment for all.

Module content:

  • Social impacts
    There is an overall need for theoretical and methodological plurality in how we assess the impact and value of future cities in terms for individual and societal well−being. Gaps in our understanding relate to the complex ways individuals and groups engage with built and natural settings, the cultural goods and consequent benefits that may arise and the inequalities associated with these cultural benefits.
     
  • Security

Different types of cyber-attacks that could be launched against a Smart City. Impact of cyber-attacks. Approaches to securing the smart grid and critical infrastructure, i.e. improving cyber resilience.

 

  • Sustainable urban food production

Includes the long established allotments movement to large scale projects based on sustainability throughout the food chain. Urban food production includes the long established allotments movement. The demand for urban growing also responds to the densification and intensification of living areas, due to population rise, migration and demographic aging with lower housing and ‘garden’ space standards placing greater importance on collective production.

 

  • Energy, waste and water

At present, water and wastewater facilities are often the largest and most energy intensive responsibilities owned and operated by local governments, representing up to 35% of municipal energy use. Future cities will need to utilise more sustainable methods of water and waste water management and renewable energy production.

 

  • Digital technologies

Digital technologies will play a major role in creating sustainable and resilient cities offering a vehicle for more inclusive decision−making process and promoting dialog amongst architects, urban planners, the public and technologists.

Brief description

Develop a range of skills, knowledge and techniques within the natural, technological and social sciences relevant to the study of environmental sustainability and life in the twenty-first century. Understand the critical issues that confront humanity and begin to discern appropriate responses.

Module content:

  • The Challenge of Sustainable Development
    Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty are discussed.
     
  • The Genesis of Sustainable Development Concept
    Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons are discussed.
     
  • Evolution of Sustainable Development
    The Reo Summit and Suitability, and Policy Developments thereof will be discussed.
     
  • Scientific Inquiry and Sustainable Development
    We will look at controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic will be outlined.
     
  • Mainstreaming Sustainability
    Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, will be evaluated. And their role in transformation will be discussed.
     
  • Communicating Sustainability
    Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland are discussed.
     
  • Sustainable Development in Practice
    Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside are looked at.
     
  • Ethics and Sustainability Policy
    Active citizenship and Globalisation are discussed.
     
  • Innovating Locally, Transforming Globally
    Transformations that are required to embrace Sustainability will be analysed and discussed.
     
  • Active Relationship for Sustainable Futures
    Thinking Globally, acting locally.

Brief description

Develop critical thinking skills that form the basis for progression across the academic disciplines of the university. Learn how to recognise, construct, evaluate, criticise and defend different forms of argument.

Module content:

  • Potential 'Timeless' Debates
    Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights etc.
     
  • Potential 'Timely' Debates
    Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture; etc.
     
  • Critical Thinking Seminars
    Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Students are tutored to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.
     
  • WEB CT Wiki Discussion Forum
    Students will be required to work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

The social, managerial, economic, political, and technical challenges and opportunities associated with emerging renewable energy innovation, production, supply and consumption.

Module content:

  • Renewable Energy Nontechnical Challenges and Opportunities
    Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.
     
  • Renewable Energy Technological challenges and opportunities
    Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

An understanding of the concepts of tolerance, and the importance of making sound ethical decisions. Develop the qualities, characteristics and skills to meet the aspiration for Abertay graduates to become global and active citizens. 

Module content:

  • Introduction to equality and ethics legislation equality and ethics legislation.
     
  • Diversity competence; moral/ethical reasoning Inclusiveness, equal opportunities, positive action, Reasonable Adjustment, moral/ethical reasoning.
     
  • Attributes for the workplace and for global citizenship.
     
  • Reflective Practice Application of models of reflective practice.
     
  • Contemporary Issues.

Brief description

Learn how to adjust language to suit context. Analyse a range of linguistic issues, including “proper English”, how language can be used to create moral panics, and the ethics of communication.


Module content:

Good English": the role of standardisation, dialect and idiolect − how we choose language to reflect our identities and our role in a speech or discourse community.

Language and influence: how the media constructs narratives to persuade or inform the audience (and how to tell the difference).

Creating a narrative across genres: the conventions, freedoms and limitations of different forms; using these forms in new ways.

Narrative changes over time: how authors reinvent old stories to reflect current concerns.

Technical writing: the use and manipulation of data; hearing the author's voice; critiquing "bad science".

The ethics of communication: (electronic) media and ownership, attribution and theft.

Brief description

“Personal” digital safety to make computer security fun, practical and eye-opening.  Learn the base knowledge that will continue to be relevant to future generations of devices.

Module content:

  • Current state of computer security. An overview including legal aspects.
     
  • Cyber-attacks, vulnerabilities and threats Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.
     
  • Information Leakage, recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.
     
  • Securing networks, accounts and devices Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security
     
  • Human aspects of cyber security The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.
     
  • Breaking the code. An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.
     
  • History of Cryptography The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII
     
  • Computers and Crypto Diffie-Hellman and RSA encryption. Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.
     
  • Steganography A picture's worth a thousand words when you're hiding the wood in the trees.
     
  • The Law, Society and Cryptography Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

Develop perspectives on the key challenges faced by humankind such as environmental change, pollution, food security, energy provision, conflicts, terrorism, emerging diseases, and changing demographics. Understand the overwhelming complexity of the problems and the need for interdisciplinary approaches to create solutions.

