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  • Digital Media Technology BSc (Hons)

Digital Media Technology BSc (Hons)

Why choose this course?

The media industry is constantly evolving and shaping both society and education. This course will teach you the specialist skills needed for this highly competitive area. These include fundamentals of media, 2D and 3D computer graphics, introduction to computer programming, motion graphics, UX design, visual effects and much more through the option modules such as digital games creation. 

In addition to the formal teaching on the course, you will also have the opportunity to participate in industry visits in central London - the home of many digital media and creative companies. Also you can join in the games or VR focused activities through our popular inKUbator lab or CAVE labs. 

Past students have gone onto work for prestigious companies such as the BBC, Framestore and Double Negative within the creative industries. Some notable successes include visual effects for the blockbuster films such as Avatar, Gravity and Superwoman; others for smaller independent companies which make online content for Games of Thrones. Some enterprising students have even formed their own successful companies. 

Our computer-based courses ranking rose by 34 places in the Guardian University League Tables for 2018.


Attendance UCAS code/apply Year of entry
3 years full time G450 2020
4 years full time including sandwich year G454 2020
4 years full time including foundation year G455 2020
6 years part time Apply direct to the University 2020
Location Penrhyn Road

Reasons to choose Kingston University

  • To support your studies, there are opportunities for industry visits in central London, home to many digital media and creative companies. 
  • You'll have access to extensive media and games labs as well as VR and AR activities in the Centre for Augmented and Virtual Environments (CAVE). 
  • You'll build a strong portfolio of work, ready for employment in the industry.

Digital Media Technology at Kingston Unversity

What you will study

Please note that this is an indicative list of modules and is not intended as a definitive list as these could change before your year of entry.

Year 1

Year 2

Optional sandwich year

Year 3

Core modules

Introduction to Digital Media

30 credits

This module covers two areas: one, the key digital media software applications that manipulate still and moving imagery as well as audio production, and two, the practice of acquiring digital assets through photography and filming, for creative media production. This will entail use of lights, cameras, and editing. The theory is delivered through the lectures and the practice through workshops which underpin all skills acquisition and development.

Computer Generated Imagery

30 credits

The Computer Generated Imagery (CGI) Module introduces students to professional 3D Computer Graphics and Animation. Here you will learn how to construct 3D geometric models, apply shaders using assorted textures, illuminate them and render these to create high quality images. You will also acquire underlying knowledge to make efficient use of topology for generating 'clean modelling'. The assessment encourages portfolio skills development approach through creation of 3D CGI assets.  The module also provides a broad introduction to the fundamental scientific concepts underpinning digitally generated imagery.

Professional Environments 1

30 credits

The goal of the Professional Environments module is to prepare students for professional practice firstly by ensuring they acquire suitable employability assets and secondly by equipping them with an understanding of the role of a professional in society and the role of professional bodies.

While the bulk of the taught programme focuses primarily on domain knowledge, the Professional Environments module focuses on developing key skills (as enumerated in the Programme Specification), personal qualities (eg commercial awareness, reliability and punctuality, understanding the centrality of customers and clients), and professional knowledge including the need to engage with continuing professional development. With such assets, students will generate a CV, an employment portfolio, and a professional online presence.

Being a professional also means understanding the key legal, ethical and societal issues pertinent to the domain, and understanding the need for continuing professional development (CPD) especially when technology develops at such a rapid pace. The module is designed to support different domain areas and to integrate experience from other professions. The subject areas being studied demand a global perspective which encourages the inclusion of our diverse of communities and national practices.

Reflecting the fact that team working is ubiquitous in the modern workplace, a significant proportion of the assessment work on the course is group-work based. There is considerable evidence that group work promotes a much deeper engagement with taught content. It also encourages the development of diverse learning communities. This module will therefore introduce students to best practice in group working covering how to approach group work, how to deal with different types of people, and methods of selecting and managing groups.

