BSc (Hons) Food Science, Nutrition and Wellbeing

Choose the UK University of the Year for Teaching Quality to study your Food Science, Nutrition and Wellbeing degree. With inbuilt work placements and amazing facilities, this course will give your career the best start.

Course detail

Start Date

September

Duration

4 years (full-time)

Award Title

BSc (Hons)

UCAS Code

D610

Food Science, Nutrition and Wellbeing

Why study Food Science, Nutrition and Wellbeing at Abertay?

Embark on a fascinating journey to learn how food, nutrition and exercise impacts on our wellbeing and health. Explore the role of fitness and nutrition in promoting public health, and consider food and consumer choices from a safety, quality, and nutritional perspective.

Working in our state-of-the art labs, you’ll master analytical techniques and learn how to test food professionally. You’ll understand consumer food behaviour and how to influence and implement change to improve the nation’s health.

We teach you the fundamentals of food, nutrition and exercise, including:

  • Food handling skills.
  • The functionality of raw and cooked food ingredients.
  • The key social issues in nutrition, sport and exercise.
  • How nutrition, metabolism and digestion relate to diet and health.
  • How to analyse food and drink using a range of scientific techniques.
  • The nutritional needs throughout an individual’s lifespan.

For the first two years, everyone takes Food Science, Nutrition and Wellbeing as a foundation. After that, you can specialise in other areas if you want to or carry on studying this pathway. See more in the 'How the Course Works' section below.

If you 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. Plus, this course is aligned with the General Teaching Council (GTC) requirements for the PG Diploma in Home Economics teaching.

Our Food and Nutrition degrees ranked top in Scotland and 3rd in the UK in the Guardian 2021 University Guide. And Abertay is widely regarded as THE place to come for high quality teaching. But don't just 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).

So apply to study your Food Science, Nutrition and Wellbeing degree here at Abertay, and get your career off to a great start. 

Book an Open Day

Abertay University's 2022 Open Day will be held on Saturday 1 October. 

An Open Day is the best way to help you decide what you want to study. See lecturers and students, the facilities for the course(s) you're interested in and get a flavour of the campus.

Book an Open Day

Your Degree Journey Starts Here

Food, nutrition and exercise are all key for a healthy lifestyle. Explore how these areas impact on the wellbeing of the nation in our state-of-the-art facilities.

You gain all the key skills needed to make you highly employable. We produce graduates who are more than ready for the fast paced and demanding world of work.

Female using knife and chopping board to prepare food

Potential Careers

There has never been a more exciting time to study for your future career. This sector is growing all the time, especially in light of recent events such as COVID 19 and climate change. 

We are extremely proud of our graduates who have gone on to do amazing things. The kind of jobs they have include:

  • Nutritionist
  • Food safety officer
  • Home economics teacher
  • New food product development specialist
  • Health improvement officer
  • Food Scientist

 

Female working with food equipment in a food laboratory

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

Introduction of the theory and practice of biology for Food Science students.

Indicative content:

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

Brief description

The fundamental areas of civil law. Understanding the 'legal system' in general and examining the nature and sources of law to consider contract, delict, and degree-specific legal contexts.

Indicative content:

  • Legal systems: The nature of law; the distinction between civil and criminal law; sources of law; the structure of the courts; impact of EU law on Scots law.
  • Contract: Nature and formation; essential features and validity; terms of the contract; breach of contract; extinction of contractual obligations.
  • Delict: Nature of delict; culpa and negligence; strict and vicarious liability; Consumer Protection Act 1987; defences to an action in delict.
  • Employment law and Food Law: Nature of employment and contractual relationship; unfair and wrongful dismissal; health and safety in the workplace. Nature of Food law in UK and EU; registration/approval of food business establishments; labelling.

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.

Years 1 and 2 Elective Modules

You must study and pass one elective module of your choosing

Brief description

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

Module content:

  • Social impacts

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

  • Security

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

  • Sustainable urban food production

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

  • Energy, waste and water

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

  • Digital technologies

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

Brief description

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

Module content:

The challenge of sustainable development
Problems associated with life in the 21st Century and the relationship to scientific provisionalism and uncertainty.

The genesis of sustainable development concept
Developments associated with the Club of Rome are outlined while Limits to Growth and the Tragedy of the Commons.

Evolution of sustainable development
The Reo Summit and Suitability, and Policy Developments thereof.

Scientific inquiry and sustainable development
Controversial issues like climate change, oil peak, and food production and the role of science in helping delimit them as problematic.