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global Challenges
    Challenges will be introduced from different disciplines. Indicative examples include: − Climate Change: causes and impact – Serious Games: science and application of visualization and games − Global Security − Valuing ecosystems: balancing policy, economics and environment − Contemporary challenges to healthy living − Food security: global threats and local needs – Energy Poverty – Space Travel.

Brief description

Design an activity to communicate and present scientific principles to primary school children. Learn about working as a group and how to communicate complex ideas.

Module content:

  • Developing a Science Communication activity
    Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.
     
  • The landscape of engagement and current practice
    Types of public engagement activities, target audiences, funding, role of learned societies universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

Work in a team to develop game design concepts for serious applications. Gain the knowledge, processes and techniques of game design and study examples of serious games developed to benefit society.

Module content:

•    Overview of Games
A brief history of games, game art and gamification.

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

•    Gameplay constructs
What is gameplay and how is this broken down and communicated within the game design.

•    The game design process
Conceptualisation, iteration, phases of workflow.

•    Game design theory and practice
Identifying the elements within effective design and how they are implemented.

•    Documenting the design interactive
Oriented design, technical design, capturing requirements.

•    Business models
Exploring methods that can be used to generate revenue within the game design.

Brief description

Develop the knowledge and awareness required to make good career decisions and the skills and confidence to successfully navigate each stage of the recruitment process for graduate jobs.

Module content:

  • Developing self-awareness
    Profiling of personal strengths, values and priorities in relation to career choice.
     
  • Developing opportunity awareness
    Generating career ideas based on your personal profile; Exploring the range of graduate opportunities within job sectors of interest; Reviewing occupations that are directly related to your own subject discipline.
     
  • Developing a career action plan
    Matching your personal profile with best fit opportunities in the job market; Creating a timeline of actions to improve your prospects of meeting your aim.
     
  • Developing job seeking skills
    Sourcing suitable job opportunities - both advertised and unadvertised; Creating a professional image online; Identifying the skills and qualities employers look for in graduates; Learning how to produce targeted applications for specific job roles; Practising the presentation of your strengths and motivations in face to face selection activities.

Brief description

Learn about natural disaster such as landslides and flooding, structural disasters such as the Tay Rail Bridge and the system of critical infrastructure (such as road, rail, air and shipping transport networks, power grid, gas and water networks, health system) that constitute the backbone of modern societies.

Module content:

  • Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
    the consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.
     
  • The identification of the vulnerabilities of the critical systems
    The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.
     
  • Flooding in Scotland
    general overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*
     
  • Landslide origins, types and mitigations
    General overview what landslides are, why they happen and what can be done to prevent them.
     
  • Structural Failure
    e.g. why did the Tay Bridge fails and what did the failure mean for the Forth Rail Bridge
     
  • Reports and investigations
    the role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law
     
  • Case studies
    Power System Blackouts, Smart Grids and self-healing systems. Nuclear Plant Emergency How Would the Public Respond?

Brief description

Introduction to the skills and knowledge needed to launch a small business successfully. This module will define and help you acquire the personal and professional skills needed to develop a professional career and/or to succeed as entrepreneurs in Small and Medium sized Enterprises (SMEs).

Module content:

  • Understanding entrepreneurship.
     
  • Generating successful business ideas.
     
  • Environmental scanning.
     
  • Developing a credible business plan that includes evaluating business ideas.
     
  • Presenting the business idea.

Brief description

Learn how we approach and understand mental health, from historic, social, therapeutic, and individual perspectives. Explore questions such as ‘what is madness?’, ‘how does society position people with mental illness?’, and ‘how do we best respond to challenges to our mental health?’

Module content:

  • Historical and cultural perspective on mental illness
    How do we ‘think’ about mental health, and mental ill health?
     
  • Diagnosis and the anti-psychiatry movement
    Who holds the power to decide what is normal in terms of psychological well-being and behaviour?
     
  • Gender, culture and mental health
    How gendered cultural expectations and representations influence how we respond to mental health issues.
     
  • Media representations
    The impact of film and literature on attitudes and understandings of mental health.
     
  • Resilience, treatment and recovery
    Common mental health problems in the UK, treatment and management, and frameworks for enhancing well-being and resilience.

Brief description

An introduction to the wide range of disciplines in forensic investigation. Learn how crimes are investigated from the moment of reporting through to the presentation of the evidence in court. A hypothetical case study provides an over-arching framework in which to explore the critical aspects of forensic investigations. It involves not only physical and electronic evidence, but also statements from witnesses, suspects and victims which requires cross discipline collaboration of professionals.

Module content:

  • Crime Scene Investigation
    How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.
     
  • Media Involvement
    Positive and negative effects of the media/public interest in the crime.
     
  • Forensic Biology
    Examination and evidential value of body fluids, DNA, hairs and fibres.
     
  • Forensic Chemistry
    Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.
     
  • Digital Sources
    Evidence from CCT, mobile phones, computer hardware, on−line behaviour.
     
  • Forensic Reasoning and Practice
    An introduction to forensic problem solving, thinking styles, case assessment and interpretation.
     
