BSc (Hons) Food and Consumer Science

Study a Food and Consumer Science degree at Scotland's TOP university for Nutrition and Food Science (The Guardian Guide 2022). With inbuilt work placements, industry accreditations and amazing facilities, our degrees will give your career the very best start.

Course detail

Start Date

September

Duration

4 years

Award Title

BSc (Hons)

UCAS Code

DN69

Programme Overview

Are you fascinated by food and what drives our everyday food choices? Do you want to make a difference and design sustainable and nutritious foods for the future? We delve into the complex relationships between food and the consumer while we teach you how to develop and produce safe, healthy, and nutritious foods, bearing in mind all the factors that impact on consumer choices.

This vocational degree covers all the factors that shape food supply and food choices. Our academic experts will teach you:

  • The techniques and skills needed to develop new food products.
  • How to innovate and make healthy, delicious foods that are safe to consume.
  • The quality and safety requirements needed to manufacture foods.
  • A person’s nutritional requirements throughout their lifespan.
  • How to meet the needs of society, industry and consumers for sustainable food quality.

This degree is designed to make you industry-ready, blending academic learning with practical skills in our £3.5m state-of-the-art laboratory facilities. A work placement in the third year gives you real-life work experience and great networking opportunities for the future.

The course is aligned with the General Teaching Council (GTC) requirements for the PG Diploma in Home Economics teaching and is accredited by the Institute of Food Science and Technology (IFST). 

If you have a passion for food and want to study a wide-ranging and flexible degree, then Abertay is for you. Our courses are ideal for secondary school leavers, entrants from further education colleges, and mature students. 

Our Food Science courses ranked 3rd in the UK, and top in Scotland in the Guardian 2021 University Guide. According to Unistats, 100% of our graduates are employed six months after graduating and we scored 93% for Overall Satisfaction in the 2021 National Student Survey giving Abertay the highest scoring Food degrees in Scotland.

For the first two years, everyone takes Food Science, Nutrition and Wellbeing as a foundation. After that, you’ll specialise, and take this course in years three and four. Find out more in the 'How the Course Works' section below.

Students on this course may have to undertake a PVG check if they choose a specific placement (optional) as part of the course.

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

  • UK University of the Year for Teaching Quality (The Times/ Sunday Times Good University Guide 2021).
  • UK Top 10 for Student Satisfaction & Teaching (Guardian University Guide 2021).
  • UK Top 10 for Student Satisfaction (National Student Survey 2020).

Your Degree Journey Starts Here

Learn how to make and test foods, explore sensory science, uncover the principles of nutrition, and use cutting-edge technology in our state-of-the-art facilities.

Being trained to maximise your own potential in a variety of ways including contributing to teamwork or being a team leader, means you’ll be confident in presenting to audiences at all professional levels.

Watch our video to find out more.

It's a Very Practical Course

We want to make you industry-ready, so you can start working as soon as you graduate. Here you can see exactly how you will blend academic learning with practical skills.

Watch our students chat to Professor Walker about making cheese. 

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 six core modules

Brief description

Fundamental knowledge of nutrition, metabolism and digestion to obtain relationship between diet and health. 

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

This module provides you with a broad introduction of the theory and practice of biological sciences in both a theoretical and practical context.

Indicative content

  • Microorganisms important in food microbiology: This may include the following topics: • Introduction to microbiology o Overview of cell structure & and its function o Biochemical principles • Microorganisms relevant to food and nutrition o Microbial starter for food fermentation o Lactic Acid Bacteria used for:  Dairy processing  Bakery operations  Pickling  Curing meat o Yeast and mould o Microorganism and beverage (microbrewing) o Micro Algae
  • Human microbiome and health: This may include the following topics: • Diversity of the human microbiome and its relevance for health • How diet can change the microbiome (overview) • Probiotic and prebiotic food products
  • Principles of human biology for food and health: Principle of genetics • Genes and proteins in health and disease (overview) • Non-specific defences (Physical and chemical defences; inflammatory response, phagocytes and natural killer cells) • Specific defences (Lymphocytes and their action) • Fundamental concepts of biological organisms (homeostasis and evolution)
  • Basic laboratory techniques: Utilisation of basic lab instruments (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. Selection of applied food fermentation techniques including microbrewing. 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 applied science: populations, variables, samples, randomness and independence (including basic statistical measurements). Interpretation of graphs and numerical data.

Brief description

This module introduces you to social issues in sport and exercise contexts.

Indicative content 

  • Recognising and defining the disciplines within social science: Students will explore the major disciplines within social science in the context of sport and exercise (e.g., sociology of sport, sport development, sport history)
  • Discrimination in sport: Students will explore sources of discrimination in sport and exercise contexts (e.g., gender, class, ethnicity, LGBTI).
  • Sport Political Ideology: Students will learn how political systems impact upon and use sport.
  • Ethics and sport: Students will learn about moral and ethical issues in sport and exercise. This contexts provide a unique environment for moral and ethical issues.
  • Qualitative methodologies: Students will be introduced to qualitative research and how this type of research has developed our understanding of sport and exercise.

Brief description

Investigate food behaviour and individual and global food choice models. 

Indicative content:

  • Introduction: Physiological versus psychological differences in food choice introduced.
  • Consumer models: Consumer models of food choice. 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. 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

Learn the fundementals of different food commodities, food quality and safety, and develop basic kitchen and microbiology lab skills. 

Indicative content:

  • Food commodities: category, composition and source.
  • Quality and spoilage of food commodities.
  • Handling and storage of food commodities.
  • Principle of food preparation.
  • Principle of food hygiene and safety, and related legal requirements.
  • Basic kitchen and microbiology lab skills that link science to the practical aspects of food studies.

Brief description

The purpose of this module is to enable you to recognise the steps you need to take to ensure you achieve academic success.

Indicative content

  • The new challenge of studying in HE: Expectations of a student in higher education.
  • Successful student behaviours: Academic excellence is only part of a successful university experience.  Find out more about wider integration through your University community.
  • Sense of purpose and Abertay attributes: Recognising the opportunity that university offers and starting to think about where this might lead and how you might determine that direction, whether that be career or further study.
  • Reflections on personal strengths and challenges: Preparatory work to consider what those strengths and challenges might be.
  • Formative Diagnostic engagement: Diagnostic tool can be taken on multiple occasions as student engages with developmental process.
  • Growth and moving forward: How could you act upon this information?  What resources are available to support your development?
  • Action planning: How to create an action plan and measure your success in meeting it
  • Summative assessment: Create action plan and identify schedule of microcredentials to study in year one.

