phd in game design uk

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Research and phd programmes, research in games covers a wide spectrum of theoretical and practical areas; the relation between video games and other media; video game aesthetics and politics; immersive technologies and game design, game-based learning, serious games, ludomusicology, inclusive games design, agency in games, games and socio-cultural studies. projects often happen in collaboration with industry partners in the games and other creative industries. our students are given opportunities to participate in research so that they extend their knowledge, implement the skills they learn in their studies into real world contexts, and extend their teamwork and management skills, while enriching their portfolio., research opportunities for students .

Research students are welcomed to Brunel as valued members of our thriving, research-intensive community. Browse PhD opportunities below and find out about the funding available for students.

Research in Games Design

Find people, projects, groups and publications in  Games Design  and read more about related research to this area. 

Meet our experts

The people behind our multidisciplinary research into Games Design

Browse our research publications

Browse our collection of research outputs including PhD theses

Related Research

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Interdisciplinary research via and on games from the standpoint of applied games design.

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Games Design PhD

Fully-funded studentships

Our funded studentships become available at different times of the year. Please keep checking our page regularly to see the latest funded opportunities. We also advertise all our funded studentships as soon as they become available on the @BrunelResearch twitter account.

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Game Design PhD Abertay University

Course options

Qualification.

PhD/DPhil - Doctor of Philosophy

Abertay University

• TUITION FEES
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• UNIVERSITY INFO

Course summary

The UK video games sector is a highly dynamic and ever evolving global success story.

Abertay University continues to lead the development of games as an academic meta-discipline, incorporating computer science, computer art, digital design, sound and music, human computer interaction, and media studies.

Game Design at Abertay University covers a wide range of applied and theoretical research. As technologies evolve and audiences expand, now is an excellent time to engage with research in games, with research spanning novel game mechanics, multiplayer game balancing, narrative design and interaction design.

At Abertay, you will be supported to conduct this research by our world-leading expertise in computer games education, our connections with key industry partners such as Microsoft and Sony, and our specialist computer arts and game development facilities.

Our research is inherently cross- and inter-disciplinary, which is of particular importance for research in game design. We lead the InGAME project, one of the nine AHRC-funded Creative Industry Clusters Partnerships, which is a consortium of industrial and academic partners. This project will underpin growth of the regional games and media sector.

Dundee is one of the UK’s oldest and most successful games hubs. The city has longstanding relationships with local, national, and international game studios. Undertaking a research degree in game design at Abertay will prepare researchers for careers not only in academia, but also within wider society.

The award of the Doctor of Philosophy demonstrates that the main focus of your work is your personal contribution to knowledge in your discipline or field, through original research or the original application of existing knowledge.

How long is a PhD?

If you are studying full-time, you are expected to complete the award in 36 months. The minimum period to receive this is award is 24 months and the maximum is 48 months.

If you are studying part-time, you are expected to complete the award in 48 months. The minimum period to receive this award on a part-time basis is 72 months and the maximum is 96 months.

Tuition fees

• Afghanistan
• Antigua & Barbuda
• Bosnia and Herzegovina
• Burkina Faso
• Central African Republic
• Congo (Democratic Republic)
• Czech Republic
• Dominican Republic
• El Salvador
• Equatorial Guinea
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• Republic of Ireland
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• South Africa
• South Korea
• South Sudan
• St. Kitts & Nevis
• Switzerland
• Trinidad & Tobago
• Turkmenistan
• United Kingdom
• United States
• Vatican City
• Western Samoa

£ 14,750 per year

Tuition fees shown are for indicative purposes and may vary. Please check with the institution for most up to date details.

University information

University league table, campus address.

Abertay University, Bell Street, Dundee, Dundee, City Of, DD1 1HG, Scotland

Subject rankings

Subject ranking.

48th out of 117 12

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Your Future in Games Research

The EPSRC Centre for Doctoral Training in Intelligent Games and Game Intelligence (iGGi) is the world's largest PhD research programme focused on games research. Our mission is to unlock the full potential of games research to contribute to wellbeing, prosperity, and science by training the next generation of leading researchers, designers and developers in games.

Based at the University of York, Queen Mary, Goldsmiths, and Essex, iGGi students undertake a four year PhD in impact-oriented games research, working closely with more than 80 partner organisations in the games industry and society. iGGi students advance games with research, software, patents, algorithms, data analytic techniques and creative works  across a wide range of areas , from game AI and analytics to player experience and game design to games and play for health, education, or research.

Game Research that Matters

iGGi  embraces a diversity of research approaches and topics: from humanistic studies of how autobiographical games convey meaning or designerly work on using stage magic in game design to rigorous trials of games for mental health or creative play with machine learning and advancing AI techniques for real-time MOBA play. At the heart of iGGi's approach to research are two principles:

fostering dialogue between research and practice: we engage game creators, players, and other stakeholders throughout our research to ensure our work is inclusive, responsible, and makes a positive impact on the real needs of people and organisations

fostering dialogue between engineering and human sciences: we believe innovative and responsible game research happens in interdisciplinary work that brings together perspectives from engineering (AI, data science, game-making) and humanities and behavioural sciences (HCI, psychology, design, game studies)

While we welcome work across many themes, iGGi particularly focuses on two lines of work:

Intelligent Games: Unlocking the value of research for the entertainment games industry, creating new engaging gameplay agents as well as new data- and AI-assisted tools and methods for making games and studying players

Game Intelligence: Unlocking the value of games for wellbeing, learning, and science by advancing the design of applied or ‘serious’ games and gamification, the use of game data to understand the human condition, and our understanding of the positive and negative uses and effects of games.

Player Research

Applied Games

Design & Development

Accessibility

Creative Computing

Immersive Technology

A Unique Community and Network

PhD research is often solitary. Not so in iGGi : PhD students can collaborate with more than 70 other current PhD students and 60 leading academics all working on games. iGGi's past and present closely linked networks include  the  Digital Creativity Labs ,  XR Stories ,  WEAVR , and the  Arena Research Cluster  at the University of York, cutting-edge research and development centres for games, immersive storytelling, and esports, and the  Game AI Research Group  at QMUL, one of the largest research groups for technical games research world-wide. PhD students form a lasting cohort with everyone joining the programme in the same year, from joint training to working together in shared offices, and iGGi  runs regular local and remote events to connect students further across sites and cohorts.

Every year, students co-organise the iGGi  conference showcasing their research to academia and industry, and participate in the Global Game Jam. Students also travel to major industry and academic conferences like Develop, CoG, CHI, CHI Play, or FDG to network and disseminate their work. Finally, students co-organise research workshops on joint topics of interest with leading researchers and practitioners, and can conduct research visits with iGGi's  academic partners abroad.

Meet The Team

PG Researchers

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Management Team

Meet our iGGi Management Team

Meet our iGGi Alumni

Engaging Industry and Society

To foster dialogue between research and practice, iGGi  draws on a network of more than 80 partner organisations, spanning industry bodies (UKIE, TIGA, BGI, IGDA), developer studios (e.g. Sony Interactive Entertainment, Bossa Studios, Square Enix, Ubisoft, Creative Assembly, Revolution Software), industry suppliers (e.g. deltaDNA, Spirit AI, Player Research), advocacy groups (e.g. Women in Games, AbleGamers, BAME in Games, SafeInOurWorld), research centres at other universities and organizations (e.g. Microsoft Research, Nokia Bell Labs, UC Santa Cruz, UC Irvine, GeorgiaTech, Utrecht University, Monash University, NC State University, University of Waterloo, Tampere University), and media organisations (e.g. Screen Yorkshire, BBC).

iGGi  students spend at least eight weeks working with one or more of our partners to understand the realities and challenges of applying research in practice, tackle real-world problems, and make a positive difference. Beyond the members of our partner network, iGGi  students have also worked with e.g. Splash Damage, Media Molecule, Google DeepMind, Prowler, Sue Ryder, BT, and many others, and iGGi  is always looking for new partners to join our network.

iGGi Partners

A Rigorous Training Programme

Over their four years of study, iGGi  students receive a full year's worth of training to prepare them to do excellent and impactful research. In their first year, students take four 'core' training modules:

Game Design: Students learn how to conceive, design, prototype and playtest their own games, be it for entertainment or a 'serious' purpose like health, education, or research.

Game Research & Data: Students learn various methods for empirically studying games and players, including standard HCI methods and data science techniques for gaining insights from big data sets.

Game Development & AI: Students learn how to develop game prototypes using standard industry game engines, explore novel interaction techniques and interfaces, and the state of AI applications in games, like AI opponents and collaborators, procedural content generation, or player modelling.