Programming I Thinking Like a Programmer

30 credits

This module is taken by all first year undergraduate students undertaking a degree in the computing subject area. Previous experience of programming is not assumed. The module seeks to introduce a foundation for programming that can be built on in subsequent years and that accommodates specialist practice within computing eg games, software engineering, media, UX etc.

Teaching and learning is split between a variety of different units to ensure the module is flexible enough to accommodate each cohort and student's needs. As befits a practical discipline like programming, a hands-on approach is used that facilitates self-paced and self-directed learning. Students are encouraged to engage with, develop and experiment with programs in a constructivist fashion inspired by bricolage (Stiller, 2009; Stiller, 2017).

The intent is to build students' confidence as they learn to program, and provide a foundation that can be built on so that in later years they can go beyond simple solutions to problems and be ready to engage in full-fledged application development.

Core modules

Digital Motion Graphics and Compositing

30 credits

This module builds on the foundations of the Level 4 modules, in particular TS4001 and develops knowledge and skills in creating and manipulating motion graphics assets, managing the editing process and compositing multi layered as well as multi nodal visual effects. This includes still images, video, audio, paint, and video based animation and effects.

These skills are further developed to a high level of appreciation, in particular for the flow of work for digital editing and contemporary composting in 2D and 3D spaces. You will acquire knowledge, develop skills and synthesis media products for self and tutor assessment. Professional level motion graphics, editing and compositing software will be employed. Furthermore studio based green/blue screen filming will be undertaken to create original material for visual effects project work.

Multimedia Authoring and Design

30 credits

The primary aim of this module is to develop a range of skills in the creation of multimedia products, through the study and production of sophisticated content driven interactive material using industry standard multimedia authoring software. You will also be taught to write computer code (script) to a high level using a scripting language in order to generate interactive content, animation, navigation and data storage/retrieval.

Professional Environments 2

30 credits

Following a project-based pedagogic approach, students will undertake a major inter-disciplinary team-work project drawn from a list of authentic industrial problems. Achieving the goals of the project will require students, firstly, to apply the various development methodologies they have acquired on their course and, secondly, to develop professional skills in project management and team working.

While the bulk of the taught programme focuses primarily on the learning of domain knowledge, the goal of the Professional Environments 2 module is to prepare students for professional practice in their respective domains. They will develop the necessary project management and team-working skills, and, by working as a team on an authentic industrial project, they will gain a high degree of familiarity with the typical requirements capture, design, and development methodologies relevant to their discipline. With the focus on making real-world artefacts, the students will integrate their work into an employment focused portfolio.

Being a professional practitioner also mean critically assessing both goals and solutions from legal, ethical and societal perspectives as well as addressing security and safety concerns. Students are also encouraged to consider their continuing professional development needs and to engage with their professional bodies. To encourage career management skills and promote employability after graduation, students are expected to integrate the artefacts they produce and reflective practice narratives into their employability portfolios and personal development plans.

The module is designed to support different domain areas and to integrate experience from other professions. The subject areas being studied demand a global perspective which encourages the inclusion of our diverse of communities and national practices.

Optional modules

Modelling and Animation

30 credits

This portmanteau module can be taken by students who have either already taken an introductory 3D computer-generated imagery (CGI) module or by students with no prior experience of 3D computer-generated imagery. Students with no prior CGI experience will learn the use of a professional 3D computer graphics and animation application. They will learn how to build 3D models, shade them and apply assorted texture types, illuminate them and render them out as images. They will learn how to make an efficient use of data, and appreciate the underlying topology of the geometry that makes up that model. The balance of assessment will be in the form of creation of 3D computer generated assets and presenting these as rendered images.

User Centred Design

30 credits

This is an optional module intended for undergraduate students who are studying computing-related subjects. HCI is the core academic discipline that examines the relationship and interface between human and computer. It informs and provides the theoretical and methodological foundation for user experience, the professional discipline which is practically applied. Although this module forms part of the user experience guided pathway it can be taken as a standalone module.