Year 1 MySuccess Modules - Term 2

You must study and pass three MySuccess modules of your choosing in Term 2

Brief description 

Learn to understand the fundamentals of writing at university, including how to find the specific language for your subject and how to “sound academic” when you write. 

Indicative content

  • Finding the right words: Why having a big vocabulary is vital if you want to be a good writer. Introduction to the Academic Word List. How to build your subject vocabulary
  • Learning the style: What lecturers mean by “academic style”. How to learn the rules of academic writing. Why these vary in different subjects and different assignments
  • The connection between the right language and avoiding plagiarism: What we mean by “the right language” in writing. Some fundamental rules you need to remember. How this helps you to paraphrase (and why that’s vital). 
  • Being a guide for your reader: Why a clear structure is key to a good grade. How to lead your reader through your writing. How to make your writing “flow”.
  • Persuading your reader you’re right: Why all academic writing is persuasive writing. The importance of evidence. How to present your arguments and back them up

Brief description 

An introduction to the key digital capabilities you need for your studies. 

Indicative content

  • Map current skills: Identify current strengths against a range of digital skills students will need at university and are also sought by employers.  Create a plan to develop your digital skills journey using an online platform.
  • Digital Learning Environment: Identify tools including assistive technologies which will help you organise your learning and ensure your devices are efficient and secure.
  • Institutional Systems: Understand how to engage with institutional tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay Dashboard and Calendar
  • Digital Communication and Collaboration: Use different types of online communication to communicate with other students and your lecturers.  Understand how learning networks are used professionally.
  • Digital Learning and Development: Understand how to develop skills in Word, Excel, PowerPoint, Forms and OneDrive skills to an advanced level by gaining software provider accreditation.
  • Digital Creativity and Problem solving: Use appropriate tools to create and edit digital content, including multimedia while respecting copyright. 
  • Digital Identity: Identify effective use of social media to present a positive digital identify. 

Brief description 

Take a guided tour of our location, heritage, culture, industry and innovations, find out how you can get involved, and what’s on our horizon.

Indicative content

  • Location: We will explore the geography that makes Dundee’s setting “probably more extraordinary than any other city in the UK. It is about as ideal – ludicrously ideal – as any setting could be.” – Stephen Fry. Did you know there is an extinct volcano in the city centre? and why our city is known as #SunnyDundee (one of the sunniest cities in Scotland)… It’s all down to geography…
  • Heritage:  The 3 ‘J’s – Jute, jam and journalism… the industrial foundations of modern Dundee – our link with the world through international trade (e.g. Dundee does not grow oranges – so how did we get to be famous for our Dundee marmalade?). Dennis the menace and his Beano pals will have a tale to tell you … and the McManus galleries hold many a local secret for you to uncover (find the Tay Whale).
  • Industry and innovation: A city of innovation and reinvention… with lots of innovation over the centuries in Dundee, we will explore the Recent: Biomed, computer games… And the Future: MSIP, Eden project, E-Games arena. One of the first places in the UK to have Green health prescriptions (and we have lots of parks!)
  • Culture: Take a ‘virtual’ trip to Antarctica on RRS Discovery, explore the history of industry at Verdant works, marvel at the displays in the V&A, dance at the Dundee rep, soak in culture at Dundee Contemporary Arts, and marvel at developments in medicine, engineering, environment and more at Dundee science centre…
  • Take part: Dundee is a friendly city, we say hello we help each other, we have lots of communities large and small. Discover how Abertay fits into the city and how you can too.

Brief description 

Take the first step on your journey towards becoming an independent, confident and accomplished information literate student in your chosen subject area, gaining an understanding of the fundamental skills you will need for research both at University and in lifelong learning.

Indicative content

  • Getting started: Identifying the ‘knowledge gap’ and the information needed to fill it: why information literacy matters. 
  • Understanding Information sources: How scholarly information is generated and disseminated; key characteristics of different information types (e.g. print/electronic, primary/ secondary, bibliographic/full-text, open access/paywall).
  • Searching for information: Planning, using and refining appropriate search strategies; online search tools (Google vs specialist services); using a range of web and database search functionality (e.g. truncation, phrasing, filters)
  • Evaluating information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.
  • Referencing: Understanding what is meant by academic integrity, plagiarism and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.

Brief description 

Learn how to present and persuade a targeted audience that an idea is beneficial – presenting a clear and well-supported message or point of view to influence a decision.

Indicative content

  • What is visual communication and why is it important? Overview of forms of visual communication as a tool to convey an idea, concept, design thinking or project and why it is important to present in a simple and inspirational way to deliver impact to a chosen target audience.
  • Let’s go mood boarding! How to gather, distil and present focused visual information for an idea, concept, design thinking or project on a mood board in a simple and engaging format to a chosen target audience.
  • What is persuasive writing and why is it important? Overview of structuring written communication to persuasively present a clear and well supported idea or point of view (evidence) including counter views to influence a decision by a target audience.

Brief description 

Gain an early opportunity to start planning your personal and career development for your life beyond University. 

Indicative content

  • The new challenge of knowing the future now: What will the future look like for me and what can I do to prepare? Videos, presentations and interactive activities sessions on a range of topics and concepts to help provide a wider context for self-development.
  • Who am I? Use of a range online interactive online self-assessment tools and activities used to create your own personal profile and benchmark your own career readiness.
  • My current personal profile and my future-(professional) self:  Using results and data from self-assessment tools to create personal profile. You're Introduced to the Career Management Cycle model as an approach to personal development, interactive self-reflection and for planning suitable personal goals. 
  • Mind the Gap: Use of positive case studies from previous students/graduates. (Where are they now?) To help inspire and raise your career aspirations. 
  • Growth and moving forward: Set out your next steps based on a range of opportunities available to do so. 
  • Decoding the jargon: Decode the jargon terms used in education/employment/work /careers. 
  • Action planning: Use of SMART technique in setting personal goals.

Brief description 

Experience first-hand what Abertay has to offer and further embed yourself as a member of the Abertay community.

Indicative content

  • Student Representation: The student voice is important to both us and the University. We value your opinions, and our reps allow us to hear it. Learn all about our Class reps, Division reps and Community reps. The University also delivers the Lead Voices, which recruits students to advocate the voices of students belonging to protected characteristics.
  • Societies: Societies are student led and student organised. Find out more about societies: what they do, the committee structure, society council and the skills you can gain from being part of a society. If you don'tt see something you like, then you can learn how to create a society of your own.
  • Sports: Whether you're interested in competitive level or looking for a social activity, there are a variety of sports clubs to join. Learn about our different sports clubs, the Sports Union, their committees and physical activities the University has to offer. There are several links between physical activity and wellbeing including mental health which will also be discussed.
  • Peer Mentoring: The Abertay Peer Mentoring programme connects students to other students. Abertay Mentors are experienced students who are keen to support the academic and personal success of others.
  • Enterprise: Bell Street Ventures is the University’s centre for enterprise who offer workshops, resources and consultation. Open to students and graduates whether you want to start a business, change the world or choose who you want to work with as a freelancer.