Mainstreaming sustainability
Sustainability and Mitigation, Adaptation and Resilience, as individual and social concerns, and their role in transformation.

Communicating sustainability
Human well-being, Environmental Justice, Environmental Policy and the practicalities of Sustainability in Scotland.

Sustainable development in practice
Community Empowerment associated with Land Reform. Energy Production and Food Production in Tayside.

Ethics and sustainability policy
Active citizenship and globalisation.

Innovating locally, transforming globally
Transformations required to embrace Sustainability.

Active relationship for sustainable futures
Thinking globally, acting locally.

Brief description

How lifestyle can affect physical and mental well-being. Reflect on your own lifestyle choices and how to incorporate good health behaviours into your life.

Module content:

  • Sleep and stress
    The impact of sleep and stress on health and performance. Completion of sleep diaries and questionnaires related to sleep patterns and stress.
     
  • Physical activity
    Current physical activity recommendations, components of physical fitness.
     
  • Physical inactivity
    Understanding why people are inactive. The link between physical inactivity, obesity and type 2 diabetes.
     
  • Physical activity and mental well-being
    The effects of physical activity on mental well-being.
     
  • The effect of carbohydrate consumption and exercise on blood glucose
    Measurement and recording of blood glucose in response to the carbohydrate ingestion and exercise.
     
  • Simple health and fitness testing
    Measurement and recording of data. Tests will include blood pressure, strength, endurance and flexibility. Data will be compared with normative values for these tests.

Brief description

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


Module content:

•    Potential 'timeless' debates 
Debates delivered by internal and external experts on: e.g. existence of God; privacy and civil society; private property; money as source of 'evil'; nature/nurture; free speech; pornography; capital punishment; prostitution; animal experimentation; meaning of justice; abortion; affirmative action; just war; trade union power; good life/good political community; human nature; monarchy; value of democracy; meaning of equality; citizenship rights.

•    Potential 'timely' debates
Debates delivered by internal and external experts on: eg, Scottish independence, academic freedom; drug legalisation; drug use in sport; immigration; free health care; war on terror; EU membership; euthanasia; progressive taxation; race and gender discrimination; gay marriage; human rights; politics/sport; global warming; internet censorship; nuclear power; education league tables; nuclear weapons; GM agriculture; religion; cloning; fair trade; value of contemporary culture.

•    Critical thinking seminars
Follow-up discursive discipline specific seminar sessions led by teaching staff on topics covered in formal debates. Learn to identify types of argument presented, evaluate perspectives and to reflect upon their own reasoning processes and value assumptions. The debates and seminars facilitate a foundation for the acquisition of graduate attributes.

•    WEB CT Wiki discussion forum
Work in small groups to write a short 800 word indicative "Thinking Summary" online Wiki of the arguments presented in each debate. These summaries will be constructed by each designated Thinking Group of three students using the Wiki facility on Blackboard which will facilitate further discussion on the moderated WEB CT discussion forum.

Brief description

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


Module content:

•    Renewable energy non-technical challenges and opportunities
Social and political challenges and opportunities of renewable energy production supply and consumption. Economic and environmental challenges of renewable energy production supply and consumption. Strategic and managerial challenges of renewable energy production supply and consumption.


•    Renewable energy technological challenges and opportunities
Geotechnical, Geophysical and Hydrographic information; Knowledge of sources of hydrographic information and interpretation of published charts. Forces on structures; Appreciation of the various forces acting on marine structures. Technical limitations and challenges of energy distribution systems and energy storage. Current technological development trend, collaborative innovation in renewable energy.

Brief description

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

Module content:

•    Introduction to equality and ethics legislation 

•    Diversity competence and moral/ethical reasoning 
Inclusiveness, equal opportunities, positive action, reasonable adjustment.

•    Attributes for the workplace and for global citizenship.

•    Reflective practice 
Application of models of reflective practice.

•    Contemporary issues

Brief description

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

Module content:

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

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

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

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

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

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

Brief description

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

Module content:

•    Current state of computer security
An overview including legal aspects.

•    Cyber-attacks, vulnerabilities and threats
Malware, Network attacks (denial of service, packet sniffing etc.), bots and rootkits. How the bad guys can obtain your password.

•    Information leakage
Recovery and forensics recovering deleted or corrupted files. What your browser knows about you. Web browser forensics.

•    Securing networks, accounts and devices
Defence against malware, honeypots, Secure protocols, intrusion detection, Password security, Mobile device security.

•    Human aspects of cyber security 
The Psychology of Hackers, Social Engineering, identity theft, Usability vs security.