You will explore major themes in HCI from both a theoretical and a practical perspective. The module will establish an understanding of key concepts within HCI theory and methods, and examines techniques for HCI design and evaluation. It offers students a practical domain in which to apply knowledge and skills, including those from other modules, to the design, implementation and analysis of interfaces between people and computer systems. You will undertake practical exercises in which you will evaluate real-world problems to identify user experience issues. You will utilise the synthesis of data from methods which explore user needs and requirements and also users' cognitive models to build a suite of artefacts eg. personas, user journeys, empathy maps etc which will inform a prototyping phase. This process involves iteratively building on low, medium and high fidelity prototypes of increasing complexity and levels of iteration. Thus you will synthesise theory and empirical data to build prototypes of a redesign solution to usability issues. These artefacts will iteratively and incrementally inform a user centred design.

Database Driven Application Development

30 credits

This module seeks to establish the skills required to build full-stack database-driven web applications. You will learn how to design, build and query databases according to user information needs using logical data models and structured query language (SQL). You will also learn how to design and build scalable interactive applications that are delivered over the web and integrated with a backend database.

Core modules

Industrial Placement

60 credits

This module is an essential course programme component for students on the sandwich route of an honours degree "with professional placement".  It is a key element in providing an extended period in industry gaining real world employability skills. Students are supported both before and through their placement by the SEC Placement team. Students that successfully complete their placement year will graduate with a 4 year sandwich degree.

Core modules

Visual Effects

30 credits

This module examines the skills that are required to be implemented in the production of a visual effects shot. Those skills include the acquisition of film and video footage for use in visual effects, the creation of computer generated assets both in 3D and 2D form, and the compositing of those elements into a finished shot. The module builds upon specialist skills learned by students at levels 4 and 5, develops these further and demonstrates how tasks involved in creating a visual effects shot work together. The module looks at the professional working practices of the film, television, visual effects, post production and computer graphics industries and the various roles taken on by individuals working in these industries. Success in the module depends on both students' individual skills and their abilities to work as part of a team.The major assignments will be group projects to create visual effects shots.

Individual Project

30 credits

The goal of the module is to further develop skills in organisation, timekeeping, research literature, developing and critically analysing results as well as reporting work verbally and in a written format. The end result will be an artefact or artefacts which demonstrate creativity and technical competence as well as a technical report.

Optional modules

Game and Media Creation Processes

30 credits

The module provides an in-depth real-world simulation of the business of making computer games in teams using industry-standard production management techniques and simulating a professional environment of collaboration to deliver a product on time. The module links with the games inKUbator where you will have the opportunity to work with others to create games, emulating the industry environment.

Mobile Application Development

30 credits

While this module provides a foundation for careers in mobile application development, mobile is becoming increasingly ubiquitous and the skills taught also have applications in UX, web development and software engineering in general. Although there are no prerequisites, it is assumed that students have acquired a general familiarity with programming and software development principles through their previous study.

The module is divided into two phases. In the first phase of the module students will be introduced to software development for the two major mobile platforms. This will cover development environments for these platforms, UI conventions, building and deploying simple applications. Students will then be introduced to cross platform development environments for mobile development.

Finally, standard frameworks for mobile web development will be introduced. The second phase of the module is organised around a practical project. Students will choose one of the platforms on which to build a mobile application of their choice. This project students gives students the opportunity to specialise and explore their chosen platform in greater depth, acquiring the knowledge and proficiency to be able to design and build complex mobile apps. Students will be encouraged to publish their apps in one or both (in the case of a cross-platform app) of the two major app stores, thus providing an introduction to mobile application delivery and distribution.

User Experience Design Thinking

30 credits

This is an optional module intended for undergraduate students who are studying Computing-related subjects. Although it forms part of the User Experience guided pathway it can be taken as a standalone module and previous experience of UX is not assumed. This module will focus upon the skills, methods and tools required in careers such as UX Architect, UX Designer, Service Designer, Information Architect or Digital Product Designer. The curriculum is finely balanced between theory and practice. Students are directly immersed in organisational practices and skills used in industry and will make use of academic theory in this practical context. Students will learn to develop investigative, analytical, technical, communication and advocacy skills to help them shape interactive technologies that augment people's abilities, enhance their creativity, connect them to others and protect their interests. They will also become aware of the impact of levels of digital literacy, availability of and access to technology, economic and business drivers, regulations, and regional/cultural norms. The module will also develop methods and skills required to understand current users, to investigate non-use, and to imagine future users.