Brief description 

Gain the knowledge and awareness of techniques and behaviours that are known to positively influence ongoing wellbeing.

Indicative content

  • Course overview: Introduction to the course and to the underpinning theory.
  • Connecting: Consideration of the value of building strong social relationships and Identifying ways of becoming more connected at Abertay and within local communities.
  • Being active: Highlighting the benefits of becoming physically active and providing examples of how this might be achieved from different starting points and circumstances.
  • Taking notice: Introducing useful techniques such as mindfulness and grounding.
  • Learning: Explaining the link between learning and wellbeing and showcasing a range of opportunities open to Abertay students.
  • Giving: Exploring the value of giving in different contexts and flagging options as an Abertay student, including peer mentoring, Student Association involvement and volunteering opportunities.
  • Course summary and next steps: Creating an action plan to adopt the behaviours above.
  • Summative assessment: An online quiz structured around the five elements above.

 

Year 2 Core Modules

You must study and pass all four core modules​

Brief description

This module develops the understanding of physicochemical characteristics and functionalities of macronutrients (carbohydrates, proteins and lipids) and micronutrients (vitamins and minerals) and their changes during freezing, cooking and processing. The functionalities and applications of commonly used food additives are included. This module also develops basic chemistry laboratory and scientific writing skills. Active engagement in the module will contribute to the development of Intellectual, Professional, Personal and Digital Abertay Attributes.

Indicative content:

1. Basic chemistry
2. Chemical structure and physicochemical properties of water, macronutrients (carbohydrates, proteins and lipids) and micronutrients (vitamins and minerals)
3. Physiochemical and nutritional changes of macronutrients and micronutrients during freezing, cooking and processing
4. Food additives – functionalities and applications
5. Basic food analysis techniques

Brief description

A practical based module in which students develop an understanding of functionality of food ingredients and develop food handling skills and apply them in the design and promotion of a multi component food recipe.

Indicative content:

1. Fundamental Food Handling and demonstration Skills
Fundamental food handling skills and understanding of how ingredients interact in recipes. Develop ability to modify recipes in order to confidently prepare and demonstrate multi-component recipes
2. Theoretical underpinning of recipe development for specific groups
Food Ingredients, recipe modification and recipe writing, nutritional guidelines Food demonstration skills

Brief description

The physicochemical characteristics and functionalities of macronutrients (carbohydrates, proteins and lipids) and micronutrients (vitamins and minerals) and their changes during freezing, cooking and processing. Learn the functionalities and applications of commonly used food additives and develop basic chemistry laboratory and scientific writing skills.

Indicative content:

  • Basic chemistry.
  • Chemical structure and physicochemical properties of water, macro-nutrients (carbohydrates, proteins and lipids) and micronutrients (vitamins and minerals).
  • Physiochemical and nutritional changes of macronutrients and micro-nutrients during freezing, cooking and processing.
  • Food additives – functionalities and applications.
  • Basic food analysis techniques.

Brief description

Learn the concepts of public health, development of public health policy and key public health issues. Fundamentals of epidemiology also to be explored. 

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

The techniques required to test food using analytical, physico-chemical and sensory analysis techniques.

Indicative content:

  • Physicochemical characterisation of foods: pH and titratible acidity, salt analysis using flame photometry, water content and water activity, colorimetry, turbidity measurement, texture analysis using empirical instruments (bostwick consistometer, texture analyser).
  • Spectrophotometry, Chromatography and mass spectrometry.
  • Sensory evaluation techniques (discrimination tests, ranking, descriptive and affective testing including accompanying statistics).
  • Method development for NPD, quality control and quality assurance.

Year 2, Term 1 Option Modules

You choose ONE Option Module in Term 1 and ONE Option Module in Term 2. Direct entrants must take PSY201 in Term 1.

Year 2 Microcredentials - Term 2

If you are a Direct Entrant (new student) to this year of study and have not previously taken module ABE101, then you MUST take ABE201 as part of your Microcredential selection. If you have previously taken ABE101 then you are NOT permitted to take ABE201.

Please choose a total of TWENTY credits worth of microcredential (ABE) modules in Term 2.

Brief description

Throughout the microcredential you will become familiar with university systems (including the virtual learning environment), consider what attributes make a successful student and develop key successful student habits.

Indicative content

  • Navigating Abertay Systems: Be introduced to and understand how to engage with Abertay systems and tools such as MyLearningSpace, MS Teams, OASIS, MyAbertay etc.
  • Expectations of University and You: Explore your own and the universities expectations of you and of the university; Consider the code of conduct; independent learning; blended learning; how university is structured; health and safety; and the Abertay attributes.
  • Understanding and Searching Information: How scholarly information is generated and disseminated, key characteristics of different information types. Planning, using, and refining appropriate search strategies; online search tools; using a range of web and database search functionality. 
  • Successful Student Behaviours: Develop strategies to key successful student behaviours including Defeating Procrastination, Time Management, Notetaking and preparing for classes, Growth Mindset, Accessing student support and opportunities.
  • Referencing: Understand what is meant by academic integrity, plagiarism, and the need for appropriate referencing; creating reference lists and in-text citations; use of referencing tools to manage information.
  • Sounding Academic: Explore what lecturers mean by “academic style” and “the right language”; Understand what is meant by and how to learn the rules of academic writing characteristics. Consider how this differs between college and university; Learn how to paraphrase. Explore how assessments, marking and feedback works at university.
  • Evaluating Information: Using appropriate quality criteria to critically evaluate information from any source to determine authority and bias.

Brief description

This microcredential provides you with the space and time to develop your skills in designing, planning, delivering, and showcasing an artefact responding to the societal issue. The microcredential is flexible and you will have a choice of what and how you create your response.

Indicative content

  • The Big Issue: You will be introduced to the big society issue that will be the focus of your artefact response. Learning materials available will help you consider your response to the challenge.
  • Developing Ideas: You will think creatively as to how you will respond to the big issue. You will consider your intended artefact aims, outcomes and target audience. 
  • Responding to the Challenge: Resources and guidance will be available as you respond to the challenge and create your artefact.
  • Preparing for the Showcase: Guidance will be available on how best to showcase your artefact for the assessment. You will develop your presentation skills to support you in showcasing the artefact. 
  • Showcase Event: You will attend a showcase event and present your artefact.