Impact & Engagement: Students learn how to engage industry, players, and other societal stakeholders early on in their research, how to conduct responsible research and innovation that is overall beneficial to human wellbeing, and how to present their work online, to the media, and industry.

These formal training modules are complemented by regular events and workshops, academic and industry knowledge exchange, and a wide range of optional modules depending on each students’ needs.

An Inclusive and Responsible Environment

iGGi  wants to be a positive agent of change for more inclusive, diverse, and responsible games and research communities. We especially welcome students from underserved communities, celebrate diversity in our events, and work with e.g. Women in Games and BAME in Games to reach out to students from diverse backgrounds. We work hard to increase the intellectual, ethnic, and gender diversity of our supervisor pool so students can find the right fit for them. We support flexible training and work arrangements to fit students’ family and health situations. We work with leading figures in responsible innovation and rigorous, open science media effects research to ensure our training and research critically engages with the potential positive and negative impacts of games and research innovations.

Please note that iGGi CDT is now closed for recruitment: the last iGGi intake is September 2023.

A Word from Peter Cowling, iGGi Director

General note.

Please note: iGGi  is funded via a grant from  UK Research and Innovation (UKRI) / Engineering and Physical Science Research Council (EPSRC) . This means that  studentships  awarded by iGGi  are subject to UKRI/EPSRC regulation as well as terms and conditons of the grant agreement. iGGi CDT is now closed for recruitment: the last iGGi intake is September 2023.

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Game Design PhD

Abertay university, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Computer Games Design

Course type

The UK video games sector is a highly dynamic and ever evolving global success story.

Abertay University continues to lead the development of games as an academic meta-discipline, incorporating computer science, computer art, digital design, sound and music, human computer interaction, and media studies.

Game Design at Abertay University covers a wide range of applied and theoretical research. As technologies evolve and audiences expand, now is an excellent time to engage with research in games, with research spanning novel game mechanics, multiplayer game balancing, narrative design and interaction design.

At Abertay, you will be supported to conduct this research by our world-leading expertise in computer games education, our connections with key industry partners such as Microsoft and Sony, and our specialist computer arts and game development facilities.

Our research is inherently cross- and inter-disciplinary, which is of particular importance for research in game design. We lead the InGAME project, one of the nine AHRC-funded Creative Industry Clusters Partnerships, which is a consortium of industrial and academic partners. This project will underpin growth of the regional games and media sector.

Dundee is one of the UK’s oldest and most successful games hubs. The city has longstanding relationships with local, national, and international game studios. Undertaking a research degree in game design at Abertay will prepare researchers for careers not only in academia, but also within wider society.

The award of the Doctor of Philosophy demonstrates that the main focus of your work is your personal contribution to knowledge in your discipline or field, through original research or the original application of existing knowledge.

How long is a PhD?

If you are studying full-time, you are expected to complete the award in 36 months. The minimum period to receive this is award is 24 months and the maximum is 48 months.

If you are studying part-time, you are expected to complete the award in 48 months. The minimum period to receive this award on a part-time basis is 72 months and the maximum is 96 months.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

The minimum entry requirement for all our research degrees is an Upper Second Class Honours degree (or equivalent) at undergraduate level in an appropriate discipline and/or a Master’s degree. In some cases, appropriate professional or experiential learning may be considered in combination with a lower classification of Honours degree.

MA Computer Games Development (Art)

Anglia ruskin university, msc computer games development (computing), ma games design, university for the creative arts, ma independent & serious games, msc game engineering.

76 Best universities for Game Design and Development in the United Kingdom

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

Below is a list of best universities in the United Kingdom ranked based on their research performance in Game Design and Development. A graph of 213K citations received by 10K academic papers made by 76 universities in the United Kingdom was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. University College London

For Game Design and Development

2. University of Nottingham

3. Imperial College London

4. Nottingham Trent University

5. University of Manchester

6. King's College London

7. University of Glasgow

8. Queen Mary University of London

9. University of Oxford

10. Ulster University

11. University of Essex

12. University of Sussex

13. Loughborough University

14. University of the West of England

15. University of Edinburgh

16. Bournemouth University

17. University of Leeds

18. University of York

19. University of Cambridge

20. Coventry University

21. University of Plymouth

22. Liverpool John Moores University

23. Brunel University London

24. University of Birmingham

25. University of Reading

26. University of East Anglia

27. Lancaster University

28. University of Warwick

29. University of Bristol

30. Newcastle University

31. University of Sheffield

32. Goldsmiths, University of London

33. University of London

34. University of Bath

35. University of the West of Scotland

36. Heriot-Watt University

37. University of Portsmouth

38. University of Salford

39. Cardiff University

40. Manchester Metropolitan University

41. Queen's University Belfast

42. Bangor University

43. Durham University

44. Teesside University

45. University of Exeter

46. University of Strathclyde

47. University of Leicester

48. University of Surrey

49. University of Southampton

50. University of Liverpool

51. University of East London

52. City, University of London

53. University of St Andrews

54. University of Hertfordshire

55. Sheffield Hallam University

56. University of Hull

57. Glasgow Caledonian University

58. Northumbria University

59. De Montfort University

60. Swansea University

61. Middlesex University

62. University of Lincoln

63. University of Wolverhampton

64. University of Greenwich

65. Staffordshire University

66. University of Dundee

67. Edinburgh Napier University

68. University of Huddersfield

69. Royal Holloway, University of London

70. University of Kent

71. University of Central Lancashire

72. Birmingham City University

73. University of Bedfordshire

74. University of Westminster

75. University of Bradford

76. Glasgow School of Art

The best cities to study Game Design and Development in the United Kingdom based on the number of universities and their ranks are London , Nottingham , Manchester , and Glasgow .

Computer Science subfields in the United Kingdom

News and features

Fully funded phd to make gaming industry more inclusive.

Press release issued: 5 July 2021

Our Bristol Digital Futures Institute and the Bafta-winning game developer Supermassive Games are offering a fully funded PhD to explore social mobility in gaming and help propel the industry toward a more inclusive future.

The studentship is open to Black (including African, Caribbean or mixed heritage) graduates who have a degree in the social sciences.

Gaming is one of the most influential industries in the world. According to trade body UKIE, the UK market for video games reached a record £7bn in 2020, and the UK games industry is the biggest in Europe.

However, there is still a lack of diversity within this sector.

According to research by UKIE “around 10% of people working in games are Black, Asian or minority ethnic (BAME)”, which is below average for the working age population, and are noticeably less represented in senior positions.  

Bristol Digital Futures Institute, at the University of Bristol, has been set up to drive digital innovation for more inclusive, prosperous and sustainable futures. 

Professor Susan Halford, co-director of Bristol Digital Futures Institute, said: “Gamers are often positioned as passive consumers of tech products created for them, not by them. This project aims to explore how more people can have a stake in the future of the industry.”

The successful applicant will have the opportunity to suggest practical and effective changes within the industry. Known as action research, the PhD student will address problems and trial solutions in real time.

As well as a regular salary, the student will also benefit from access to independent gaming networks and close contact with the Supermassive Games studio.

Brothers Pete and Joe Samuels, Directors of Supermassive Games, said: “The specific events of 2020, that highlighted the importance of the Black Lives Matter movement, motivated us to identify how we could make a difference as a business. We’re excited to be funding this Supermassive Games PhD Studentship, and to supporting the researcher throughout their studies. “Whether you’ve never thought about a PhD or have been planning for this since you were 7 years old, please apply.”

The PhD will be supervised at the University of Bristol by Professor Susan Halford, who has a long track record of collaborative research across the social and engineering sciences.

To find and more and apply follow this link.

Further information

Closing date: 1 st  August 2021

Interviews: 1 st  September 2021

Start date: Late September/ early October

We have 16 games PhD Projects, Programmes & Scholarships for UK Students

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games PhD Projects, Programmes & Scholarships for UK Students

Adaptive serious games for teaching independent living skills to young adults with learning disabilities, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Funded PhD Project (Students Worldwide)

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Serious games for cyber security education

Competition funded phd project (uk students only).

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Generative AI for Video Games

Competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Cloud XR QoE for Programable Networks: Understanding how to deliver high-quality immersive XR experiences over future programmable networks.

Funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Individual decisions for transport network efficiency and sustainability

The acute and chronic effects of plyometric jump training on female gaa players(setu_2024_104), creative technologies - fully funded phd studentship, brentford football club and cardiff metropolitan university fully-funded phd studentship - monitoring psychological load, recovery and wellbeing in academy football players, brentford football club and cardiff metropolitan university fully-funded phd studentship - evaluating training load and physical development in academy football players, mres - the physical demands in female high-performance cricket in scotland (project id sas0200), ai4me (bbc prosperity partnership) - phd studentship in quality of experience (qoe) in object-based media, ai4me (bbc prosperity partnership) - phd studentship in computer networking & distributed systems, research degrees at uca, funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Arts Research Programme

Arts Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

EngD in AI Assurance and Verification

Distributed active reinforcement learning for multi-agent planning and control.