•    Breaking the code
An introduction to cryptography, Encryption and Decryption, public and private keys, the key exchange problem.

•    History of cryptography 
The Caesar cipher, polyalphabetic ciphers, the Playfair cipher, the role of Enigma and the Bletchley Park cryptographers in WWII.

•    Computers and Crypto Diffie-Hellman and RSA encryption
Phil Zimmerman and “Pretty Good Protection". Quantum Cryptography – Provably unbreakable information hiding. Mathematical Underpinnings – Large prime numbers and why they matter.

•    Steganography
 A picture's worth a thousand words when you're hiding the wood in the trees.

•    The law, society and cryptography 
Why you can be imprisoned for forgetting your password. The Civil Liberties Arguments for and against strong-crypto. International perspectives on information hiding, information freedom, the right to privacy and the conflicts between these. Are unbreakable cyphers an unqualified “good thing”?

Brief description

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

Module content:

  • Interdisciplinary research
    Introductory lectures will discuss the definitions, methods, benefits, challenges, and drawbacks of disciplinary and interdisciplinary approaches and the role of public policy influencing research
     
  • Global challenges
    Challenges from different disciplines. Examples include: Climate Change: causes and impact; Serious Games: science and application of visualization and games; Global Security: valuing ecosystems: balancing policy, economics and environment; Contemporary Challenges to Healthy Living; Food Security: global threats and local needs; Energy Poverty: space travel.

Brief description

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

Module content:

Developing a science communication activity
Target audience, sources of information to identify suitable activities (CfE documentation etc.), health and safety, issues around working with specific groups, accessibility, ethics, costing and sustainability.

The landscape of engagement and current practice
Types of public engagement activities, target audiences, funding, role of learned societies, universities and other bodies. Public engagement in Dundee and Tayside.

Brief description

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

Module content:

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

•    Games for change
Understanding how games can benefit society.

•    Game mechanics
Deconstructing core components of popular game genres.

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

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

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

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

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

Brief description

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

Module content:

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

Brief description

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

Module content:

•    Overview of the scope and the content of concept of critical infrastructure failure during natural disasters and resilience against such failures
The consequences of geophysical, hydrological and meteorological disasters on critical infrastructure and critical infrastructure protection capabilities against natural disasters. Interdependencies of critical infrastructures during large disasters, presents a brief review of current research being done in this field, and presents a methodology to address interdependencies.


•    The identification of the vulnerabilities of the critical systems
The critical systems upon which modern society, economy, and polity depend. The identification of the vulnerabilities of these systems threats that might exploit these vulnerabilities. The effort to develop techniques to mitigate these vulnerabilities through improved design.


•     Flooding in Scotland
General overview of fluvial, pluvial and coastal flooding, the structural, economic and societal impact and responses to flooding. Resources will include historical examples, current policies and information (including SEPA flood maps). Case study (with virtual/actual field visit?) the Perth Floods of 1990 and 1993 and the Perth flood defence scheme*


•    Landslide origins, types and mitigations
General overview what landslides are, why they happen and what can be done to prevent them.


•    Structural failure
An example such as why the Tay Bridge failed and what it meant for the Forth Rail Bridge.


•    Reports and investigations
The role of reports in accident and disaster investigations in creating informative reports; case studies of accidents, disasters, learning from history, learning from case studies, learning from common law

Brief description

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

Module content:

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

Brief description

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

Module content:

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

Brief description

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


Module content:

Crime scene investigation
How a crime scene is examined in the context of incomplete contextual information and to avoid loss or contamination of evidence and the maximising of the value of evidential material.

Media involvement
Positive and negative effects of the media/public interest in the crime.

Forensic biology
Examination and evidential value of body fluids, DNA, hairs and fibres.

Forensic chemistry
Analysis for drugs, toxicological analysis, firearms, explosives, and trace evidence.

Digital sources
Evidence from CCT, mobile phones, computer hardware, on−line behaviour.

Forensic reasoning and practice
An introduction to forensic problem solving, thinking styles, case assessment and interpretation.

Psychology of witnesses and suspects
False confessions, offender profiling, effects and avoidance of cognitive bias in forensic science through process design.

Year 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 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 Option Modules

In Term 1, you must study and pass three modules from the six modules below. You must choose FOD307 if you plan to choose FOD302 in Term 2. Do not select FOD307 if you plan to choose FOD308 and SPS408 in Term 2. 

This field is required

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 

A practical module providing research tools and theoretical enquiry into consumer orientated reasons for poor dietary choices and the potential technical and psychological solutions.