Brief description

You will discuss a range of anti-racist approaches and how they apply within the context of professional communications. You will examine case studies and scenarios to identify the nature of bias in society explore ways to be anti-racist especially in professional communications.

Indicative content

  • Racial Bias in Society: Using case studies and scenarios to discuss various forms of racism in society, you will explore the need for anti-racist practice in professional communications. 
  • Classification of Anti-Racist Practice: This section compares different anti-racists approaches applied across several contexts. You will discuss the challenges and benefits of each approach. You will identify barriers to implementation of anti-racist practice.
  • Discuss Anti-Racist Approaches for Successful Professional Communications: You will be introduced to various communications frameworks (e.g. the humanity-centric framework) and will explore scenarios for the application of these frameworks in a range of professional contexts.
  • Embedding Anti-Racism in Digital and Social Media Communications: How can you discuss matters of race and anti-racism on digital and social media while maintaining a professional persona. We will examine cases for best practices and explore ways to avoid bigoted language in digital communications. 

Brief description

In this module you will study two ways of analysing language: (i) a basic introduction to conversation analysis and discourse analysis as applied to ordinary talk/texting, and (ii) and introduction text mining, based on identifying patterns and developing insights from text-based data available on the Internet (e.g., social media data, online texts, online reviews etc).

Indicative content

  • Conversation Analysis and Talk and Text as Action: A brief overview of the CA focus on language as action; an examination of how people talk in terms of questions, answers, invitations, excuses, justifications etc.; an examination of texting, emojis, misunderstandings.
  • Text Mining: Introduction to text mining and its uses in a social sciences and business context; Online data sources; The text mining process: data collection, pre-processing and analysis; effectively communicating and visualising insights from textual data.

Brief description

By the end of this microcredential, you will be able to evaluate and select machine learning algorithms and AWS services to be appropriately applied to different business problems.

Indicative content

  • Introduction to Machine Learning: What is ML? ML process, business problem solved with ML, ML tools, Amazon SageMaker, ML challenges, supervised learning (regression, classification), unsupervised learning (clustering, dimensionality reduction), reinforcement learning, etc.
  • Implementing a ML pipeline using Amazon Sage Maker: Formulating ML problems, collecting and securing data, extracting, transferring and loading data, evaluating your data, finding corelation, feature engineering, data cleaning, dealing with outliers, training, deployment, performance evaluation, hyperparameters and model tuning.
  • Forecasting: Time series analysis, Amazon Forecast, Implementing a forecast model, Stock Predictions.
  • Computer Vision: Facial Recognition, Image and Video Analysis, Dataset Preparation.
  • Natural Language Processing: Amazon Comprehend, Polly, Translate, and Lex, Creating a chatbot, Alexa, etc.

Brief description

This online module will support you to get familiar with sustainability and introduce you to tools that can help you to understand and reduce your climate impact. By increasing your sustainability self-awareness, you will be able to make a positive difference in your own life, and in the organisations and communities around you.

Indicative content

  • What is sustainability and how is it linked to Climate Change?: We define sustainability, enhancing understanding of the links between society, economy, and environment. Climate change is explained and linked to sustainability. We provide clear accessible information about the reliable science of climate change. We describe the need efforts towards limiting human-induced global warming (limiting cumulative CO2 and other greenhouse gas emissions). 
  • Global Sustainability: We introduce the United Nations Sustainability Goals (SDGs). The 2030 Agenda for Sustainable Development, adopted by all United Nations Member States in 2015, provides a shared blueprint for peace and prosperity for people and the planet, now and into the future. At its heart are the 17 Sustainable Development Goals (SDGs), which are an urgent call for action by all countries - developed and developing - in a global partnership. They recognize that ending poverty and other deprivations must go hand-in-hand with strategies that improve health and education, reduce inequality, and spur economic growth – all while tackling climate change and working to preserve our oceans and forests. 
  • Personal Sustainability: The WWF environmental footprint tool is a great way to start your personal sustainability journey. The planet is in crisis - from climate change to the pollution in our oceans and devastation of our forests. It's up to all of us to fix it. Take your first step with our environmental footprint calculator. 
  • Community Sustainability and Climate Resilience: Community climate resilience comes in many forms. In this topic we introduce ideas which can provide multiple benefits of people, planet, and prosperity. We showcase inspiring examples whereby working with natural processes (Biophilic design, blue and green infrastructure) we can connect people with nature to improve their well-being and quality of life, whilst simultaneously tackling climate change and storing carbon.
  • Global Solutions: What is the world doing about it? What impact do Global Climate and Biodiversity agreements (COP26 etc) really have? What’s happening here? Where are the challenges and the good news stories? We showcase positive initiatives focussed on progress.

Brief description

By the end of the module, you will know more about key aspects of nutrition and health and be better equipped to identify and tackle the barriers that prevent you from eating well.

Indicative content

  • Healthy eating on a budget: This topic will show you that healthy eating doesn’t have to be expensive! You will be given basic nutritional knowledge, as well as skills and practical tips to be able to eat a healthy diet on a budget. You will then be able to develop your own menu and share it with your peers, so you learn from us as well as from each other.
  • Prebiotics, probiotics and health: You will learn about the importance of our microbiota on health, and how what we eat can modulate it. You will be provided with cooking tips and will be able to develop your own fermented foods for better gut health.
  • Fat or sugar, which is worse?: You may have heard that fats are bad for our health, or perhaps you have heard it is all about the sugars? You will learn about the role of both sugars and fats in our diet; what makes them good or bad for health and the science behind it. You will be given the tools to assess your own sugar and fat intake as well as tips to implement the changes you need to eat better. 
  • The British diet vs Mediterranean diet: What is a Mediterranean diet and what are its real benefits? Is it just a diet or a pattern? Can we get the same benefits as those living in Mediterranean countries? In this topic, you will explore how feasible it is for us to adopt the Mediterranean diet and lifestyle, considering the seasonality of ingredients as well as sustainability. 
  • What drives our food choices?: How healthy do you think your diet is? Do you find it easy to eat well? With this topic you will become more aware of our obesogenic environment, of how the food industry talks to us, and how the media report nutritional claims. You will learn to look more closely and more critically at your environment, so you can make healthier decisions.

Brief description

This microcredential will help you to refine your current writing skills through the analysis and discussion of a range of texts and exercises, enabling you to then apply these techniques to assignments for your other modules.