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MSc — 2024 entry Psychology in Game Design and Digital Innovation

Study on a course that puts you at the forefront of an emerging field in the globally expanding gaming sector, exploring how psychological principles and research can be applied to game design.

Key course information

• September 2024 - Full-time
• September 2024 - Part-time

Why choose this course?

• Learn about how the rapid growth of technology and digital innovation impacts human behaviour and examine the intersection between psychology and our digital experience.
• Learn from lecturers who are active researchers in key psychological areas, such as cognitive, developmental and social psychology.
• Study a multidisciplinary curriculum, with contributions from a range of schools, departments and research centres at Surrey, including our Centre for Vision, Speech and Signal Processing , Surrey Institute for People-Centred Artificial Intelligence and Digital World Research Centre.

Of our psychology masters graduates are in employment or further study (Graduate Outcomes 2024, HESA)

9th in the UK

Surrey is ranked 9th in the UK for overall student satisfaction (Postgraduate Taught Experience Survey 2023)

12th in the UK

Surrey is ranked 12th in the UK in the Complete University Guide 2025

What you need to know about studying for a masters in psychology at Surrey

School of Psychology virtual tour

Guildford's Game Innovation Zone opens

Discover Psychology in Game Design and Digital Innovation MSc

Course details open, what you will study.

On this course, you will receive comprehensive training on the psychological theories that cover cognitive, emotional, social and ethical aspects of game design and digital technology. You will learn how to develop gaming and digital experiences that are engaging, immersive and beneficial.

You will explore topics such as motivation, emotion, attention, learning and social behaviour and learn about game design principles such as gameplay mechanics, level design and narrative structure as well as the ethical considerations involved. You will develop the theoretical and methodological expertise to conduct psychological research in various phases of game and digital innovation design.

In addition to core modules, you will be able to choose from a selection of optional modules covering different aspects of psychology in more detail, as well as topics such as interaction design, extended reality and game writing.

Throughout the course, you will also have the opportunity to work on projects that apply the knowledge and skills you have learnt to real-world game development challenges. This may include designing and developing your own games, conducting user research studies or analysing player data.

Research groups

You’ll have the opportunity to learn from our research groups , by participating in discussions about research topics, findings and publications, and benefiting from our links with renowned research institutions across the world. We also have a host of external speakers who visit us and present their work, and a collection of seminars and workshops which allow you to network with like-minded individuals.

Dr Alan Wong

Programme leader

School of Psychology

This course is taught by academic staff from the School of Psychology.

Course structure Open

The structure of our programmes follows clear educational aims that are tailored to each programme. These are all outlined in the programme specifications which include further details such as the learning outcomes:

Psychology in Game Design and Digital Innovation MSc

Modules listed are indicative, reflecting the information available at the time of publication. Modules are subject to teaching availability, student demand and/or class size caps.

The University operates a credit framework for all taught programmes based on a 15-credit tariff.

Course options

Psychology and game design i.

Design of games and digital experiences benefit from the study of psychology due to the need to understand the mental functioning of the users. Gamification, in turn, also facilitates psychological research and intervention, as in assessments, education, behaviour change, etc. This module is about developing the knowledge and skills to adopt psychological principles and findings in the design of games and digital experience, as well as to apply gamification techniques to render psychological research and intervention more engaging and effective. We will review the cognitive, emotional, and motivational aspects of the human mind relevant to game mechanics, and investigate why certain games are more engaging than others. A particular focus will be made on how gamification facilitates psychology research and applications via better personalization, higher efficiency, and more enjoyment.

ACADEMIC RESEARCH TRAINING

This module provides students with an advanced knowledge of designing research in a particular field of psychology, in preparation for developing their own dissertations. The module will cover all aspects of research design, including literature reviews, forming hypotheses, ethical conduct, and study design, both quantitative and qualitative.

QUALITATIVE RESEARCH METHODS

This level 7 module introduces students to the principles and practices of qualitative research. It provides students with the requisite knowledge and skills to undertake, critically evaluate, and write up a small qualitative research project. Students will be introduced to a range of methods of qualitative data collection and analytic procedures and gain insight into the application of qualitative methods through practical group work. Students will be encouraged to participate actively and think critically about the principles, methods and procedures that we will discuss. In terms of the students’ learning journey, the module will equip them to undertake a qualitative project for their dissertation should they choose to do so. The module is designed to introduce students who have little or no experience of qualitative research to the principles and practices of this approach.  It also meets the needs of those who already have some experience in this area, by enabling these students to build on, refine, and extend their existing knowledge through the provision of advanced material on Surrey Learn in the form of captured content relating to additional methods of analysing qualitative data.  These students will also be encouraged to extend their practical knowledge and experience by selecting an analytic procedure that they have not previously used to analyse the data for their group project. Through conducting a small group project students will be given the opportunity to gain experience in conducting qualitative research and in applying the principles and practices covered in the lectures. The module provides students with an opportunity to learn about the interpersonal skills required to conduct a good research interview and those needed to successfully conduct and manage a group project. Students are also encouraged to develop their personal reflective skills to enhance their understanding of how their own cultural background, social identity, gender, previous experiences, and prior knowledge can shape data collection and analysis, as well as individual sense-making.

FUNDAMENTAL CONCEPTS IN SOCIAL PSYCHOLOGY WITH RESEARCH METHODS

Social Psychology investigates how our cognitions (thought processes), affective states (feelings and emotions) and behaviours are related to the social world. This module will introduce you to key concepts, theories, methods, and findings in Social Psychology. The course covers core BPS curriculum in social psychology. Through successful completion of this module, students will develop an understanding of Social Psychological topics including: attitudes and behaviours change, social influence, emotions, prejudice and discrimination of minority groups.      

BRAIN AND BEHAVIOUR WITH RESEARCH METHODS

This module aims to introduce biological psychology and provide the foundation for understanding the biological bases of psychological processes and disorders. In this module we will focus on the organization and function of the human nervous system, from the cells that form the brain and their fundamental functions, the processes by which those communicate, and the systems that allow us to sense and move. We will cover relevant topics in the history of neuroscience and ethics, neuroanatomy, psychopharmacology, neurodevelopment, sensory systems and motor control and the biological causes of brain disorders. Workshops on research methods will provide you with an understanding and hands-on experience with the tools available to measure and modulate brain function and an opportunity to develop teamwork skills. Tutorial sessions will aid your understanding of the theory and allow you to consolidate knowledge by engaging with quizzes and activities.  

AR, VR AND THE METAVERSE

This module will introduce and explore the underlying concepts and technologies of virtual/augmented reality (VR/AR) and the emerging idea of the Metaverse. The module will also investigate the current and future challenges of the technologies and consider the impact it will have on industry and wider society.

ADVANCED RESEARCH METHODS AND DESIGN

This module will provide students with knowledge, skills, and practical experience of advanced research methods and design. It emphasises a critical and creative approach to evaluating research methods and design and applying them to scientific questions. It will support the development of novel, theoretically significant, rigorous, and impactful research proposals.

INTERACTION DESIGN

Technology and its interfaces form part of our everyday lives. How we engage with these tools, artefacts, devices and access their content – whether it be for edification, education, entertainment or utility – profoundly effects the way we live and thrive. This module is all about designing those interfaces, interactions and experiences; how to apply technical and creative skills to make the things around us more usable and indeed useful. It is an integral part of game design and the creation of people-centred experiences in the digital world.

PSYCHOLOGY AND GAME DESIGN II

Psychological analysis of the design of games and digital experiences concerns not only the individual player’s cognitive and motivational perspective but also the social and ethical aspects. This involves topics like player interactions, representation and inclusiveness, well-being and addiction, etc. This module is about developing the knowledge and skills to adopt psychological principles and findings for an engaging as well as ethical design of games and digital experience.

QUANTITATIVE RESEARCH METHODS

This course is a lab-based/practical course intended to get students to use the freely available Jamovi software for data analysis and to understand what they are doing when they use it.