Indicative content 

  • Satiety/obesity and CVD explored in terms of drivers of consumption: Genetic and ageing differences in sensory perception explored. Supertasters (bitter reception/ fat taste – CD36) Chewing strategies and satietyBiomarkers, hormones and receptors e.g. satiety Cognitive factors] Sociological approach
  • Research methods: Methodological review of techniques – strengths and weaknesses. e.g. Attitudinal scoring does it predict behaviour ? Working knowledge on a variety of techniques Basic report writing skills. Accuracy, Data presentation and analysis, Experimental critique, and Report Structure
  • Solutions/interventions Psychological, medical and technical solutions investigated

Brief description

This module provides you with knowledge about interactions of nutrients with other components (non-nutrient food components; gene and drug interactions). The module gives also information about methods used for assessment of the nutritional status and an introduction to nutritional genomics.

Indicative content

  • Introduction to nutritional genomics: 1 – Genetic fundamentals 1.2 – Genetics and Nutrition (Nutrigenomics & Nutrigenetics)
  • Food-Drug interactions: 2.1 – Drug use and nutritional Status 2.2 – Drug effects on Food and Nutrients 2.3 – Food and Nutrient effects on drugs 2.4 – Alcohol (as a drug)- absorption, metabolism and effects on health
  • Non-nutrient components in foods: 3.1 – Bioactives and their metabolic activity 3.2 – Main Classes of anti-nutrients and their effect on nutrient’s bioavailability 3.3 – Adverse reactions to Food/Food components
  • Functional Foods: 4.1 – Definition of Functional Foods and their health benefits 4.2 – Functional Foods (Prebiotics and Probiotics) 4.3 - Functional Components
  • Laboratory data in nutrition assessment: 5.1 – Indicators of Protein-Energy Malnutrition (undernutrition- starvation and chronic undernutrition) 5.2 – Inflammation and Biochemical Assessment 5.3 – Markers of vitamins status (overview of function and deficiency) 5.4 – Markers of iron status (overview of function and deficiency)

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.

Brief description

In this module you will learn the principles of assessment and exercise programming, examine acute and chronic outcomes of training to improve health and undertake several physiological/fitness tests. You will also learn how to use the fitness tests results to plan, implement and evaluate individualised and safe evidence-based exercise programmes that will help clients achieve their health goals.

Indicative content

  • Demonstrate a critical understanding of the theoretical and scientific basis of health related fitness testing and training.
  • Explain and critique acute and chronic responses to exercise.
  • Critically appraise and be proficient in a range of assessments of health related fitness.

In Term 2, you must choose either FOD302 or FOD308 and SPS408.

Brief description

The placement is a planned part of your education. It is designed to complement and extend the academic programme and provides an opportunity for you to accept responsibility for your own personal and professional development, learning and training.

Indicative content

  • Briefing: Final preparation for placement building on Professional Development for Placement and Research module - in semester 1 (FOD307)
  • Placement: Individual learning experiences will vary depending on the organisation/ agency to which a student is attached. Each student will undertake an unpaid work placement during Term 2.
  • Debriefing: Follows immediately upon completion of the period of work placement and is designed to offer guidance to the student in order to better enable them to transfer their learning experiences and to future learning.

Brief description

The Lifestyle Management module is designed to enhance communication skills to support behaviour change intervention strategies that are used to elicit lifestyle change to promote positive health and wellbeing. 

Indicative content

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

Year 4 Core Modules

You must study and pass SCN421 in Term 1 and SCN422 in Term 2

Brief description

This module provides you with the theoretical underpinning required to pursue a detailed investigation of a research topic of choice. It explores the qualitative and quantitative research methodologies and the range of statistical analysis techniques used in conducting research, as well as the development of 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 Data: 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

This module allows you to develop your own intellectual processes and communication skills in the pursuit of research goals substantially defined by you.

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.

Year 4 Option Modules

You must study and pass two option modules in Term 1 and one option module in Term 2. You can only take one of the modules marked with an asterisk if not taken in Year 3. Please see Programme Leader for advice/approval.

Brief description

This module will cover methods use in nutritional epidemiology with its limitations and benefits. The module will provide information related to design, implementation and analysis of epidemiologic studies that address questions of dietary intake and nutritional status.

Indicative content

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

Brief description

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

This module will examine the role of physical activity for special populations. It will examine how participation in physical activity has the potential to enhance physical, social and mental health and well−being. The challenges of getting different population groups to engage in physical activity will also be examined.