  • Psychology of Witnesses and Suspects
    False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 3 Core Modules

You must study and pass all five core modules

Brief description

Research tools and theoretical enquiry into consumer-oriented reasons for poor dietary choices and the potential technical and psychological solutions..

Indicative content:

  • Satiety/pbesity and CVD explored in terms of drivers of consumption: Genetic and ageing differences in sensory perception explored. Supertasters (Bitter reception/fat taste - CD36). Chewing strategies and satiety. Biomarkers, hormones and receptors, e.g., satiety cognitive factors, sociological approach.
  • Research methods: Methodological review of techniques - strengths and weaknesses. Working knowledge on a variety of basic report writing skills. Accuracy, data presentation and analysis. Experimental critique and report structure.
  • Solutions/interventions: The investigation of psychological, medical and technical solutions.

Brief description

The different factors that can interfere with nutrients in the body. Study interactions of nutrients with other components (non-nutrient food components, gene and drug interactions). Learn about the methods used for assessment of the nutritional status and nutritional genomics.

Indicative content:

  • Introduction to nutritional genomics: Genetic fundamentals. Genetics and nutrition (Nutrigenomics & Nutrigenetics).
  • Food-Drug interactions: Drug use and nutritional status. Drug effects on Food and Nutrients. Food and nutrient effects on drugs. Alcohol (as a drug)- absorption, metabolism and effects on health.
  • Non-nutrient components in foods: Bioactives and their metabolic activity. Main classes of anti-nutrients and their effect on nutrient’s bioavailability. Adverse reactions to Food/Food components.
  • Functional Foods: Definition of Functional Foods and their health benefits. Functional Foods (Prebiotics and Probiotics). Functional Components.
  • Laboratory data in nutrition assessment: Indicators of protein-energy malnutrition (undernutrition- starvation and chronic undernutrition). Inflammation and biochemical assessment. Markers of vitamins status (overview of function and deficiency) 5.4 – Markers of iron status (overview of function and deficiency).

Brief description

The aetiology, physiology and pathophysiology of obesity and the principal non-communicable diseases that affect the human body and impact upon lifestyle and lifespan.

Indicative content:

  • Pathophysiology of obesity: Critical overview of the pathophysiology of obesity and its exacerbation by physical inactivity.
  • Pathophysiology of Type II diabetes: Critical overview of the pathophysiology of Type II diabetes and its exacerbation by physical inactivity.
  • Pathophysiology of cardiovascular: Critical overview of the pathophysiology of Cardiovascular disease and its exacerbation by physical inactivity.
  • Pathophysiology of cancer: Critical overview of the pathophysiology of cancer and its exacerbation by physical inactivity.

Brief description

Develop ideas about research in sport, exercise, physical activity and health to enable you to better understand and appreciate published research, and design your own research project in year 4.

Indicative content:

  • The research process: The steps associated with planning and conducting a research process.
  • Formulating and refining research questions: How research ideas are questions are generated and refined.
  • Research methodologies: Various research methodologies (e.g., quantitative, qualitative and mixed−methods) to develop an appreciation of diverse approaches to research in sport, exercise, physical activity and health.
  • Ethical issues: The key ethical issues associated with research in sport, exercise, physical activity and health.
  • Practical skill development: Opportunities to develop practical research skills in your chosen discipline area.

Year 3 Option Modules

You must study and pass one option module of your choosing 

Brief description

The health benefits of physical activity and its potential function in disease prevention, treatment and role in promoting and maintaining public health.

Module content:

  • Relationship between physical activity and health: Physical activity and disease mortality morbidity. Historical perspective to present day.
  • Epidemiology of physical activity: Concepts and methods in physical activity epidemiology. Epidemiological measures.
  • Variations in health status: Influence of age, gender, social status, education.
  • Determinants of participation in physical activity: Challenges of engaging people in physical activity.
  • Physical activity recommendations
  • Place and emphasis of physical activity in health policy: Identified role of physical activity in policies to promote health. Developing role, adoption and promotion of physical activity as a tool to promote health of the nation.
  • Role of physical activity in promoting physical and menta health: Physical and mental health benefits of regular participation in physical activity.

Brief description

Acute and chronic outcomes of training to improve health and how to assess these outcomes using physiological tests. How to use the results of testing data to schedule exercise programmes.

Module content:

  • Acute and chronic adaptation to training: How the different physiological systems in the body adapt, both in the short term and longer term, to training.
  • Cellular physiology: Some of the cellular adaptations that occur in the body in response to training.
  • Training for heath: How to explain such adaptations through exercise training.
  • Testing for change: A range of suitable tests to measure change in the body from a health related viewpoint.

Brief description

Undertake a work placement and gain structured and practical experience in your own particular area of the sports industry in your chosen discipline that will enhance your employability. 

Module content:

  • Career pathways: Reflect on your prospective career path, identifying strengths and limitations that can be addressed to enhance career progression.
  • Understanding the prospective work environment and organisation: Identify appropriate organisations and opportunities for enhancing your own continued professional development. Engage in organising of an appropriate work placement (with staff guidance) to enhance your ability to find and apply for appropriate employment.
  • Work placement: Undergo an appropriate work placement, which aligns with your study programme. It will be within a prospective work environment, which enhances your ability to progress within your selected career pathway.