WRITING GAMING

Gaming has existed as a mode of play and expression since the earliest times of human existence. In the latter part of the 20th and into the first two decades of the 21st Century (the period we will focus on with this module), there has been a vast expansion of the forms, modes and technologies employed in gaming and game play. Out of wargaming and board gaming practices (and often the interfaces of these) in the post-World War II era, increasingly complex and sophisticated character and narrative focussed Role-Playing Games (RPGs) developed as well as other narrative forms that connect gaming with interactive textuality, such as gamebooks, Collectable Card Games, online interactive fiction, video games and multi-player online gaming platforms. There has been, in the early 21st century, additionally, a large increase in the number of board games being produced and played, while wargaming also remains an active and vibrant aspect of gaming culture. An aspect of gaming that has sometimes fallen short, in 'quality' terms, though, is the writing that underpins both the rules systems and the 'story' component of games (background, character, description. narrative, dialogue, terminology, etc.) This is perhaps unsurprising as games have been primarily written by gamers rather than professional writers; many of these, of course, go on to develop their writing skills and become accomplished writers in their own right. More and more, though, creative writers are specifically incorporated into the game design and realisation processes (for both analogue and virtual gaming environments) to improve the quality of the gaming experience. In this module students will receive an overview of the gaming field and examine aspects of this that specifically pertain to writing for games. What approaches work well for games and gaming modes? How are these different from writing for and in other forms and media? What writing skills are particularly useful? Do we have the freedom to write outside of limiting industry constraints and models? What are the new forms of writing practice that are emerging in relation to games and gaming? We will also be interested in analysing games and gaming critically as cultural objects, and situating them within the broader context of contemporary cultural and literary theory.   This is not a module that will teach students how to code and/or produce and design video games (or, indeed commercial analogue games). We will touch on aspects of game design, game production, gaming studies, critical digital studies, etc., but the focus for this module will be on writing creatively for games: writing gaming. Expert guest speakers from the gaming and independent gaming industries will be included in the teaching provision for this module. If students have specific coding, visual art or musical/sound art skills that they would like to bring to their exercises and assignments, they can certainly draw on these skills, but if they don't, that is completely fine - none of these are required for this module.   In each seminar we will first spend some time discussing the set texts and the techniques and standpoints employed by writers and other artists, before moving on to the workshop part of the session where students will produce work in accordance with the task set for that week, within and outside of the classroom. We will read and discuss a selection of pieces at the end of each class. This process will help students grow in confidence, both in presentational terms and in terms of delivering and receiving feedback on their work, in a safe and supportive setting. In addition, each week there will be a scheduled 2-hour gaming session where students will gather to explore individual and collaborative gaming in practice. Different approaches to gaming will be proposed each week, or students can opt to work during this time on longer gaming experiences and projects. At the end of the semester students will produce a creative portfolio of gaming writing, alongside a critical commentary reflecting on the creative work produced and using theories, concepts and practices studied on the module, OR an academic critical essay examining some aspect of writing for games OR a Game Demo alongside a critical commentary reflecting on the demo produced and using theories, concepts and practices studied on the module. Possible submissions for the creative portfolio include online interactive fiction (e.g. Twine, Squiffy), a gamebook text, a tabletop game text (board game, card game, wargame, Role-Playing Game), a game demo, a game setting, a game system, Game Design Documentation (GDD) for a proposed game, a 'creative essay', gaming portfolio as creative essay, a zine, a website for a game, etc. This module connects to other contemporary literature modules on the programme where the emphasis is on 20th and 21st Century approaches to creating and examining literatures and our cultural responses to them. As a hybrid creative writing and English literature module, it also makes up part of the creative writing pathway in the degree, connecting to a wide variety of creative writing modules offered as part of the programme.

DIGITAL TECH AND HUMAN BEHAVIOUR

Advances in digital technology are relevant to behaviour change research and practice in three ways: helping behavioural scientists to develop a more sophisticated understanding of human behaviour, enhancing the design and delivery of behaviour change interventions, and shaping everyday behaviours in its own right. This module seeks to explore the contribution that digital tech has made – and continues to make – to understanding and changing behaviour. Students will be introduced to cutting-edge research and practice across a range of tech domains, such as machine learning, Big Data, digital addiction, and digital behaviour change applications. Students will be introduced to a range of disciplinary perspectives, theories and concepts relating to digital technology, and will develop the skills and knowledge required to apply these to behaviour change research and intervention contexts for maximum effectiveness.

COGNITIVE PSYCHOLOGY WITH RESEARCH METHODS

This module will provide an introduction to the major topics and issues within cognitive psychology. This will be done through a series of lectures and research based workshops, which will provide student with an opportunity to integrate their developing knowledge of cognitive psychology with practical skills relating to cognitive research methods.

SOCIAL AND COGNITIVE DEVELOPMENT WITH RESEARCH METHODS

  This module teaches you the main theories and empirical evidence in developmental psychology. It also enables you to demonstrate your prior knowledge of Jamovi and statistical techniques gained in first semester and supports you in further modules that require written research reports, such as your dissertation. In this module we will critically evaluate empirical research and theoretical knowledge. One way we will engage in critical evaluation is to examine whether previous work is cross-culturally valid. You will develop your written and numerical communication skills by performing data analysis, writing up a research report, and evaluating a topic in-depth for the exam.  

Semester 1 & 2

Dissertation 8000-10000 words.

It is a requirement of the University that taught postgraduate programmes include a dissertation and/or major project module. For this module students will conduct their own piece of empirical research in an area of Psychology relevant for their Masters course under supervision of a member of academic staff. For the assessment students will subject either a qualitative or mixed-method research report of 10,000 words or a quantitative research report of 8,000 words (maximum). Overall student workload: 600 hours This includes 12 hours of tutor supervision.  These hours will include development of theoretical framework, aims and hypotheses, recruiting samples, fieldwork and liaison with key personnel as appropriate, data recording and analysis, interpretation and writing up. Specific times for these subsections cannot be given as they vary from project to project.  

Teaching and learning

Your teaching will be delivered through a combination of:

• Laboratory-based practicals
• One-to-one supervision
• Online learning

You’ll also be expected to carry out independent study, including coursework, essays, reading and research.

General course information

Contact hours.

Contact hours can vary across our modules. Full details of the contact hours for each module are available from the University of Surrey's module catalogue. See the modules section for more information.

New students will receive their personalised timetable in Welcome Week. In later semesters, two weeks before the start of semester.

Scheduled teaching can take place on any day of the week (Monday – Friday), with part-time classes normally scheduled on one or two days. Wednesday afternoons tend to be for sports and cultural activities.

View our code of practice for the scheduling of teaching and assessment (PDF) for more information.

Stag Hill is the University's main campus and where the majority of our courses are taught. 

Career opportunities Open

We offer careers information, advice and guidance to all students whilst studying with us, which is extended to our alumni for three years after leaving the University.

The rapid growth of games and technology has created a strong demand for professionals with expertise in areas linked to psychology, game design and digital technology.

As a graduate of this course, you will possess skills and knowledge that can be applied in a variety of fields, including gaming, marketing, policymaking, education and cybersecurity.

You may choose to join a game technology or development company, government agency, non-profit organisation or academic institution in a role such as game designer, user experience researcher, digital marketer, policy analyst or educator. 100 per cent of our postgraduate psychology graduates go on to employment or further study (Graduate Outcomes 2024, HESA).

Alternatively, you may choose to complete a PhD, investigating an area of personal interest.

Facilities Open

Our psychology facilities  will give you access to the latest equipment, including a six-room virtual reality suite to simulate real-life scenarios and two observation labs. You’ll also have access to an extensive library of psychometric and clinical tests, 20 bookable project rooms, a breakout space, equipment lockers and a computer lab.

Entry requirements Open

Country-specific qualifications, international students in the united kingdom.

An interest in human behaviour and game design with a minimum of a 2:2 UK honours degree in psychology, product development, art and design, communications and multimedia, game design, computer science, or a recognised international equivalent.

We may be able to take relevant work experience into consideration if you don't meet the typical requirements. If you have at least one year of relevant experience in a full-time graduate-level role (or a minimum of two years’ experience in a relevant graduate-level part-time role) please provide full details of your role and responsibilities in your personal statement and CV when you submit your application.

Applications with other degree subjects, or those without relevant GCSEs, may be considered by the faculty on a case-by-case basis.

English language requirements

IELTS Academic: 6.5 overall with 6.5 in each component.

These are the English language qualifications and levels that we can accept.

If you do not currently meet the level required for your programme, we offer intensive pre-sessional English language courses , designed to take you to the level of English ability and skill required for your studies here.

Recognition of prior learning

We recognise that many students enter their course with valuable knowledge and skills developed through a range of ways.

If this applies to you, the recognition of prior learning process may mean you can join a course without the formal entry requirements, or at a point appropriate to your previous learning and experience.