Indicative content

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

Brief description

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 

A practical module providing research tools and theoretical enquiry into consumer orientated reasons for poor dietary choices and the potential technical and psychological solutions.

Indicative content 

  • Satiety/obesity and CVD explored in terms of drivers of consumption: Genetic and ageing differences in sensory perception explored. Supertasters (bitter reception/ fat taste – CD36) Chewing strategies and satietyBiomarkers, hormones and receptors e.g. satiety Cognitive factors] Sociological approach
  • Research methods: Methodological review of techniques – strengths and weaknesses. e.g. Attitudinal scoring does it predict behaviour ? Working knowledge on a variety of techniques Basic report writing skills. Accuracy, Data presentation and analysis, Experimental critique, and Report Structure
  • Solutions/interventions Psychological, medical and technical solutions investigated

Brief description

This module provides you with knowledge about interactions of nutrients with other components (non-nutrient food components; gene and drug interactions). The module gives also information about methods used for assessment of the nutritional status and an introduction to nutritional genomics.

Indicative content

  • Introduction to nutritional genomics: 1 – Genetic fundamentals 1.2 – Genetics and Nutrition (Nutrigenomics & Nutrigenetics)
  • Food-Drug interactions: 2.1 – Drug use and nutritional Status 2.2 – Drug effects on Food and Nutrients 2.3 – Food and Nutrient effects on drugs 2.4 – Alcohol (as a drug)- absorption, metabolism and effects on health
  • Non-nutrient components in foods: 3.1 – Bioactives and their metabolic activity 3.2 – Main Classes of anti-nutrients and their effect on nutrient’s bioavailability 3.3 – Adverse reactions to Food/Food components
  • Functional Foods: 4.1 – Definition of Functional Foods and their health benefits 4.2 – Functional Foods (Prebiotics and Probiotics) 4.3 - Functional Components
  • Laboratory data in nutrition assessment: 5.1 – Indicators of Protein-Energy Malnutrition (undernutrition- starvation and chronic undernutrition) 5.2 – Inflammation and Biochemical Assessment 5.3 – Markers of vitamins status (overview of function and deficiency) 5.4 – Markers of iron status (overview of function and deficiency)

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

In this module you will learn the principles of assessment and exercise programming, examine acute and chronic outcomes of training to improve health and undertake several physiological/fitness tests. You will also learn how to use the fitness tests results to plan, implement and evaluate individualised and safe evidence-based exercise programmes that will help clients achieve their health goals.

Indicative content

  • Demonstrate a critical understanding of the theoretical and scientific basis of health related fitness testing and training.
  • Explain and critique acute and chronic responses to exercise.
  • Critically appraise and be proficient in a range of assessments of health related fitness.
This field is required

Brief description

This module explores the role of nutrition on the prevention and management of a variety of diseases.

Indicative content

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

Brief description

The development and design of a product formulation and production process for a defined food product concept, and the production and marketing of the product 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

The Lifestyle Management module is designed to enhance communication skills to support behaviour change intervention strategies that are used to elicit lifestyle change to promote positive health and wellbeing. 

Indicative content

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

How the Course Works

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 Science, Nutrition and Wellbeing.

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.

Entry Requirements

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

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

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

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

Qualification Type Grade Requirements Essential Subjects
Higher (standard entry) BBBB 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 B2B2B2B2 OR H3H3H3H3 None
International Baccalaureate 28 Points None
BTEC Extended Diploma MMM Applied Science, Business, Enterprise and Entrepreneurship, Environmental Sustainability, Health & Social Care, Hospitality, Sport, Sport and Exercise Sciences, 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
SQA HNC B Soft Tissue Therapy

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 2022-3. 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.

... then 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 International Scholarship

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

Abertay RUK Scholarship: Games/Computing/Cyber

A scholarship for prospective undergraduate games, computing and cybersecurity students applying from England, Wales or Northern Ireland.

The Robert Reid Bursary

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

Your Passport To Success

If your interests lie in nutrition and health, public health nutrition or home economics teaching, this degree could be your passport to success.  

Your CV will be enhanced by a relevant work experience placement in schools, National Health Service or community roles and projects linked to health and nutrition.

So get your career off to a great start, and apply now to study your Food Science, Nutrition and Wellbeing degree here at Abertay.

 

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

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Linzi Brechin

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

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Woman sitting smiling

Laura-Alexandra Smith

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

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

Samuel Ceolin

BSc (Hons) Food and Consumer Sciences, 2016

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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)).

Food Science, Nutrition and Wellbeing is a new degree for September 2022, so this is an example of a course run by the same department.

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