Brief description

Introduction to health issues high on the policy agenda and the ways in which participation in physical activity can be and is promoted as a way of addressing them.

Module content:

  • Defining health: The different ways in which health can and will be defined.
  • Complexity of health promotion in contemporary society: The ways in which health promotion has the potential to both reduce and exacerbate existing social inequalities.
  • Physical activity, its determinants and importance for health promotion: The factors that influence physical activity and its fundamental role in health promotion.
  • Critical engagement with the obesity ‘epidemic’: Why obesity is prioritised on the health policy agenda.
  • Health promotion, physical activity and the environment: The environmental factors that influence the promotion of health and physical activity participation.

Year 4 Core Modules

You must study and pass all five core modules

Brief description

Nutritional epidemiology and its importance in disease prevention. The methods used in nutritional epidemiology with its limitations and benefits. Information related to design, implementation and analysis of epidemiologic studies that address questions of dietary intake and nutritional status.

Indicative content:

  • Nutritional and physical activity assessment methods - revision and limitations.
  • Nutrition epidemiology – an overview.
  • Study designs in nutritional epidemiology.
  • Biomarkers in nutritional epidemiology.
  • Methods to establish link between diet and chronic diseases.
  • Measuring exposure and outcomes.
  • Biostatistics (applied to nutritional epidemiology).
  • Significance of evaluation of nutrition in maintaining and driving public health agendas.

Brief description

The role of physical activity for special populations. How participation in physical activity has the potential to enhance physical, social and mental health and well−being. The challenges of getting different population groups to engage in physical activity.

Indicative content:

  • Guidelines: Population physical activity guidelines.
  • Benefits: Physical, social and mental health benefits associated with physical activity.
  • Needs and challenges: Identification of physical activity needs and challenges associated with engaging different groups in physical activity.
  • Participation: Examine participation trends associated with different populations.
  • Exploration of attitudes, beliefs and values: Exploration of attitudes, beliefs and values of different populations regarding physical activity.

Brief description

Design and carry out and an independent research project in an area of sport, health or physical activity.

Indicative content:

  • Research project topics: Select your research project topics with staff. Be allocated a supervisory tutor within the Division.
  • Supervisory sessions which cover: The identification of a research question; necessary elements of research design; the approach needed to prepare for and complete the research project; a range of appropriate research methods; appropriate statistical analyses; the structure of the research report; the interpretation of the research results; possible or probable conclusions; and the writing of the report.

Brief description

The role of nutrition in the prevention and management of a variety of diseases.

Module content:

  • Risk factors for major causes of illness: Use of epidemiological and intervention studies to characterise risk factors for major causes of morbidity and mortality.
  • Principles of the management of diseases: cancer, anaemia, diabetes type 2, gastrointestinal disorders; metabolic disorders.
  • Role of nutrition in the prevention of diseases.
  • Dietary intervention strategies.
  • Nutrition support (e.g. enteral and parenteral nutrition).

Brief description

Gain the theoretical knowledge, practical knowledge and begin developing the expertise to evaluate lifestyles, identify and apply appropriate modification techniques in physical activity and health.

Module content:

  • Theory: Effective communication. Self-awareness. Listening skills.
  • Management skills: Practicalities of management, administration and organisation of client.
  • Behaviour change: Identify Influences on behaviour. Understanding and assessing behaviour. Individual behaviour and motivation. Determinants and factors that impact on behaviour and motivation.
  • Time management: Aspects of time management. Changing time management. Effective planning.
  • Goal setting: Identifying Goals. Developing Practical Realistic goals. Short long term goals. Achieving goals.
  • Behaviour change models: Models of behaviour change. Social cognitive theory, relapse prevention model, ecological theories of behaviour, stages of readiness. Moderators mediators of change. Behaviour change process.
  • Promoting adherence: Self efficacy. Social Support. Behaviour change skills, Impact of habitual behaviour, Factors that affect adherence. Overcoming barriers.

How the Course Works

Learning and Assessment

You’ll learn via lectures, small group seminars, tutorials, practical activities and private study. Practical activities and work placements help you relate theory to real-life applications (and work towards industry qualifications).

You’re assessed by a combination of examinations and coursework. You’ll be encouraged to critically evaluate information and challenge concepts using evidence-based information, as well as being encouraged to show initiative, research and construct your own knowledge.

These skills will enable you to effect change in a working environment.

The single most crucial aspect of student life is the need to engage with all teaching activities, such as lectures, seminars, tutorials, practical work and lectorials. Active participation is critical to your learning and the assessment strategy.

Accreditation

This course is accredited by the Association for Nutrition, the independent regulator for Registered Nutritionists.

Entry Requirements

Please note: All applicants must have a pass Maths - National 5 grade C or GCSE grade C/4.  National 5 Lifeskill Maths not accepted in lieu of Maths.

Please visit our Entry from College pages for suitable College courses.

Republic of Ireland applicants, click on the UK tabs and scroll down to find your Entry Requirements.

See information about studying and applying to Abertay for International students.