Digital Entrepreneurship

30 credits

Entrepreneurship is a major driving force in creating economic growth and this module illustrates how to work in an entrepreneurial fashion. At the heart of entrepreneurship is innovation which can come in many forms. Sometimes this can be an incremental but generally gives significant improvement to the customer or alternatively as a new breakthrough or transformational innovation. Incremental innovation is aimed at increasing the value of a product or service, to add more value and thereby creating new and superior value chains. Breakthrough innovation often creates new categories of product or transforms the historical ways of doing things.

From this foundation, the module proceeds to explain how to develop a strategy not only to satisfy the critical needs that organizations have, but also aims to explore the application and use of improved value chains using the concepts of corporate venturing (spin-out/intrapreneurship) and Entrepreneurship (new venture creation). However it is not simple to start a new company. Especially the Tech branch is characterized by fast developments, shifts of focus and low barriers to entry, where holding back from "bleeding edge" is essential and is one of the important differentiating factors between Tech Entrepreneurship and other forms of entrepreneurship. This means that one can no longer count on "good luck", but insight, understanding, knowledge and a systematic approach all have to be learnt.

This module will equip participants with the concepts needed for roles in analysis, consultancy and management in technology environments, plus the necessary knowledge to work successfully in an innovative company, as well as providing a good background for new venture creation (Entrepreneurship) for those considering self-employment or founding new technology firms


The information above reflects the currently intended course structure and module details. Updates may be made on an annual basis and revised details will be published through Programme Specifications ahead of each academic year. The regulations governing this course are available on our website. If we have insufficient numbers of students interested in an optional module, this may not be offered.

Entry requirements

Typical offer

  • 112 UCAS points from a minimum of two A Levels or equivalent Level 3 qualifications.
  • A Levels should consist of one media or media-related subject(s) preferred such as Art or Design, Media, Photography or Technology. Should none of these be studied, an online portfolio demonstrating digital media based work using software such as Photoshop, Premier or any 3D application such as Sketup, Blender or Maya would be requested.

Alternatively, BTEC Extended Diploma with grades DMM or BTEC Diploma with grades D*D* in a Computing, Science, Engineering or Business subject area.

Candidates are normally required to hold five GCSE subjects grades A*-C including Mathematics and English Language (or comparable numeric score under the newly reformed GCSE grading).

Alternative routes

We will consider a range of alternative Level 3 qualifications such as an Access Course in a relevant Science, Computing, Business or Engineering subject which has been passed with 112 UCAS points.

Applications from those that have undertaken a Computing foundation year will also be considered.


We welcome applications from International Applicants. View our standard entry requirements from your country.

All non-UK applicants must meet our English language requirements. For this course it is Academic IELTS of 6.0, with no element below 5.5.

Teaching includes lectures, smaller tutorial groups and seminars, practical workshop sessions, individual assignments and group tasks.

The majority of assessment includes coursework and practical with a small amount of written exams. The focus is primarily on making creative digital products to demonstrate a portfolio of media artefacts and problem solving skills as well as proficient use of contemporary software tools.

Both formative and summative feedback will be provided to encourage students to progressively develop design skills and problem solving prowess.

Overall the aim is to foster a studio like environment for teaching and learning, to develop both creative talent and technical skills.

Guided independent study

When not attending timetabled sessions you will be expected to continue learning independently through self-study. This typically will involve reading journal articles and books, working on individual and group projects, undertaking preparing coursework assignments and presentations, and preparing for exams. Your independent learning is supported by a range of excellent facilities including online resources, the library and CANVAS, the online virtual learning platform.

Academic support

Our academic support team here at Kingston University provides help in a range of areas.