Indicative content

  • Speaking the language: How to develop your academic and professional vocabulary: understanding the genre; understanding your reader’s expectations.
  • Meeting expectations: Why different assignments have different requirements: decoding instructions; selecting appropriate writing techniques.
  • Tightening up the nuts and bolts: How to improve your writing accuracy: reviewing key grammar and punctuation issues; improving your editing and proofreading.
  • Standing on the shoulders of giants: How to borrow from the greats: reviewing the principles of citing sources; using writing techniques to incorporate research into writing.

Brief description

This module will help you develop a better understanding of the difference between media reporting and scientific evaluation. It will equip you with the skills to look beyond sensational stories related to human behaviour and dig deeper into a topic area to validate the evidence.

Indicative content

  • Paranormal Beliefs and Experiences: Is Extrasensory Perception Real? Is there really evidence that we can predict the future?
  • Myths about the Brain: Can repressed memories be recovered in therapy? How easily are false memories created? What are the implications for the justice system? 
  • Myths about our Mind and Body: Is the key to success in everyday life simply a case of posing like a powerful superhero? 
  • Myths about Language: Does being bilingual make you smarter and keep your brain younger? Are bilingual people less likely to get dementia as a result of this lifelong brain training?

Brief description

Through this microcredential you will gain an insight into what the world of work may look like in the (near) future. This includes developing a knowledge of how the economy and labour market evolves and why individual skills-sets and employability are so important and intrinsically linked to this process.

Indicative content

  • The future of work: What will the future of work look like? What is used to predict how the world or work will change? Can the future of the economy and of work be accurately predicted? 
  • Key factors that influence change: Identifying some of the key factors that influence how the world of work and our economy evolves and changes.
  • The key role of skills and personal employability: The emergence and decline of skills: skills are fundamental to the economy (and graduate employers). What skills will be most in demand and/or be most valuable to our economy in future and why? Understand the importance of skills to the economy (and to graduate employers) at both the macro and micro level. Know what specific new skills are emerging and becoming more valuable and sought after, (as others are in decline) for our modern economy and graduate labour market. 
  • Labour market information - what is it for?: Labour market Information is hugely important to our understanding of our economy at any given time: and also, in looking at the present and past to help predict future growth, opportunities, shortages and skills gaps. Recognise the importance of key Labour Market Information (LMI). Have the ability to source and use key Labour Market Information (LMI). Understand how to use accurate Labour Market Information as a tool to help their own personal development and future career planning. 
  • What now?: Some help and steer – suggestions to you may wish to use your new knowledge and insight to help with your own career aspirations, planning and personal/professional development while at university.

Brief description

Some businesses have the sole focus of making money whereas others exist to also make a difference. Social enterprises are becoming more popular, and recognisable, and are making an impact across the world. From supporting the homeless, to giving waste products a second life, social enterprises are fighting for various causes. 

Indicative content

  • What is a social enterprise and how does it function?: What the definition of a social enterprise is with examples from different sectors.
  • How do social enterprises identify problems to tackle?: How social enterprises decide on what they will tackle and how they will do it. 
  • How do you gather evidence that there is a problem requiring a solution?: Way in which you can gather evidence and data to validate the idea for a social enterprise. Determining needs and wants within a category. 
  • How to identify skills and knowledge gaps: Understanding the skillsets within a founding team to fulfil the tasks required to start a social enterprise. 
  • How to understand the problem you are trying to solve: Knowing the problem, you are trying to solve and how this effects the target customers the social enterprise is aimed at. Looking at the issues in a customer-focussed way. 
  • How to develop a social impact plan: What is involved in a social impact plan and how to put one together. 

Brief description

This module will introduce you to the study of AI and Society. Artificial Intelligence (AI) is a set of technologies and concepts and can be understood as using computers and software to denote problem-solving capacities and knowledge acquisition (intelligence) which otherwise we believe only belongs to natural beings such as humans.

Indicative content

  • Introduction to the core concepts: A brief introduction to the concepts of “artificial”, “intelligence” and “society”. 
  • Introduction to the problem of AI and Society: A discussion of where the problem of the impact of AI on Society comes from, presentation of some of the original debates and examples.
  • Contemporary debates: A discussion of the contemporary debates about the impact of AI on Society, with examples.

Brief description

What is Artificial Intelligence (AI) and how has it shaped our past and present? These are questions we will explore on a guided tour of AI from the past to the present and the future. You will develop a better understanding of what AI is and isn’t.

Indicative content

  • Historical AI: Tracing the historical development of “traditional” AI systems including aircraft autopilots, expert systems, and accounting/financial software.
  • Current AI: Covering the contemporary generation of AI technologies in areas such as speech recognition (e.g., Alexa, Siri) and recommendation systems (e.g., Amazon, YouTube). Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing. 
  • Future AI: Exploring the limitations of today’s AI when it comes to general intelligence and contextual adaptation. Examples will be drawn from Health, Sport, Games, Engineering, Business, Law and Computing.
  • My AI: How AI will impact your future, and how you can use AI to help you achieve your career goals.  Reflection on how AI may inform your subject area going forward.

Brief description

This microcredential is aimed at you, if you have an interest in technology but are not experts. The microcredential will develop your digital safety and how to stay safe online.

Indicative content

  • Threat Landscape: Cyberattacks and online threats. System vulnerabilities. Social Engineering. Rights and computer laws.
  • Authentication: Password security. Biometrics. MFA and Password managers. Good practices for authentication.
  • Secure Communication: Web browser security. Certificates and trust. Effective encryption. Secure communication methods.
  • Personal Information Privacy: Information leakage. Personal information privacy and open-source intelligence. Device encryption and security. Security mindfulness.
  • Malware: Types of malware. Identifying malicious software. Malware propagation techniques. Malware removal and preventative measures.

Brief description

This microcredential will help you to develop and build your own confidence in applying numeracy skills in real world situations.

Indicative content

  • What is my GPA and how likely am I to get a First? (BASIC NUMERACY): Calculation and manipulation of data using Percentages, Indices (Powers), Roots, Probability, and simple equations. 
  • The power of prediction (GRAPHS): Straight line graphs, Gradients, Equations of a straight line, Intercepts. Drawing graphs - Linear equations, Distances between points. Simultaneous linear equations.  
  • Love a good puzzle (ALGEBRA): Changing subject of formulae. Factorisation - common factors, Difference of two squares, Trinomials. Solving simultaneous equations by Substitution and Elimination.
  • Advanced power of prediction (FUNCTIONS): Introduction to functions – Linear and Quadratic and solving quadratic equations. Factorising Quadratic equations.
  • Love a good triangle (TRIGONOMETRY): Trignometric functions - Sine, cosine and tangent. Trignometric formulae.