Qualification Type Grade Requirements Essential Subjects
Higher (standard entry) ABBB To include one of the following: Maths, Biology, Chemistry, Physics or PE or Health & Food Technology
Higher (minimum entry) We may make you an offer at the minimum entry grades if you meet the criteria. Find out if you're eligible for minimum entry (see below). BBC To include one of the following: Maths, Biology, Chemistry, Physics or PE
A-Level BCC To include one of the following: Maths, Biology, Chemistry, Physics or PE
Irish Highers H2H3H3H3 To include one of the following: Maths, Biology, Chemistry, Physics or PE
International Baccalaureate 29 Points Maths, Biology, Chemistry, Physics or PE at S5 or H4
BTEC Extended Diploma MMM Health and Social Care, Sport, Sport & Exercise Sciences
AHEAD Successful completion of the relevant stream of our AHEAD programme
SWAP Access ABB Access to (one of the following): University Study, Life Sciences, Health & Life Sciences, Science, Biological Sciences, Biological & Biomedical Sciences
Qualification Type Grade Requirements Essential Subjects
Advanced Higher ABB At least one of Maths, Biology, Chemistry, Physics or PE
A-Level ABB At least one of Maths, Biology, Chemistry, Physics or PE
HNC - Our Entry from College pages list approved HNC courses

We accept a wide range of qualifications from applicants from across the world. Please select your country from the searchable list below to view different qualification entry requirements. If you have different qualifications to those listed, please contact us using the form below.

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Academic Requirements

Applicants will typically be required to achieve BCC at A-Level, to include any essential subject(s).

Applicants will typically be required to pass the International Baccalaureate (IB) Diploma with an overall score of 29 points, to include any essential subject(s) at S5 or H4.

English language: English B at S5 or H4 is accepted. For English A, no grade is specified. For alternative English language qualifications, please see below.

Applicants will typically require a High School GPA of 3.0, plus one of the following:

  • SAT (I) score of 1150
  • 3 AP Tests at grades 433
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 26

A combination of AP/SAT II tests may be used, provided they are in different subjects.

Applicants will typically be required to pass the Caribbean Advanced Proficiency Examination (CAPE) with 6 units as follows: 1 unit at II, 3 units at III, 2 units at IV, to include any essential subject(s) at III.

Applicants will typically be required to pass the European Baccalaureate with an overall grade of 73%, to include any essential subject(s) at grade 7.

English language: English Language 1 at grade 6 or English Language 2 at grade 7 are accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplomë e Maturës Shtetëore with an overall grade of 8.0, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat Technique / Commercial with an overall grade of 15, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat de l'Enseignement Secondaire with an overall grade of 15, to include any essential subject(s).

Applicants with national school qualilfications will typically be required to pass the first year of a university degree in a relevant subject with an average grade of 13/20, to include any essential subject(s).

Applicants will typically be required to pass the Trayecto Técnico Profesional with an overall grade of 7.0, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior/Universitario with an overall grade of 7.0, to include any essential subject(s).

Applicants will typically be required to pass the Araratian Baccalaureate at Extended Level with grades BBC, to include any essential subjects.

Applicants will typically be required to pass the Certificate of Secondary General Education wih an average of 13 and the first year of a university degree in a relevant subject with an average grade of 66%, to include any essential subject(s).

Applicants will typically be required to pass the Year 12 Certificate plus ATAR rank of 80 or Overall Position of 9, to include any essential subject(s) at Year 12 with grade B, grade 3 or Sound Achievement.

Applicants will typically be required to pass the Reifeprüfung/Maturazeugnis with an overall grade of 2.5, to include any essential subject(s) at grade 2.

English language: English at grade 2 in the Reifeprüfung/Maturazeugnis is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Tam Orta Tahsil Hazzinda Aggestat with an average of 4, and the first year of a university degree in a relevant subject with an average grade of 68%, to include any essential subject(s).

Applicants will typically be required to pass the Shahadat Al-Thanawaya Al-Aama/General Secondary Education Certificate with an average of 60%, and the first year of a university degree or post-secondary diploma in a relevant subject with an average grade of 70% or 2.75 (on the 4 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Intermediate/Higher Secondary School Certificate at an average of 2.5, and the first year of a university degree in a relevant subject with an average grade of 55% or B-, to include any essential subject(s) at 60% or grade B.

Applicants will typically be required to pass the Certificate of General Secondary Education at an average of 6, and the first year of a university degree in a relevant subject with an average grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Certificate d'Enseignement Secondaire Supérieur with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma van secundair onderwijs with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Abschlusszeugnis der Oberstufe des Sekundarunterrichts with an overall average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma de Bachiller at 64%, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s) at 70%.

Applicants will typically be required to pass the General Certificate of Secondary Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Certificado de Conculsão de Segundo Grau with an average score of 8.2, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass the Certificado de Conclusão de Ensino Médio with an average score of 8.2, to include any essential subject(s) at grade 8.0.

Applicants will typically be required to pass Brunei A Levels in 3 subjects at grades BCC, to include any essential subject(s).

Applicants will typically be required to pass the Diploma za Sredno Obrazonvanie with an average score of 4.75, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Diploma of Upper Secondary Education at average of C, and the first year of a university degree in a relevant subject with an average grade of 67%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Baccalaureat or Baccalaureat Technique at an overall grade of 13, to include any essential subject(s) at grade 12.