Dedicated personal tutor

When you arrive, we'll introduce you to your personal tutor. This is the member of academic staff who will provide academic guidance, be a support throughout your time at Kingston and who will show you how to make the best use of all the help and resources that we offer at Kingston University.

Your workload

Type of teaching and learning

Year 1

Year 2

Year 3

Year 1
  • Scheduled teaching
  • Guided independent study
Year 2
  • Scheduled teaching
  • Guided independent study
Year 3
  • Scheduled teaching
  • Guided independent study

How you will be assessed

Type of assessment

Year 1

Year 2

Year 3

Year 1
  • Coursework
  • Exams
Year 2
  • Coursework
  • Practical: 7%
  • Exams
Year 3
  • Coursework

Feedback summary

We aim to provide feedback on assessments within 20 working days.

Your timetable

Your individualised timetable is normally available to students within 48 hours of enrolment. Whilst we make every effort to ensure timetables are as student-friendly as possible, scheduled teaching can take place on any day of the week between 9.00am and 6.00pm. For undergraduate students Wednesday afternoons are normally reserved for sports and cultural activities, but there may be occasions when this is not possible. Timetables for part-time students will depend on the modules selected.

Class sizes

To give you an indication of class sizes, this course normally enrols 20 students and lecture sizes are normally 20­-290­.  However this can vary by module and academic year.

Staff teaching on this course

The course is taught at the Faculty of Science, Engineering and Computing. Faculty staff have a wide range of experience across research and industry and continue to practice and research at the cutting edge of their discipline. This ensures that our courses are current and industry informed ensuring you get the most relevant and up to date education possible.

Staff will use their experience and professional networks to hone your skills and shape you into the next generation of science, technology, engineering and mathematics (STEM) graduates.


  • Access to the media lab and film studio for blue screen vfx filming or TV programme production.
  • Access to the newly launched CAVE (Centre for Augmented and Virtual Environments) featuring HTC Vive, Oculus Rift and Sony PlayStation VR headsets.
  • Access to our games lab including Sony PlayStation 4 consoles. Software tools including Unreal, Unity Pro and Visual Studio.

Course fees and funding

2019/20 fees for this course

The tuition fee you pay depends on whether you are assessed as a 'Home' (UK or EU), 'Islands' or 'International' student. In 2019/20 the fees for this course are:

 Fee category  Amount
Home (UK and EU students) £9,250*
International Year 1 (2019/20): £14,200
Year 2 (2020/21): £14,600
Year 3 (2021/22): £15,000
Islands (Channel Islands and Isle of Man) To be confirmed by the Island Authorities

* These fees are annual and may increase in line with inflation each year subject to the results of the Teaching Excellence Framework (TEF).

Eligible UK and EU students can apply to the Government for a tuition loan, which is paid direct to the University. This has a low interest-rate which is charged from the time the first part of the loan is paid to the University until you have repaid it.

Additional costs

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Tuition fees cover the cost of your teaching, assessment and operating University facilities such as the library, IT equipment and other support services. Accommodation and living costs are not included in our fees. 

Where a course has additional expenses, we make every effort to highlight them. These may include optional field trips, materials (e.g. art, design, engineering), security checks such as DBS, uniforms, specialist clothing or professional memberships.

Text books

Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. You may prefer to, or be required to, buy your own copy of key textbooks.

Computer equipment

There are open-access networked computers available across the University, plus laptops available to loan. You may find it useful to have your own PC, laptop or tablet which you can use around campus and in halls of residences.

Free Wi-Fi is available on each of the campuses.


In the majority of cases coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing and photocopying costs are not included in your tuition fees.


Travel costs are not included but we do have a free intersite bus service which links the campuses and halls of residence.

Note for EU students: UK withdrawal from the European Union

EU students starting a programme in the 2019/20 academic year will be charged the same fees as those who began in 2018/19 (subject to any annual increase in accordance with the applicable terms and conditions and the Kingston University fees schedule).

They will also be able to access the same financial support for the duration of their course as students who began in 2018/19, even if their degree concludes after the UK's exit from the EU.

No assurances have yet been made regarding 2020/21 and beyond. Updates will be published here as soon as they become available.