There are restrictions for some courses and fees may be payable for certain claims. Please contact the Admissions team with any queries.

Fees and funding Open

Fees per year.

Explore  UKCISA’s website for more information if you are unsure whether you are a UK or overseas student. View the  list of fees for all postgraduate courses.

September 2024 - Full-time - 1 year

September 2024 - part-time - 2 years.

• These fees apply to students commencing study in the academic year 2024-25 only. Fees for new starters are reviewed annually
• Annual fees will increase by 4% for each subsequent year of study, rounded up to the nearest £100, subject to any overriding applicable legislative requirements.

Payment schedule

• Students with Tuition Fee Loan: the Student Loans Company pay fees in line with their schedule (students on an unstructured self-paced part-time course are not eligible for a Tuition Fee Loan).
• Students without a Tuition Fee Loan: pay their fees either in full at the beginning of the programme or in two instalments as follows:
• 50% payable 10 days after the invoice date (expected to be early October of each academic year)
• 50% in January of the same academic year.
• Students on part-time programmes where fees are paid on a modular basis: cannot pay fees by instalment.
• Sponsored students: must provide us with valid sponsorship information that covers the period of study.

The exact date(s) will be on invoices. 

You may be able to borrow money to help pay your tuition fees and support you with your living costs. Find out more about postgraduate student finance .

Scholarships and bursaries

Discover what scholarships and bursaries are available to support your studies.

Early payment discount - Postgraduate

This is an automatic award of £2,000 for self-funded international fee-paying students who pay their deposit by the deadline stated on the s...

Vice Chancellor’s Future Leaders Award

This prestigious award recognises academic excellence and is awarded to selected students starting a degree at the University of Surrey in S...

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Full-time, 12 months, September 2024

Please note that we may have to close applications before the stated deadline if we receive a high volume of suitable applications. We advise you to submit your application as soon as it is ready.

Part-time, 24 months, September 2024

Admissions information

Once you apply, you can expect to hear back from us within 14 days. This might be with a decision on your application or with a request for further information.

Our code of practice for postgraduate admissions policy explains how the Admissions team considers applications and admits students. Read our postgraduate applicant guidance for more information on applying.

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Computer games msc.

Part of: Computer and Data Science

Video games are a $140bn+ global industry where creativity meets computing. This programme will give you the skills to design and develop games with state-of-the-art tools and technologies. You'll learn about the latest developments in artificial intelligence and machine learning, and how they are being applied in the games industry. We are home to a world-leading research group in Games and AI, as well as the IGGI PhD programme, a UK-wide community of over 60 PhD students in games research.

• Design and develop your own games using industry-relevant approaches.
• Work with the most up-to-date technologies being pioneered by our leading research groups.
• Engage with our games industry partners through regular networking events and guest lectures.

Study options

• Full-time September 2024 | 1 year
• Full-time September 2025 | 1 year

What you'll study

Our world-class teaching, research and industrial contacts will support you as you learn to describe, compare and apply a range of AI, machine learning and data science methods to the development and design of games.

The taught modules aim to teach you to:

• Programme computer games using industry-relevant technologies.
• Compare and select appropriate technologies in the context of game development.
• Identify theories and principles of game design and apply them to analyse specific games.
• Describe, compare and apply computational approaches to game-playing, interactive agents, content generation, and player modelling.
• Identify current trends in the games and AI industries.

You will work closely with your lecturers and supervisors to carry out a major project on a computer games topic that you want to specialise in.

• Eight compulsory modules.
• Core final project.

Find out more about each module by looking them up in the   module directory .

Please note that all modules are subject to change.

Compulsory/Core modules

Artificial intelligence in games.

This module covers a range of Artificial Intelligence techniques employed in games, and teaches how games are and can be used for research in Artificial Intelligence. This module has a strong programming component. The module explores algorithms for creating agents that play classical board games (such as chess or checkers) and real-time games (Mario or PacMan), including single agents able to play multiple games. The module gives an overview of multiple techniques, such as Monte Carlo Tree Search, Evolutionary Computation, Deep and Machine Learning applied to games.

Multi-platform Game Development

This module covers the fundamentals of game development in a multi-platform (consoles, PC, Web and mobile devices) environment. The course focuses on development of 3D games, covering all aspects of game development: the game loop, math, physics, audio, graphics, input, animations, particle systems and artificial intelligence. This module has a strong programming content, required for laboratories and assignments. The practical aspects will be taught using a popular game development platform. The main assignment of this module consists of the development of a full game at the student's choice.

Advanced Game Development

This module covers games programming in C++, assuming the student has experience with object-oriented programming. The module introduces the C++ language and uses it to explores a range of topics in games programming, including 2D and 3D graphics, OpenGL, physics, input systems, and the use of C++ in modern game engines. It emphasises a practical approach to programming, with the students developing playable games for the final assessment.

Fundamentals of Game Design

This module covers the fundamental principles of game design and provides a practical introduction to the game design process, relevant to both physical and digital games. It examines games in terms of their formal and dramatic elements, and how these combine to create experiences for players. Students are guided through the process of developing their own non-digital games, from initial concept, through prototyping and playtesting, to a final design.

Interactive Agents and Procedural Generation

Modern video games employ various agents that interact with the player as opponents or characters, and that generate new content. This module covers the broad range of computational approaches developers currently use to create these in-game agents. The first part deals with techniques for authoring agent behaviour. The second part explores approaches procedural content generation for environments, narrative and others forms of game content.

Computational Game Design

This modules explores computational and data-oriented approaches to game design, drawing on both latest academic research and games industry practice . Topics include formal models of games, applications of game theory, game description languages, player modelling, gameplay and experience metrics, games user research, game analytics, and automated playtesting and game tuning The module is taught through a mixture of lectures, labs and seminars, with guest speakers from academia and the games industry.

Computational Creativity

There will be two main areas of content for this module: (i) creative AI procedures and practice and (ii) philosophical issues of Computational Creativity. The first area will cover the application of well-known AI techniques such as Deep Learning and Markov Models to generative projects, as well as ad-hoc techniques. These will be illustrated with applications in music, the visual arts and video game design, considering issues of human-computer interaction in these domains. The second area will raise and discuss questions around the value of having autonomous and semi-autonomous creative AI systems in society, drawing on philosophy, sociology, psychology and cognitive science, as well as engineering disciplines.

The MSc project gives you an opportunity to apply the techniques and technologies that you have learnt to a significant advanced project. Projects will either be significantly development based or have a research focus that will require you to undertake practical work. All projects will be expected either to investigate or to make use of techniques that are at the leading edge.

Computer Graphics

This course is concerned primarily with computer graphics systems and in particular 3D computer graphics. The course will include revision of fundamental raster algorithms such as polygon filling and quickly move onto the specification, modeling and rendering of 3D scenes. In particular the following topics may be covered: viewing in 2D,data structures for the representation of 3D polyhedra, viewing in 3D, visibility and hidden surface algorithms, illumination computations. Some attention will be paid to human perception of colour and interactive 3D such as virtual reality.

• Modules are assessed through a combination of coursework and written examinations.
• You will also be assessed through a final project module.

Research project

Individual projects are undertaken during the summer months, under the supervision of an academic member of staff, with whom there are weekly consultancy meetings. These are used for students to report on their progress, discuss research and design issues, and plan their future work.

The Projects Coordinator also runs a thread of taught sessions to support the project module. A number of industrial-linked projects are offered each year, which students can apply for.

You will learn by attending lectures, tutorials and labs. Each non-project-based module involves lectures, problem-solving coursework and practical sessions. Lectures are used to introduce principles and methods and also to illustrate how they can be applied in practice. Coursework allows students to develop problem-solving skills and gain practical experience. Practical lessons take the form of exercise classes and programming laboratories, that allow the students to learn by doing.

You will be assigned an Academic Advisor who will guide you in both academic and pastoral matters throughout your time at Queen Mary.

Professor Simon Colton

Professor Colton has over 25 years of experience in AI, including generative technologies, such as deep learning, evolutionary approaches and procedural content generation. He is experienced in the application of AI techniques to cultural and artistic domains. He teaches modules in computational creativity.

Dr Jeremy Gow

Dr Gow has a background in artificial intelligence and human-computer interaction. His research is on computational game design. His interests include computational creativity, procedural content generation and game AI. He also lectures at Goldsmiths University of London.

Dr Miles Hansard

Dr Hansard’s research interests cover statistical scene and image models; depth-cameras and multi-view scene reconstruction; binocular vision, eye-movements and 3D displays. His recent publications include “Constrained Optimization for Plane-Based Stereo” with S. Ahmed and A. Cavallaro.