Applicants will typically be required to complete the Secondary School Diploma or Diplôme d'Études Collégiales with five grade 12 subjects at an average of 70%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Licencia de Education at an average of 4.5, and the first year of a university degree in a relevant subject with an average grade of 5.0, to include any essential subject(s) at grade 5.

Applicants will typically be required to complete Senior Middle/High School Certificate/Diploma at an average of 77%, to include any essential subject(s) at 77%; and pass GAOKAO with 550 points (based on the 750 points scheme).

Applicants will typically be required to pass the Bachiller Academico at an average of 3.25, and the first year of a university degree or Tecnico Universitario in a relevant subject with an average grade of 3.5, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Svjedodžba o Maturi with an overall grade of 3.6, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Apolytírio Lykeíou with an overall grade of 17.5, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Vysvědčení o maturitní zkoušce with an overall grade of 2.2, to include any essential subject(s) at grade 2.

Applicants will typically be required to complete the Studentereksamen (STX), including 3 Level A subjects an overall grade of 7, to include any essential subject(s) at grade 7.

English language: Studentereksamen English Level A or B at grade 7 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Título de Bachiller at an average of 7.0, and the first year of a university degree in a relevant subject with an average grade of 14 / 65%, to include any essential subject(s) at 60%.

Applicants will typically be required to pass the Gumaasiumi lõputunnistus with an average score of 3.6, to include any essential subject(s) at grade 4; and pass 3 state examinations at a minimum of 60% (or 2 states examinations plus C1 Advanced English CAE or IELTS).

English language: 75% in the English state examination is accepted, or C1 Advanced English CAE or IELTS (overall score 6.0 with no band lower than 5.5). For alternative English language qualifications, please see below.

Applicants will typically be required to complete the Studentsprogv at an overall grade of 7, to include any essential subject(s) at Level A grade 7.

Applicants will typically be required to pass the Ylioppilastutkinto/Studentexamen at an overall grade 4.5, to include any essential subject(s) at grade 5.

English language: Advanced English at grade 5 within the Ylioppilastutkinto/Studentexamen is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Général/Professionnel/Technologique at an overall grade 12.5, to include any essential subject(s) at grade 13.

English language. English at grade 14 in the Baccalauréat Général/Professionnel/Technologique is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Option Internationale du Baccalauréat at an overall grade 11.5, to include any essential subject(s) at grade 13.

English language. English at grade 13 in the Option Internationale du Baccalauréat is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 60%/2.70, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 60%/2.70, to include any essential subject(s) at 60%/2.70.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Sashualo Skolis Atestati (Secondary School Certificate) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Shualo Specialuri Sastsavleblis Diplomi (Special School Leaving Diploma) at an average grade of 7, and the first year of a university degree in a relevant subject with an average grade of 70%, to include any essential subject(s).

Applicants will typically be required to pass the Abitur with an overall grade of 2.2, to include any essential subject(s) at grade 11.

English language: Abitur English at grade 10 is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/55%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of B/55%, to include any essential subject(s) at grade B/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Greek Apolytirion of Geniko Lykeio at grade 17.5 and 3 Pan-Hellenic exams at an average of 16.5, to include any essential subject(s) at grade 17.

Applicants will typically be required to pass the Hong Kong HKDSE at 3333 in 4 core subjects, with elective subjects at 433 (for 3 electives) or 44 (for 2 electives), to include any essential subject(s) at 3.

Applicants will typically be required to pass the Érettségi Bizonyítvány at an overall grade 4.2, with 2 higher subjects at grade 4, to include any essential subject(s).

Applicants will typically be required to pass the Stúdentspróf at an overall grade 6.5, to include any essential subject(s) at grade 6.

Applicants will typically be required to pass the Indian Senior School (Year 12) exam at an average of 65%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Sekolah Menengah Kejuruan/Madrasah Aliyah (SMK / MA) at 78%, to include any essential subject(s).

Applicants will typically be required to pass the Post School Qualification Diploma 1 at 2.5, to include any essential subject(s).

Applicants from Ireland should check the UK Year 1 Entry tab for entry requirements with Irish Highers.

Applicants will typically be required to pass the Te'udat Bagrut or Bagrut with at least 2 subjects at level 5 and 1 subject at level 4 at an average of 65%, to include any essential subject(s) at Level 5 with 65%.

Applicants will typically be required to pass the Diploma di Esame di Stato at 75%, to include any essential subject(s) at grade 8 (on the 10 point scale) or grade 16 (on the 20 point scale).

Applicants will typically be required to pass the Upper Secondary School Leaving Certificate at grade 3.75, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Certificate of Completed Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 75% / 2.67, to include any essential subject(s).

Applicants will typically be required to pass the Kenya Certificate of Secondary Education (KCSE) at an average of B, and the first year of a university degree in a relevant subject with an average grade of 55%, to include any essential subject(s) at 55%.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.6, to include any essential subject(s).

Applicants will typically be required to pass the Atestas par vispārējo vidējo izglītību with an average score of 7.5, to include 3 state exams at a minimum of 75%, to include any essential subject(s) at 70%.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Baccalauréat Libanais or Baccalauréat II with 14, to include any essential subject(s) at grade 12.

Applicants will typically be required to pass the Brandos Atestatas with an average score of 7.5 with a minimum of 75% in 3 state exams, to include any essential subject(s) at grade 8.