2020/21 fees for this course

The tuition fee you pay depends on whether you are assessed as a 'Home' (UK or EU), 'Islands' or 'International' student. In 2020/21 the fees for this course are:

 Fee category Amount
Home (UK and EU students) £9,250*
International Year 1 (2020/21): £14,600
Year 2 (2021/22): £15,000
Year 3 (2022/23): £15,450

* These fees are annual and may increase in line with inflation each year subject to the results of the Teaching Excellence Framework (TEF).

Eligible UK and EU students can apply to the Government for a tuition loan, which is paid direct to the University. This has a low interest-rate which is charged from the time the first part of the loan is paid to the University until you have repaid it.

After you graduate

Graduates of this course are suited to jobs in the games and media industries, but the core skills learned are also excellent preparation for a wide range of computing careers. 

Many of our students have gone on to work for independent and large post production companies and have even started their own media companies. Some of the careers our students have gone on to work in include: 

  • Multimedia designer eg. Game of Thrones 
  • VFX artist: Compositor or 3D artist eg. Avatar 
  • TV: Digital editor or Motion graphics artist eg. BBC

Careers and recruitment advice

The Faculty of Science, Engineering and Computing has a specialist employability team. It provides friendly and high-quality careers and recruitment guidance, including advice and sessions on job-seeking skills such as CV preparation, application forms and interview techniques. Specific advice is also available for international students about the UK job market and employers' expectations and requirements.

The team runs employer events throughout the year, including job fairs, key speakers from industry and interviews on campus. These events give you the opportunity to hear from, and network with, employers in an informal setting.

Employability preparation at Kingston University

In addition to building expertise in your own discipline, our courses will also help you to develop key transferable skills that you'll need for professional life or further study once you graduate.

As well as a range of careers and employability activities at Kingston, we also offer you the chance to apply and develop your skills in live contexts as an integral part of your course. Opportunities include:

  • placements;
  • working or studying abroad;
  • volunteering;
  • peer mentoring roles; and
  • internship opportunities within and outside the University.

In your final year, you'll get the opportunity to complete a major 'capstone' project where you can apply the knowledge and skills you have acquired to a range of real issues in different contexts. This is a great way to learn and is a valuable bridge to employment or further research at masters level.

Courses available after you graduate

If you decide that you would like to go on to postgraduate study after your undergraduate course, we offer a 10 per cent discount on our postgraduate course tuition fees to our alumni.

What our graduates say

My time at Kingston University has been valuable in gaining experiences in the career I wanted to pursue as well as meeting some amazing people along the way. Taking the Media Technology course helped me to explore the different sides of the media industry ranging from the technical aspects to the creative side of things. Since graduating in 2016 I have had a number of job opportunities which led me to a career in the TV broadcast industry.

Agatha Torres – Digital Media Technology BSc(Hons)

James Francis describes why he chose to study digital media technology at Kingston University and how it prepared him with the knowledge and skills to work in the motion graphics industry creating TV adverts.

Student projects

Luke Dadley

Luke applied late in the summer and was unsure what area of media he wanted to pursue, however, following a short introduction and a tour of the facilities he decided digital media was right for him. He graduated in summer 2018 with first class honours topped with a double prize for achievement and best project.

Helium: Team Project

Final Year Team project comprised of James Bates, Jasmin Davies, Alexandra Klappich and Euan Muldoon. They brainstormed their own concept, and followed the classic stages of pre-production, production and post-production for their final year VFX module. After much enjoyable experimentation, the group found their stride to render there romantic/tragic narrative as expressed through their imaginative use of Adobe Creative Suite, Maya, Nuke...and host of other contemporary technologies. The breakdown illustrates the process of constructing their work.

Ben Chellaram

Ben had immense curiosity and passion for digital design. So, while exploring his possible future career through series of assignments in the second year, he realized Motion Graphics was what was really fascinated him the most. The video shows a keen eye for animation and effects, even for a short 15 second After Effects project. He found employment straight after graduation, and you can find more his personal and client project.