Dr Diego Perez-Liebana

Dr Perez-Liebana’s research is centred in the application of artificial intelligence to games, reinforcement learning and evolutionary computation. He has published more than 60 papers in leading conferences and journals with two best paper awards, a BCS Intelligence Prize, and 1,900+ citations.

Dr Paulo Rauber

Dr Rauber is a lecturer in Artificial Intelligence. His current research is focused on developing principled but scalable Bayesian reinforcement learning methods that address the most significant of these challenges: exploration, planning, and generalization. He is the module organiser for Neural Networks and Deep Learning.

Dr Laurissa Tokarchuk

BA BSc(Hons) PhD

Dr Tokarchuk is a member of the Game AI and Cognitive Science research groups, as well as the Centre for Intelligent Sensing (CIS). She researches mobile and location-based gaming, data-driven methods for human-computer interaction design, mobile sensing, social computing, social sensing, recommendation and game AI.

Where you'll learn

The School has excellent bespoke facilities , including:

• Augmented human interaction (AHI) laboratory with 350 state-of-the-art computers.
• Antenna measurement laboratory.
• Media and arts technology studios (performance lab, control room, listening/recording room).
• Robotics laboratory (ARQspace).

Teaching is based at Queen Mary’s main , one of the largest self-contained residential campuses in the capital. Our location in the heart of London’s East End offers a rich cultural environment.

We have invested £105m in  new facilities over the past five years to offer our students an exceptional learning environment. Recent developments include the £39m Graduate Centre , providing 7,700 square metres of learning and teaching space.

The campus is 15 minutes from Central London by tube, where you will have access to many of the University of London’s facilities, such as the Senate House library.

About the School

School of electronic engineering and computer science.

The  School of Electronic Engineering and Computer Science  carries out world-class research – and applies it to real-world problems. Being taught by someone who is changing the world with their ideas makes for exciting lectures, and helps you to stay ahead of the curve in your field. 99 per cent of our research is classed as ‘world-leading’ or ‘internationally excellent’ (REF 2021).

We are proud of our excellent student-staff relations, and our diverse student body, made up of learners from more than 60 countries.

The School has a close-knit student community, who take part in competitions and extracurricular lab activities.

• School of Electronic Engineering and Computer Science Facebook
• School of Electronic Engineering and Computer Science Twitter

Career paths

Queen Mary’s  Game AI Research Group and  IGGI Centre for Doctoral Training has an established network of over 80 games companies, including Sony Interactive Entertainment, Creative Assembly, Bossa, and EA.

Students on this programme will benefit from our strong industry links, specifically through our research collaborations, and regular hosting of industry speakers at seminars and conferences.

Recent graduates from across the School have gone on to positions such as:

• Network Engineers
• Software Designers
• Specialist Engineers
• Systems Analysts
• Web Developers

 In organisations such as:

• Barclays Capital
• Credit Suisse
• Merril Lynch

Fees and funding

Full-time study.

September 2024 | 1 year

• Home: £12,650
• Overseas: £29,950 EU/EEA/Swiss students

Conditional deposit

Overseas: £2000 Information about deposits

Queen Mary alumni can get a £1000, 10% or 20% discount on their fees depending on the programme of study. Find out more about the Alumni Loyalty Award

There are a number of ways you can fund your postgraduate degree.

• Scholarships and bursaries
• Postgraduate loans (UK students)
• Country-specific scholarships for international students

Our Advice and Counselling service offers specialist support on financial issues, which you can access as soon as you apply for a place at Queen Mary. Before you apply, you can access our funding guides and advice on managing your money:

• Advice for UK and EU students
• Advice for international students

Entry requirements

Degree requirements.

A 2:1 or above at undergraduate level in Electronic Engineering, Computer Science, Mathematics or a related discipline.

Find out more about how to apply for our postgraduate taught courses.

International

Afghanistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Master Degree from a recognised institution. UK 1st class degree: 90%; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA 2.4 out of 4.0

Albania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Algeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome de [subject area]; Diplome d'Etudes Superieures; Diplome de Docteur end Pharmacie; or Diplome de Docteur en Medecine from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Angola We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado/a (minimum 4 years) from selected institutions. UK 1st class degree: 17 out of 20 UK 2:1 degree: 15 out of 20 UK 2:2 degree: 13 out of 20

Argentina We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo/ Grado de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Armenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 87 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 61 out of 100

Australia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: High Distinction; or First Class with Honours UK 2:1 degree: Distinction; or Upper Second Class with Honours UK 2:2 degree: Credit; or Lower Second Class with Honours

Austria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

The above relates to grading scale where 1 is the highest and 5 is the lowest.

Azerbaijan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or GPA 4.7 out of 5 UK 2:1 degree: 80%; or GPA 4 out of 5 UK 2:2 degree: 70%; or GPA 3.5 out of 5

Bahamas We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bahrain We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 90 out of 100 UK 2:1 degree: GPA 3.0 out of 4.0; or 80 out of 100 UK 2:2 degree: GPA 2.3 out of 4.0; or 74 out of 100

Bangladesh We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.2 to 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.3 out of 4.0 UK 2:2 degree: GPA 2.3 to 2.7 out of 4.0

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide. 

Barbados We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from the University of West Indies, Cave Hill or Barbados Community College. UK 1st class degree: First Class Honours*; or GPA 3.7 out of 4.0** UK 2:1 degree: Upper Second Class Honours*; or GPA 3.0 out of 4.0** UK 2:2 degree: Lower Second Class Honours*; or GPA 2.4 out of 4.0**

*relates to: the University of West Indies, Cave Hill.

**relates to: Barbados Community College.

Belarus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 9 out of 10; or 4.7 out of 5 UK 2:1 degree: 7 out of 10; or 4 out of 5 UK 2:2 degree: 5 out of 10; or 3.5 out of 5

Belgium We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 80% or 16/20*; or 78%** UK 2:1 degree: 70% or 14/20*; or 72%** UK 2:2 degree: 60% or 12/20*; or 65%**

*Flanders (Dutch-speaking)/ Wallonia (French-speaking) **German-speaking

Belize We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Benin We normally consider the following qualifications for entry to our postgraduate taught programmes: Maitrise or Masters from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Bolivia We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Bachiller Universitario or Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 85%* or 80%** UK 2:1 degree: 75%* or 70%** UK 2:2 degree: 65%* or 60%**

*relates to: Titulo de Bachiller Universitario

**relates to: Licenciado / Titulo de [subject area] 

Bosnia and Herzegovina We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Botswana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 5 years) or Master Degree from the University of Botswana. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Brazil We normally consider the following qualifications for entry to our postgraduate taught programmes: Título de Bacharel / Título de [subject area] or Título de Licenciado/a (minimum 4 years) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

The above grades assumes that the grading scale has a pass mark of 5.

Brunei We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Bulgaria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 5.75 out of 6.0 UK 2:1 degree: 4.75 out of 6.0 UK 2:2 degree: 4.0 out of 6.0

Burundi We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 85%; or 16 out of 20 UK 2:1 degree: 75%; or 14 out of 20 UK 2:2 degree: 60%; or 12 out of 20

Cambodia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 3.5 out of 4.0 UK 2:1 degree: 70%; or GPA 3.0 out of 4.0 UK 2:2 degree: 60%; or GPA 2.35 out of 4.0

Cameroon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; Diplome d'Etudes Superieures de Commerce; Diplome d'Ingenieur de Conception/ Travaux; Doctorat en Medecine/ Pharmacie; or Maitrise or Master 1 from selected institutions. UK 1st class degree: 16 out of 20; or GPA 3.6 out of 4.0 UK 2:1 degree: 14 out of 20; or GPA 3.0 out of 4.0 UK 2:2 degree: 12 out of 20; or GPA 2.5 out of 4.0

Canada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Chile We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado de Licenciado en [subject area] or Titulo (Professional) de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 6.5 out of 7 UK 2:1 degree: 5.5 out of 7 UK 2:2 degree: 5 out of 7

China We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 85 to 95% UK 2:1 degree: 75 to 85% UK 2:2 degree: 70 to 80%

Offer conditions will vary depending on the institution you are applying from.  