English language: 80% in the English state exam is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Diplôme de Fin d'Études Secondaires at an overall grade of 44, to include any essential subject(s) at grade 44.

Applicants will typically be required to pass the Certificate of Higher Secondary Education with 73%, to include any essential subject(s) at 73%.

Applicants will typically be required to pass the Ensino Secundário Complementar with grade 2.8, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Cambridge Overseas Higher School Certificate (COHSC) with grades BCC, to include any essential subject(s) at grade C.

Applicants will typically be required to pass the Malawian School Certificate of Education at grade 5, and the first year of a university degree in a relevant subject with an average of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Sijil Tinggi Persekolahan Malaysia (STPM) with a minimum of 3 subjects at BBC or 2.67 GPA, to include any essential subject(s) at grade B/3.

Applicants will typically be required to pass the Unified Examination Certificate (UEC) with 4 subjects at 75% / A2 B5 B5 B5, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Matriculation Certificate Examination with grades BB at Advanced level and BCCC at Intermediate level, to include any essential subject(s) at Advanced level grade C.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 7.0, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Certificate of Secondary Education at 70%, and the first year of a university degree in a relevant subject with an average of 75%, to include any essential subject(s).

Applicants will typically be required to pass the Higher Secondary Education Certificate (HSC) with 68%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Voorbereidend Wetenschappelijk Onderwijs (VWO) with an overall score of 7.0, to include any essential subject(s) at grade 7.

English language: English at grade 8 in HAVO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the NECO in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.0 or 55%, to include any essential subject(s) at grade 3.0 or 55%.

English language: English at C6 or higher in the NECO is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the WAEC in at least five subjects at an average of B/C, and the first year of a university degree in a relevant subject with an average grade of 3.0/55%, to include any essential subject(s) at grade 3.0/55%.

English language: English at C6 or higher in the WAEC is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Secondary School Leaving Diploma/Matura with an overall grade of 3.75, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Vitnemål for Vidergaende Opplaering with an overall average of 3.8, to include any essential subject(s) at grade 4.

English language: English at grade 4 in the Vitnemål for Vidergaende Opplaering is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Higher Secondary School Certificate at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 64%/3.0, to include any essential subject(s) at 68%.

Applicants will typically be required to pass the Matura with an average score of 65%, to include 3 Advanced subjects at a minimum of 50%, to include any essential subject(s) at Advanced level with a score of 70%.

Applicants will typically be required to pass the Diploma/Certificado Nível Secundário de Educação with an overall grade of 15, to include any essential subject(s) at grade 16.

Applicants will typically be required to pass the Qatar Senior School Certificate (Shahadat Al-Thanawaya Al-Aama) at an average of 60%, and the first year of a university degree in a relevant subject with an average grade of 2.5/75%, to include any essential subject(s) at 2.5/75%.

Applicants will typically be required to pass the Diplomă de Bacalaureat with an overall grade of 7.5, to include any essential subject(s) at grade 8.

Applicants will typically be required to pass the Attestat o Srednem Obrzovanii (Certificate of Secondary Education) at an average of 4, and the first year of a university degree in a relevant subject with an average grade of 3.7, to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate (Tawjihiyah) with an average of 60%, and either the post-secondary diploma or first year of a university degree in a relevant subject with an average grade of 3.5/75%, to include any essential subject(s) at 75%.

Applicants will typically be required to pass Singapore GCE A-Levels with grades BCC, to include any essential subject(s).

Applicants will typically be required to pass the Vysvedčenie o maturitnej skúške at grade 2.2, to include any essential subject(s) at grade 2.

English language: English at B2 level at grade 2 in the Vysvedčenie o maturitnej skúške is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Maturitetno spričevalo at grade 3.8, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the National Senior Certificate (with Matriculation Endorsement) with 4 subjects at 6555, to include any essential subject(s).

Applicants will typically be required to pass the Título de Bachiller with an average score of 7.2, to include any essential subject(s) at grade 7.

Applicants will typically be required to pass the Sudan School Certificate with an average of 60%/C, and the first year of a university degree in a relevant subject with an average grade of 70%/B, to include any essential subject(s).

Applicants will typically be required to pass the Avgangsbetyg/Slutbetyg fran Gymnasieskola with an average score of 16.5, to include any essential subject(s) at level 5 grade B.

English language: English Level 5 at grade B or English Level 6 at grade C in the Avgangsbetyg/Slutbetyg fran Gymnasieskola is accepted. For alternative English language qualifications, please see below.

Applicants will typically be required to pass the Certificat de Maturité with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass Maturitätszeugnis with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Attestato Di Maturità with an overall grade of 4.6, to include any essential subject(s) at grade 5.

Applicants will typically be required to pass the Certificate of Complete General Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.6, to include any essential subject(s).

Applicants will typically be required to complete the Certificate of Secondary Education/Maw 6 with an average of 75%/3.3, to include any essential subject(s) at grade 3; or complete the first year of a university degree in a relevant subject with an average of 2.5, to include any essential subject(s) at 2.5.

Applicants will typically be required to pass the High School Diploma at an average of 55%, and the first year of a university degree in a relevant subject with an average grade of 3.2 (on the 5 point scale) or 60 (on the 100 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Secondary Education at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 3.7, to include any essential subject(s).