Antczak: CG Watch

Made by Patrick Antczak as part of his final year project, using 3D Maya, demonstrating excellent modelling, texturing, lighting and animation skills. As a mature student he felt dissatisfied working in customer services, and decided his career lay in the creative industries, but did not know which path to peruse. Following a series of modules based on video production, 2D animation and audio production, he found his feet with computer graphics.

Phyo: Mythical Landscape

Pyae Phyo turned to his home country of Burma, for his inspiration. His growing interest in motion graphics (After Effects) and compositing (Nuke) helped him to research visual effects extensively, before finding actors for filming, using our green screen studios and creating a magical world through CGI (Maya). He edited all these to tell his ancient tale of mythical lands he remembered as a boy through the new digital technology.

Monika: Behind the Curtain

Monika Jastrzebska's passion for film, documentary and contemporary life brought her to the world of the theatre. In her exploration of visual story telling she discovered how the modules through the first and second years of her study could be brought together to make this visually compelling story of how the theatre can empower people.

How we work with industry partners

A diverse team of professionals teach this course, bringing a wealth of experience with them. This means that:

  • our teaching is illustrated by personal experience;
  • you have access to practical help from someone with up-to-date knowledge; and
  • the calibre of our teaching is known to a wide pool of employers.

Work-based learning

You develop your skills by undertaking a number of projects that are based on workplace scenarios.  These help you:

  • learn how to apply your academic studies to real-life situations;
  • prepare for the job market; and
  • ascertain the career direction that interests you most.

Events and lectures

Embedded within the academic year are two Enrichment Activity Weeks. The first is in week 6 of Teaching Block 1 and the second in week 12 of Teaching Block 2, which include Careers and Employability events.

These provide students typically with the opportunity to explore their CV and interview skills and look forward and plan for both industrial placement and their employment after university.

Our award-winning careers service offers a range of events, which include; employers on campus to promote internship, placement and graduate opportunities; profiling specific roles within industry; and exposing students to employers and building skills and knowledge.

The current set of events include part-time jobs fair, guest lectures, the Big Kingston Careers Fair, Enrichment Week activity, Creative Conference, work abroad fair.

In addition a range of software development competitions and hackathon type events are organised by the staff and various societies.

How you can work in industry during your course

This course is offered in both sandwich and non-sandwich modes. Work placements are actively encouraged as they expose students to a real working environment, which makes them more experienced and employable after their first degree. Work placements also enable employers to find employees for permanent positions.

The University's career service, has a specific team for the faculty that helps source industrial placements. Placement specialists within the team help students throughout the application process, with support interviews and throughout the transition to work, for example; with mock interview sessions, CV workshops, careers fairs and industry speakers on employers' needs. The team monitors the student whilst in industry. Placement students are visited whilst in industry by a network of academics who act as individual placement tutors.

Work placement year

Examples of placements

Placements can be with large multinational companies, international companies, local companies and small start ups; offering a diverse range of posts. Here are some examples of employers and roles:

Construction-based placement employers Construction-based placement roles 
RG Group
Willmott Dixon
Assistant site manager
Assistant trades package manager
Assistant logistics manager
Health and safety officer
Construction engineer
Science-based placement employers  Science-based placement roles
Reckitt and Benckiser
Drug Control Centre
Minton Treharne and Davies Ltd
Various local and international hospitals
Bioanalytical sciences
Lab assistant
Pharmacy assistant
Sports coach
Engineering-based placement employers  Engineering-based placement roles
BAM Nuttall
Analysis of aircraft structure
Construction resources specialist
Site engineer assistant
Computing and IS-based placement employers Computing and IS-based placement roles
Sony Interactive Entertainment Europe
Database co-ordinator
Software developer
Website developer
App developer
Mathematics-based placement employersMathematics-based placement roles
Lloyds Banking Group
PAU Education, Spain
Investment solutions
Research analyst
Accounts assistant

Key information set

The scrolling banner(s) below display some key factual data about this course (including different course combinations or delivery modes of this course where relevant).

Undergraduate study
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