Brief description

In this microcredential, you will learn more about how digital media production professionals in the UK and China are working together to reduce barriers and identify new opportunities for collaboration and growth.

Indicative content

  • History and future of videogames in China: Focussing on the videogame sector as a case study of Chinese digital creative industries, how has the videogames market and industry developed in China, how is the Chinese videogames economy currently constituted, and what does the future hold?
  • Consumer trends and audience preferences: What is popular with audiences in China? What can we note about preferences in terms of narrative content, aesthetics, play styles etc. when compared with other markets?
  • Policy and regulation: What unique regulations or limitations are imposed on digital media within China, and what similarities are there with other national and transnational regulations? How is creative content development and publishing shaped by policy in China? What social and ethical challenges are presented by regulation, in China as well as in the UK?
  • Transnational working and co-production: How is digital creative content conceived, developed, and released by professionals working across borders? What are the challenges for small and independent creative studios, compared with multi-nationals with studios based in and outside China?
  • Publishing in China: How do digital media content like videogames make it to market in China? What processes and requirements must creative businesses be aware of, and how do developers find, connect to, and work with Chinese publishers? How to consumers in China access content, including on grey markets?
  • Challenges and success: Hear from UK and Chinese professionals on the China market, co-operation, the hurdles they cleared, and how they found success.

Brief description

Increasingly, the role of creativity in supporting and maintaining wellbeing is being researched and celebrated. This module will introduce you to the current theory in this area, as well as a range of creative resources shown to be helpful for both self-care and the support of others.

Indicative content

  • Why does creativity matter?: An introduction to why creativity matters when it comes to mental health.
  • Your brain on words: The place of stories in their various forms as a resource for wellbeing.
  • Engaging the senses: The potential of tools such as music and art for self-care.

Year 3 Core Module

You must study and pass all four core modules

Brief description

Preparation for your Placement period and for research skills.

Indicative content:

  • Briefing sessions: Issues re: induction, confidentiality, Health and Safety, realistic expectations and assessment. Prior to start of placement you, the employer and placement tutor will agree task(s) involved in the learning opportunities to be developed and expected outcomes.
  • CV writing
  • Development of reflective learning techniques
  • Data Handling and Numeracy Skills: Basic statistics for food science: parametric tests: t tests, (independent, one sample, paired t-tests, Shapiro wilks normality test, Levene’s homogeneity of variance test); non parametric tests: Kruscal Wallis, Mann Whitney test; linear regression, test for associations.

Brief description

Introduction to the basic unit operations and food processing technologies used in the food and drink manufacturing industry.

Indicative content:

  • Basic processing concepts for example: Heat transfer; thermal properties of food, modes of heat transfer, modes of heating; mass balance; flow of liquids; size reduction and mixing.

Brief description

The issues related to the management of food safety and quality systems in food environments, throughout the food supply chain.

Indicative content:

  • Contamination of foods and its prevention: Bacteriology, physical, chemical and microbiological contamination of food and its prevention. Carry out risk analysis, identify hazards and indicate suitable controls.
  • Safety management: Assessment of existing HACCP plans, design and implementation of new HACCP plans and safety management systems.
  • Legislation and other requirements: Food Safety Act 1990, EC Regulations, Food Hygiene (Scotland) Regulations, FSA, European Food Safety Authority, BRC and ISO standards, hygienic design of food premises.

Brief description

You are provided with a 10 week unpaid work placement that provides practical experience of the world of work in food and consumer studies. This gives an opportunity to develop useful employability and interpersonal skills.

Indicative content:

  • Briefing: Final preparation for placement building on an earlier module, Professional Practice.
  • Placement: Individual learning experiences will vary depending on the organisation/agency to which you are attached. You undertake a 10 week unpaid work placement. You are visited at least once during your placement period by a university supervisor.
  • Debriefing: Follows immediately upon completion of the period of work placement and is designed to offer guidance to help you transfer your learning experience back into the university-based setting and for consideration of future learning.

Year 4 Core Modules

You must study and pass all five core modules

Brief description

A project-based module. Gain the skills in applying qualitative and quantitative techniques to conduct a product development project (up to concept and businesses plan stage) in the food industry.

Indicative content:

  • Food New Product Development theory and practice: RG Cooper stage gate model and food modifications. Idea generation and screening. Ideas, concepts and specifications (the development). Concept development and screening “me too”, incremental and radical innovation in the food industry. Factors critical for successful food new product development.
  • Consumer research: Primary and secondary market research. Qualitative and quantitative consumer research for NPD. Focus groups for concept building, developing and screening. Shop surveys.
  • Business plan: Own label versus branded. Basic financial appraisal of NPD project. Appropriate marketing and price strategy. Introduction to scale up and production issues from and NPD perspective.
  • Food ingredients: Modern food ingredients explored. Food additives – functionality, interactions. Raw materials managed.

Brief description

Contemporary national and global issues around food, consumer science and nutrition, and strategies taken to address these challenges.

Indicative content:

  • Lectures of contemporary local and global issues: On food, consumer science and nutrition which include, but not limited to: Ageing population, obesity and related health problems, advanced studies in nutrition and health, food security and sustainability, consumer science, impacts of food production on environment, current trends in food industry, cutting-edge and novel technology in food processing, food waste and lean manufacturing.
  • Feedback/feedforward activities: Feedback/feedforward activities after each lecture in order to strengthen your understanding on the selected research topics.

Brief description

Underpinning theory to pursue a detailed investigation of a research topic of your choice. Explore qualitative and quantitative research methodologies and the range of statistical analysis techniques used in conducting research. Develop project management skills.

Indicative content:

  • Introduction to Research: The nature and purpose of research; different types of research (quantitative qualitative, mixed methods, developmental, practice based) and their mapping within different philosophical paradigms (positivism, interpretivism, pragmatism); strengths and weaknesses.
  • Dealing with Practical Issues: The research process; identifying a research topic and setting research objectives; developing a research strategy; characteristics of a good research project; ethical issues in conducting research.
  • Searching and Reviewing the Literature: The purposes and main steps of a literature review; searching, evaluating, organizing and synthesizing the relevant literature; and, writing a literature review and managing bibliographic records. In addition, developing research questions for qualitative and quantitative research; and identifying characteristics/attributes.
  • Data Collection and Analysis: Approaches to data collection and analysis (quantitative, qualitative, mixed-methods, iterative); questionnaire design; populations, samples, and sampling methods; data Mining.
  • Writing your Research Proposal: Identifying a research problem or issue, the purpose of the research and the main research question(s); choosing the research strategy and methods; writing a research proposal. In addition: discussing findings, formulating conclusions, making recommendations, and reporting; planning, executing, writing up, and submitting a dissertation.
  • Descriptive Statistics for Quantitative and Qualitative D: Summarizing and visualizing data sets; finding trends in data and formulating a research hypothesis.
  • Introduction to Probability and Statistical Inference: Basic concepts of probability and probability distribution; discrete and continuous random variables; basic probability distributions; introduction to the hypothesis testing procedure.
  • The Hypothesis Testing Procedure: Parametric and non-parametric tests; Chi-squared Test for Association; Independent Sample t-Test; One and Two Way Analysis of Variance ANOVA; power calculation and sample size estimation
  • Correlation and Regression: Relationship between two numeric variables, dependent and independent variable; Pearson’s Correlation Coefficient; Simple Linear Regression.
  • Multiple Regression: Multiple Regression Analysis and introduction to the General Linear Model.