Colombia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado en [subject area] or Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.60 out of 5.00 UK 2:1 degree: 4.00 out of 5.00 UK 2:2 degree: 3.50 out of 5.00

Congo, Dem. Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Approfondies or Diplome d'Etudes Speciales from a recognised institution. UK 1st class degree: 16 out of 20; or 90% UK 2:1 degree: 14 out of 20; or 80% UK 2:2 degree: 12 out of 20; or 70%

Congo, Rep. of We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Etudes Superieures or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Costa Rica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachiller or Licenciado from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7.5 out of 10

Croatia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education Level VII/1 (Diploma - Visoko obrazovanje) from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3 out of 5

Cuba We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Arquitecto/ Doctor/ Ingeniero from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10; or GPA 3.7 out of 4.0 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or GPA 2.5 out of 4.0

Czech Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.2 out of 4 UK 2:1 degree: 1.5 out of 4 UK 2:2 degree: 2.5 out of 4

The above relates to grading scale where 1 is the highest and 4 is the lowest.

Denmark We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree from a recognised institution. UK 1st class degree: 12 out of 12 (2007 onwards); or 11 out of 13 (before 2007) UK 2:1 degree: 7 out of 12 (2007 onwards); or 8 out of 13 (before 2007) UK 2:2 degree: 4 out of 12 (2007 onwards); or 7 out of 13 (before 2007)

Dominican Republic We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 95/100 UK 2:1 degree: 85/100 UK 2:2 degree: 78/100

Ecuador We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 9/10; or 19/20; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 8/10; or 18/20; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 7/10; or 14/20; or GPA 2.4 out of 4.0

Egypt We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or GPA 3.7 out of 4 UK 2:1 degree: 75%; or GPA 3.0 out of 4 UK 2:2 degree: 65%; or GPA 2.5 out of 4

El Salvador We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado/ Titulo de [subject area] (minimum 5 years) from a recognised institution. UK 1st class degree: 8.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6.5 out of 10

Eritrea We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Estonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; University Specialist's Diploma; or Professional Higher Education Diploma from a recognised institution. UK 1st class degree: 4.5 out of 5 UK 2:1 degree: 3.5 out of 5 UK 2:2 degree: 2 out of 5

The above grades assumes that 1 is the pass mark. 

Eswatini We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Ethiopia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Fiji We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from one of the following institutions: Fiji National University, the University of Fiji, or the University of South Pacific, Fiji. UK 1st class degree: GPA 4.0 out of 5.0*; or overall grade A with High Distinction pass**; or GPA 4.0 out of 4.5*** UK 2:1 degree: GPA 3.33 out of 5.0*; or overall grade B with Credit pass**; or GPA 3.5 out of 4.5*** UK 2:2 degree: GPA 2.33 out of 5.0*; or overall grade S (Satisfactory)**; or GPA 2.5 out of 4.5***

*relates to Fiji National University

**relate to the University of Fiji

***relates to the University of South Pacific, Fiji

Finland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree/ Kandidaatti/ Kandidat (minimum 180 ECTS credits) from a recognised institution; or Bachelor degree (Ammattikorkeakoulututkinto/ Yrkeshögskoleexamen) from a recognised University of Applied Sciences. UK 1st class degree: 4.5 out of 5; or 2.8 out of 3 UK 2:1 degree: 3.5 out of 5; or 2 out of 3 UK 2:2 degree: 2.5 out of 5; or 1.4 out of 3

France We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Grade de Licence; Diplome d'Ingenieur; or Maitrise from a recognised institution. UK 1st class degree: 14 out of 20 UK 2:1 degree: 12 out of 20 UK 2:2 degree: 11 out of 20

Gambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80%; or GPA 4.0 out of 4.3 UK 2:1 degree: 67%; or GPA 3.3 out of 4.3 UK 2:2 degree: 60%; or GPA 2.7 out of 4.3

Georgia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 91 out of 100; or 4.7 out of 5 UK 2:1 degree: 81 out of 100; or 4 out of 5 UK 2:2 degree: 71 out of 100; or 3.5 out of 5

Germany We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 1.5 out of 5.0 UK 2:1 degree: 2.5 out of 5.0 UK 2:2 degree: 3.5 out of 5.0

Ghana We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: First Class UK 2:1 degree: Second Class (Upper Division) UK 2:2 degree: Second Class (Lower Division)

Greece We normally consider the following qualifications for entry to our postgraduate taught programmes: Degrees from recognised selected institutions in the University sector or Degrees (awarded after 2003) from recognised Technological Educational Institutes. UK 1st class degree: 8 out of 10*; or 9 out of 10** UK 2:1 degree: 7 out of 10*; or 7.5 out of 10** UK 2:2 degree: 6 out of 10*; or 6.8 out of 10**

*Relates to degrees from the University Sector. **Relates to degrees from Technological Educational Institutes.

Grenada We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Guatemala We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 70%

The above grades assumes that the pass mark is 61% or less.

Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Master; Maitrise; Diplome d'Etudes Superieures; or Diplome d'Etudes Approfondies from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Guyana We normally consider the following qualifications for entry to our postgraduate taught programmes: Graduate Diploma (Postgraduate) or Masters degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Honduras We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/a / Grado Academico de Licenciatura (minimum 4 years) from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5; or GPA 3.7 out of 4.0 UK 2:1 degree: 80%; or 4.0 out of 5; or GPA 3.0 out of 4.0 UK 2:2 degree: 70%; or 3.5 out of 5; or GPA 2.4 out of 4.0

Hong Kong We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from selected institutions. UK 1st class degree: First Class Honours UK 2:1 degree: Upper Second Class Honours UK 2:2 degree: Lower Second Class Honours

Hungary We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Alapfokozat) or University Diploma (Egyetemi Oklevel) from a recognised institution. UK 1st class degree: 4.75 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out of 5

Iceland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (Baccalaureus or Bakkalarprof) from a recognised institution. UK 1st class degree: 8.25 out of 10 UK 2:1 degree: 7.25 out of 10 UK 2:2 degree: 6.5 out of 10

India We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from selected institutions. UK 1st class degree: 75% to 80% UK 2:1 degree: 60% to 70% UK 2:2 degree: 50% to 60%

Offer conditions will vary depending on the institution you are applying from.  For some institutions/degrees we will ask for different grades to above, so this is only a guide.  

For India, offers may be made on the GPA scale.

We do not consider the Bachelor of Vocation (B. Voc.) for Masters entry.

Indonesia We normally consider the following qualifications for entry to our postgraduate taught programmes: Sarjna I (S1) Bachelor Degree or Diploma IV (D4) (minimum 4 years) from selected degree programmes and institutions. UK 1st class degree: GPA 3.6 to 3.8 out of 4.0 UK 2:1 degree: GPA 3.0 to 3.2 out of 4.0 UK 2:2 degree: GPA 2.67 to 2.8 out of 4.0

Offer conditions will vary depending on the institution you are applying from and the degree that you study.

Iran We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 17.5 to 18.5 out of 20 UK 2:1 degree: 15 to 16 out of 20 UK 2:2 degree: 13.5 to 14 out of 20

Iraq We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85 out of 100 UK 2:1 degree: 75 out of 100 UK 2:2 degree: 60 out of 100

Ireland We normally consider the following qualifications for entry to our postgraduate taught programmes: Honours Bachelor Degree from a recognised institution. UK 1st class degree: First Class Honours UK 2:1 degree: Second Class Honours Grade I UK 2:2 degree: Second Class Honours Grade II

Israel We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Italy We normally consider the following qualifications for entry to our postgraduate taught programmes: Laurea (180 ECTS credits) from a recognised institution. UK 1st class degree: 110 out of 110 UK 2:1 degree: 105 out of 110 UK 2:2 degree: 94 out of 110

Cote D’ivoire (Ivory Coast) We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ingenieur; Doctorat en Medicine; Maitrise; Master; Diplome d'Etudes Approfondies; or Diplome d'Etudes Superieures Specialisees from selected institutions. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Jamaica We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from the University of West Indies (UWI) or a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the UWI UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the UWI UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the UWI

Japan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: S overall* or A overall**; or 90%; or GPA 3.70 out of 4.00 UK 2:1 degree: A overall* or B overall**; or 80%; or GPA 3.00 out of 4.00 UK 2:2 degree: B overall* or C overall**; or 70%; or GPA 2.3 out of 4.00

*Overall mark is from the grading scale: S, A, B, C (S is highest mark) **Overall mark is from the grading scale: A, B, C, D (A is highest mark)

Jordan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85%; or GPA of 3.7 out of 4.0 UK 2:1 degree: 75%; or GPA of 3.0 out of 4.0 UK 2:2 degree: 70%; or GPA of 2.5 out of 4.0

Kazakhstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 3.8 out of 4.0/4.33; or 4.7 out of 5 UK 2:1 degree: 3.33 out of 4.0/4.33; or 4.0 out of 5 UK 2:2 degree: 2.67 out of 4.0/4.33; or 3.5 out of 5