Applicants will typically be required to pass the Certificate of Complete General Secondary Education, and the first year of a university degree in a relevant subject with an average grade of 70% / 2.6 (on the 4 point scale) / 4.2 (on the 5 point scale), to include any essential subject(s).

Applicants will typically be required to pass the General Secondary Education Certificate Examination at 65%, and the first year of a university degree in a relevant subject with an average grade of 2.3, to include any essential subject(s) at grade 2.3.

Applicants will typically be required to pass the Diploma of Academic Lyceum at an average of 3, and the first year of a university degree in a relevant subject with an average grade of 65%, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior Universitario, and the first year of a university degree in a relevant subject with an average grade of 55% / 6.3 (on the 10 point scale) / 13 (on the 20 point scale), to include any essential subject(s).

Applicants will typically be required to pass the Zimbabwe General Certificate of Education at Advanced Level with grades BCC, to include any essential subject(s).


English Language Requirements

All courses at Abertay University are taught in English. If your first language is not English, you will need to demonstrate that you meet our English language requirements. Accepted English language qualifications include:

IELTS - overall score of 6.0 with no band lower than 5.5

TOEFL - overall score of 78 (individual elements: L-17, R-18, S-20, W-17)

Cambridge FCE/CAE/CPE - overall score of 169 on Cambridge Grading Scale

International Baccalaureate - English B at S5 or H4, English A no specific grade required

European Baccalaureate - English Language 1 at grade 6 or English Language 2 at grade 7

You do not need to prove your knowledge of English language if you are a national of certain countries. Please see English Language Requirements for the full list of accepted qualifications and further details.

 

If your academic qualifications aren't listed above, or if you have any further questions, please contact our international team using the form below. There is also lots of useful information for international applicants on how to apply, visa information, and studying in Scotland on our international pages.


Contact our International Team

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Not sure if you're eligible for entry?

If you have the potential and motivation to study at university, regardless of your background or personal circumstances, we welcome your application.

We understand some people have faced extra challenges before applying to university, which is why we consider the background in which your academic grades have been achieved when making an offer.

If you expect to receive passes in three Scottish Highers (grades A-C) and have either ...

  • been in care
  • participated in a targeted aspiration-raising programme such as LIFT OFF, LEAPS, FOCUS West, or Aspire North
  • no family background of going to university
  • attended a school or lived in an area where not many people go to university

... we encourage you to submit an application.

Fees and funding

The course fees you'll pay and the funding available to you depends on factors such as your nationality, location, personal circumstances and the course you are studying. 

More information

Find out about grants, bursaries, tuition fee loans, maintenance loans and living costs in our undergraduate fees and funding section.

 

Scholarships

We offer a range of scholarships to help support your studies with us.

As well as Abertay scholarships for English, Welsh, Northern Irish and international students, there are a range of corporate and philanthropic scholarships available. Some are course specific, many are not. There are some listed below or you can visit the Undergraduate scholarship pages.

Abertay International Scholarship

This is an award of up to £12,000 for prospective international undergraduate students.

Abertay rUK Scholarship

This is a £4000 award for prospective undergraduate students applying from England, Wales or Northern Ireland.

The Robert Reid Bursary

Two £1,000 awards for students who have overcome challenges to attend university.

Careers

This bespoke programme allows you to study both nutrition and sports science, giving you an edge in the graduate job market. You’ll be well equipped to work in a wide range of fitness and health professions, including roles such as an Active Schools Coordinator or in public health nutrition.

The Fitness Nutrition and Health programme is accredited by the Association for Nutrition (AfN), which means you can apply to become a Registered Associate Nutritionist (ANutr) upon graduation from this programme, and a Registered Nutritionist (RNutr) following approximately three years relevant professional experience.

Female wearing breathing apparatus - male operating the breathing equipment

Industry Experience

The programme provides built-in work placements matched to your career interests. You’ll also hear guest speakers from a range of organisations, including the Dundee Healthy Living Initiative, HELM Training Dundee, NHS Tayside and Mytime Active.

Male running on a running machine whilst wearing breathing apparatus

Get inspired

Meet some of our graduates and find out what they've gone on to do.

A photo of Michael King training

Dr Michael King

Michael worked for the Scottish Football Association before getting his position at Motherwell Football Club.

Find out more

A picture of Alison Chapman standing beside a swimming pool.

Alison Chapman

Alison works with pupils with autism at the New England Centre for Children in Abu Dhabi.

Find out more

Woman sitting smiling

Laura-Alexandra Smith

Laura-Alexandra Smith is a Science, Technology, Engineering and Maths (STEM) Project Development for Science Connects.

Find out more

Always-On Online Open Day

We aim to immerse you in student life here at Abertay and give you a true feel for our courses and our amazing academic community.

Experience our Always-On Open Day anytime for a mix of:

  • Subject and course presentations and videos.

  • Campus tours, info on applying, funding, student support and accommodation.

  • What the city of Dundee is like to live in.

Take time to soak it all in.

SEE ONLINE OPEN DAY

 

An Abertay Student on a yellow coloured background

Unistats

Unistats collates comparable information in areas students have identified as important in making decisions about what and where to study. The core information it contains is called the Unistats dataset (formerly the Key Information Set (KIS)).