Brief description

Learn to conduct development projects in the food industry. Develop and design a product formulation and production process for a defined food product concept and produce and market it at pilot scale.

Indicative content:

  • Product Development: Kitchen scale development of a concept through to development of a commercial formulation.
  • Experimental Design: Application of experimental design in food prototype and pilot scale development of a food product.
  • Upscaling: Upscale of kitchen formula for generating large enough number of units for market evaluation.
  • Market Evaluation: Quantitative consumer market evaluation.
  • Feasibility Assessment: A study of the requirements and feasibility of factory scale manufacture, including financial analysis and food safety considerations.
  • Additional Concerns: Consideration of ethical, legal and social issues, including product and plant safety and environmental impact.
  • Commercialisation: Commercialisation and product launch.

Brief description

Develop intellectual processes and communication skills in the pursuit of your research goals. 

Indicative content:

  • Project work: Effectively and efficiently conduct the project into a specific aspect of your discipline, under the supervision of a named academic or academic team.
  • Project log/Lab book: Keep accurate records of your work in an appropriate format.
  • Communication of findings: Produce a final project report within the discipline specific guidelines. Present the outcomes of the research project by means of a poster presentation.

How the Course Works

This degree is part of a larger portfolio of four courses covering food science, nutrition, fitness, wellbeing, and consumer science. The first two years of each course cover the same curriculum.

This initial two-year foundation curriculum is about Food Science, Nutrition and Wellbeing.

If you want to work in this industry or continue your studies but haven’t worked out exactly what you want to do, this is a great way to start. Our two-year foundation approach means you can keep your options open until you’ve learnt more about what really interests you.

In those first two years we’ll give you a snapshot of each course so you can understand where you want to specialise. This means you’ll learn what you really like, and your degree will end up suiting your own interests and career aspirations. And, of course, we’ll advise you every step of the way.

Having gained two years of knowledge and discovered your own specialist area, in year three you choose from one of these pathways

Your chosen course will be reflected in your degree title e.g.BSc (Hons) Food and Consumer Science.

Remember, you only need to apply for ONE course, as the first two years are the same for everyone.

The pathways are new for 2022, so are for students applying for year one only. Anyone wishing to apply for years two or three should contact admissions for full details.

Shape your own learning journey

It’s all about flexibility. The first two-year common curriculum means you can keep your options open until you know which area you want to focus on. Don’t worry, our academic team will give you advice and full support when it comes to choosing what to specialise in.

Whichever specialist path you decide on, by the time you graduate you will:

  • Understand how to analyse the core issues behind your chosen subject.
  • Have developed analytical and problem-solving skills, useful in any work environment.
  • Have learnt to work both independently and as part of a team.
  • Be able to critically evaluate evidence, arguments, and assumptions and reach sound judgements.
  • Have learnt applied professional standards, ethics and responsibilities, including good decision-making.
  • Developed excellent communication and digital skills so you can share your knowledge effectively across a wide range of audiences.

 

Teaching & Assessment

Each course involves lectures, small group tutorials, practical lab-based activities and private study.

Practical activities and work placements will enable you to contextualise the theories you learn in real-life applications.

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, and to show initiative, so you actively construct your own knowledge base.

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

Put simply, we aim to give you all the skills you need to move straight into a job or further study when you graduate.

 

Accreditation

This degree course is accredited by the Institute of Food Science and Technology (IFST)An accreditation is an assurance that the standards set by the sector are met. An accredited degree can add weight to your experience when you are looking for employment.

Institute of Food Science and Technology logo

Entry Requirements

Please note: All applicants must have a pass in English and Maths/Lifeskill Maths/Application of Maths - National 5 grade C or GCSE grade C/4. Higher Application of Maths at grade C accepted.

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) BBBC None
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 below. BBC None
A-Level CCC None
Irish Highers H3H3H3H3 None
International Baccalaureate 28 Points None
BTEC Extended Diploma MMM Applied Science/Applied Science (Medical Science)/ Business/Enterprise and Entrepreneurship/Environmental Sustainability/Health and Social Care/Hospitality/Sport/Travel and Tourism
AHEAD   Successful completion of the relevant stream of our AHEAD programme
SWAP Access BBB 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 BBB Health & Food Technology or Home Economics and Biology or Chemistry
A-Level BBB Food Studies and Biology or Chemistry
BTEC Extended Diploma DDD Hospitality
International Baccalauareate 34 Points Biology and Chemistry plus one other Higher
SQA HNC/HND B Our Entry from College pages list approved HNC/HND courses
BTEC HNC/HND M Hospitality Management/ Applied Science/Applied Biology

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 CCC 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 28 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 1100
  • 3 AP Tests at grades 333
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 25

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: 4 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 70%, 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 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 54%/2.00, 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 54%/2.00, 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 Diplomë e Maturës Shtetëore with an overall grade of 7.5, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat Technique / Commercial with an overall grade of 14, to include any essential subject(s).

Applicants will typically be required to pass the Baccalauréat de l'Enseignement Secondaire with an overall grade of 14, 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 12/20, to include any essential subject(s).

Applicants will typically be required to pass the Trayecto Técnico Profesional with an overall grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Título de Técnico Superior/Universitario with an overall grade of 6.5, to include any essential subject(s).

Applicants will typically be required to pass the Araratian Baccalaureate at Extended Level with grades CCC, 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 64%, to include any essential subject(s).

Applicants will typically be required to pass the Year 12 Certificate plus ATAR rank of 77 or Overall Position of 11, 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 2.8, 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 62%, 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 65% or 2.25 (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 50% or C+, 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 6.0, to include any essential subject(s).

Applicants will typically be required to pass the Certificate d'Enseignement Secondaire Supérieur with an overall grade of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Diploma van secundair onderwijs with an overall grade of 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Abschlusszeugnis der Oberstufe des Sekundarunterrichts with an overall score of 60%, 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 63%, 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 8.0, 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 8.0, 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 CCC, to include any essential subject(s).

Applicants will typically be required to pass the Diploma za Sredno Obrazonvanie with an average score of 4.5, 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 65%, 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 12, 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 65%, 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 4.5, 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 75%, to include any essential subject(s) at 77%; and pass GAOKAO with 500 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 3.3, 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 3.2, to include any essential subject(s) at grade 3.

Applicants will typically be required to pass the Apolytírio Lykeíou with an overall grade of 17.0, 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 2.4, to include any essential subject(s) at grade 3 (Dobrý).

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 13 / 60%, to include any essential subject(s) at 60%.

Applicants will typically be required to pass the Gumaasiumi lõputunnistus with an average score of 3.2, to include any essential subject(s) at grade 4; and pass 3 state examinations at a minimum of 55% (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, 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, 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, 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 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 65%, 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 65%, to include any essential subject(s).

Applicants will typically be required to pass the Abitur with an overall grade of 2.4, 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 Greek Apolytirion of Geniko Lykeio at grade 17 and 3 Pan-Hellenic exams at an average of 16, 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 333 (for 3 electives) or 43 (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 4.0, 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, 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 60%, to include any essential subject(s) at 65%.

Applicants will typically be required to pass the Sekolah Menengah Kejuruan/Madrasah Aliyah (SMK / MA) at 71%, to include any essential subject(s).

Applicants will typically be required to pass the Post School Qualification Diploma 1 at 2.2, 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 60%, 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 70%, 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 3.5, 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 70% / 2.33, 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 50%, 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 3.4, 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, to include 3 state exams at a minimum of 70%, 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 12, 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 with a minimum of 70% 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 42, to include any essential subject(s) at grade 44.

Applicants will typically be required to pass the Certificate of Higher Secondary Education with 70%, to include any essential subject(s) at 73%.

Applicants will typically be required to pass the Ensino Secundário Complementar with grade 2.6, 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 CCC, 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 60%, 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 BCC or 2.30 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 70% / B5 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 BC at Advanced level and CCCC 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 6.0, 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 70%, to include any essential subject(s).

Applicants will typically be required to pass the Higher Secondary Education Certificate (HSC) with 65%, 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 6.6, 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 Secondary School Leaving Diploma/Matura with an overall grade of 3.5, 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 3.6, 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 60%/2.5, to include any essential subject(s) at 68%.

Applicants will typically be required to pass the Matura with an average score of 60%, 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 14, 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 2.0/70%, 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, 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 3.5, 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 3.0/70%, to include any essential subject(s) at 75%.

Applicants will typically be required to pass Singapore GCE A-Levels with grades CCC, to include any essential subject(s) at grade 75%/B5.

Applicants will typically be required to pass the Vysvedčenie o maturitnej skúške at grade 2.4, 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 3.5, 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 5555, to include any essential subject(s).

Applicants will typically be required to pass the Título de Bachiller with an average score of 6.8, 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 65%/B, to include any essential subject(s).

Applicants will typically be required to pass the Avgangsbetyg/Slutbetyg fran Gymnasieskola with an average score of 15.5, 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 or the Maturitätszeugnis or the Attestato Di Maturità with an overall grade of 4.2, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass Maturitätszeugnis with an overall grade of 4.2, to include any essential subject(s) at grade 4.

Applicants will typically be required to pass the Attestato Di Maturità with an overall grade of 4.2, to include any essential subject(s) at grade 4.

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 3.4, to include any essential subject(s).

Applicants will typically be required to complete the Certificate of Secondary Education/Maw 6 with an average of 70%/3.0, 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 2.0, 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 2.9 (on the 5 point scale) or 55 (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 3.5, 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 65% / 2.2 (on the 4 point scale) / 4.0 (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 2.0, to include any essential subject(s) at grade 2.3.

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

  • SAT (I) score of 1100
  • 3 AP Tests at grades 333
  • 3 SAT Subject Tests at 600
  • ACT Composite score of 25

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

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 60%, 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 50% / 6.1 (on the 10 point scale) / 12 (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 CCC, 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 our international pages.


Contact our International Team

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Support for Ukrainian students

We're keen to offer help to Ukrainian students who may wish to transfer from their existing institution in Ukraine or to register with us as new students for intake in September. There will be no tuition fees charged for the duration of the degree programme, as those with refugee status are treated as ‘Home/Scottish’ students and will also have access to the Student Awards Agency for Scotland bursary and student loans. Our Recruitment Team can help guide applicants.

SEND AN ENQUIRY

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.

View all

Abertay RUK Scholarship: Science and Social Science

A scholarship for prospective undergraduate Science and Social Science students applying from England, Wales or Northern Ireland.

Abertay International Scholarship

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

The Robert Reid Bursary

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

Macphie Scholarship

The £3,000 scholarship will be awarded to one 3rd year student on the BSc (Hons) Food and Consumer Science degree.

Choose Your Path

Find out more about this degree from Sam, who talks about his time studying this course here at Abertay.

The sector is growing all the time, especially in light of recent events such as to COVID 19 and climate change. The food industry is struggling to find graduates to fill in their technical roles, so the combination of skills we give you will make you even more employable.

There has never been a more exciting time to start your career, so why not apply now?

Your Passport to Success

If you have an interest in food innovation, new product development, food science or home economics teaching, this Food and Consumer Science degree could be your passport to success.

We are extremely proud of our graduates who have gone into roles such as:

  • New product developer
  • Technical manager
  • Food safety manager
  • Quality or assurance managers
  • Hygiene officer
  • Community/consumer advisers
  • Home economics teacher

It's good to know that this course meets the General Teaching Council requirements as a pre-requisite degree for Home Economics teaching. 

 

 

Female using knife and chopping board to prepare food

Get inspired

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

A picture of Linzi Brechin holding a glass of champagne with the view of a large city behind her.

Linzi Brechin

The job where Christmas comes in July - Linzi works as an Assistant Editor of the Co-op Food Magazine.

Find out more

A picture of Rebecca Fitchet in front of a field of strawberries

Rebecca Fitchet

Rebecca is a Technologist at Angus Soft Fruits, one of the biggest companies responsible for fruit production in the region.

Find out more

A picture of Samuel Ceolin wearing a hairnet and apron at Scott Brothers Butcher

Samuel Ceolin

BSc (Hons) Food and Consumer Sciences, 2016

Find out more

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)).

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