Kenya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: First Class Honours; or GPA 3.6 out of 4.0 UK 2:1 degree: Second Class Honours Upper Division; or GPA 3.0 out of 4.0 UK 2:2 degree: Second Class Honours Lower Division; or GPA 2.4 out of 4.0

Kosovo We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7.5 out of 10

Kuwait We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.67 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.67 out of 4.0

Kyrgyzstan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5; or GPA 3.7 out of 4 UK 2:1 degree: 4.0 out of 5; or GPA 3.0 out of 4 UK 2:2 degree: 3.5 out of 5; or GPA 2.4 out of 4

Laos We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Latvia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded after 2002) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 7.5 out of 10 UK 2:2 degree: 6 out of 10

Lebanon We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree; Licence; or Maitrise from a recognised institution. UK 1st class degree: 90% or Grade A; or GPA 3.7 out of 4.0; or 16 out of 20 (French system) UK 2:1 degree: 80% or Grade B; or GPA 3.0 out of 4.0; or 13 out of 20 (French system) UK 2:2 degree: 70% or Grade C; or GPA 2.5 out of 4.0; or 12 out of 20 (French system)

Lesotho We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 5 years total HE study); Masters Degree or Postgraduate Diploma from selected institutions. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Liberia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Libya We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85%; or 3.7 out of 4.0 GPA UK 2:1 degree: 75%; or 3.0 out of 4.0 GPA UK 2:2 degree: 65%; or 2.6 out of 4.0 GPA

Liechtenstein We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.6 out of 6.0 UK 2:1 degree: 5.0 out of 6.0 UK 2:2 degree: 4.4 out of 6.0

Lithuania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Luxembourg We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Macau We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Licenciatura) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Macedonia We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Higher Education - Level VII/1 or Bachelor Degree from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Madagascar We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Diplome d'Ingenieur; Diplôme d'Etat de Docteur en Médecine; Diplôme d’Etat de Docteur en Chirurgie Dentaire; Diplôme d'Études Approfondies; Diplôme de Magistère (Première Partie) – also known as Master 1; or Diplôme de Master – also known as Master 2 from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Malawi We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from selected institutions. UK 1st class degree: 80% or GPA 3.7 out of 4.0 UK 2:1 degree: 70% or GPA 3.0 out of 4.0 UK 2:2 degree: 60% or GPA 2.4 out of 4.0

Malaysia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class 1; or 3.7 out of 4.0 CGPA UK 2:1 degree: Class 2 division 1; or 3.0 out of 4.0 CGPA UK 2:2 degree: Class 2 division 2; or 2.6 out of 4.0 CGPA

Maldives We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (awarded from 2000) from the Maldives National University. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Malta We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Bachelor Honours Degree from a recognised institution. UK 1st class degree: First Class Honours; or Category I UK 2:1 degree: Upper Second Class Honours; or Category IIA UK 2:2 degree: Lower Second Class Honours; or Category IIB

Mauritius We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: Class I; or 70% UK 2:1 degree: Class II division I; or 60% UK 2:2 degree: Class II division II; or 50%

Offer conditions will vary depending on the grading scale used by your institution.

Mexico We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo (Profesional) de [subject area] from a recognised institution. UK 1st class degree: 9.0 to 9.5 out of 10 UK 2:1 degree: 8.0 to 8.5 out of 10 UK 2:2 degree: 7.0 to 7.5 out of 10

Offer conditions will vary depending on the grading scale your institution uses.

Moldova We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Diploma de Licenta) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 6.5 out of 10

Monaco We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Mongolia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.6 out of 4.0; or 90%; or grade A UK 2:1 degree: GPA 3.2 out of 4.0; or 80%; or grade B UK 2:2 degree: GPA 2.8 out of 4.0; or 70%; or grade C

Montenegro We normally consider the following qualifications for entry to our postgraduate taught programmes: Diploma of Completed Academic Undergraduate Studies; Diploma of Professional Undergraduate Studies; or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8.5 out of 10 UK 2:2 degree: 7 out of 10

Morocco We normally consider the following qualifications for entry to our postgraduate taught programmes: Diplome d'Ecoles Nationales de Commerce et de Gestion; Diplome de Docteur Veterinaire; Doctorat en Medecine; Docteur en Medecine Dentaire; Licence; Diplome d'Inegeniuer d'Etat; Diplome de Doctorat en Pharmacie; or Maitrise from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Mozambique We normally consider the following qualifications for entry to our postgraduate taught programmes: Grau de Licenciado (minimum 4 years) or Grau de Mestre from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Myanmar We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 80% or GPA of 4.7 out of 5.0 UK 2:1 degree: 70% or GPA of 4.0 out of 5.0 UK 2:2 degree: 60% or GPA of 3.5 out of 5.0

Namibia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree or Professional Bachelor Degree (NQF level 8 qualifications) - these to be awarded after 2008 from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 70% UK 2:2 degree: 60%

Nepal We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: 80%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA of 2.4 out of 4.0

Bachelor in Nursing Science are not considered equivalent to UK Bachelor degrees.

Netherlands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8 out of 10 UK 2:1 degree: 7 out of 10 UK 2:2 degree: 6 out of 10

New Zealand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours Degree from a recognised institution. UK 1st class degree: A-*; or First Class Honours** UK 2:1 degree: B*; or Second Class (Division 1) Honours** UK 2:2 degree: C+*; or Second Class (Division 2) Honours**

*from a Bachelor degree **from a Bachelor Honours degree

Nigeria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: GPA 4.50 out of 5.00; or GPA 6.0 out of 7.0 UK 2:1 degree: GPA 3.50 out of 5.00; or GPA 4.6 out of 7.0 UK 2:2 degree: GPA 2.80 out of 5.00; or GPA 3.0 out of 7.0

Norway We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS (of 180 ECTS min overall) at grade A or above. UK 2:1 degree: Overall B grade UK 2:2 degree: Overall C grade

Oman We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Pakistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from selected institutions. UK 1st class degree: GPA 3.0 to 3.8 out of 4.0 UK 2:1 degree: GPA 2.6 to 3.6 out of 4.0 UK 2:2 degree: GPA 2.0 to 3.0 out of 4.0

Palestine, State of We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 90% or GPA 3.7 out of 4.0 UK 2:1 degree: 80% or GPA 3.0 out of 4.0 UK 2:2 degree: 70% or GPA 2.4 out of 4.0

Panama We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado / Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 91% UK 2:1 degree: 81% UK 2:2 degree: 71%

Papua New Guinea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree from a recognised institution. UK 1st class degree: Class I UK 2:1 degree: Class II, division A UK 2:2 degree: Class II, division B

Paraguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado / Titulo de [professional title] (minimum 4 years) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4 out of 5 UK 2:2 degree: 3.5 out fo 5

Peru We normally consider the following qualifications for entry to our postgraduate taught programmes: Grado Academico de Bachiller or Titulo de Licenciado/ Titulo (Professional) de [subject area] from a recognised institution. UK 1st class degree: 17 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Philippines We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions or Juris Doctor; Bachelor of Laws; Doctor of Medicine; Doctor of Dentistry/ Optometry/ Veterinary Medicine; or Masters Degree from recognised institutions. UK 1st class degree: 3.6 out of 4.0; or 94%; or 1.25 out of 5 UK 2:1 degree: 3.0 out of 4.0; or 86%; or 1.75 out of 5 UK 2:2 degree: 2.5 out of 4.0; or 80%; or 2.5 out of 5

The above 'out of 5' scale assumes  1 is highest mark and 3 is the pass mark.

Poland We normally consider the following qualifications for entry to our postgraduate taught programmes: Licencjat or Inzynier (minimum 3 years) - these must be awarded after 2001 from a recognised institution. UK 1st class degree: 4.8 out of 5.0 UK 2:1 degree: 4.5 out of 5.0 UK 2:2 degree: 3.8 out of 5.0

The above grades are based on the 2 to 5 scale, where 3 is the pass mark and 5 is the highest mark.

Portugal We normally consider the following qualifications for entry to our postgraduate taught programmes: Licenciado (minimum 180 ECTS credits) or Diploma de Estudos Superiores Especializados (DESE) from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 14 out of 20 UK 2:2 degree: 12 out of 20

Puerto Rico We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: 90/100 or GPA 3.7 out of 4.0 UK 2:1 degree: 80/100 or GPA 3.0 out of 4.0 UK 2:2 degree: 70/100 or GPA 2.4 out of 4.0

Qatar We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.0 out of 4.0; or GPA 3.6 out of 5.0 UK 2:2 degree: GPA 2.4 out of 4.0; or GPA 2.8 out of 5.0

Romania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 180 ECTS credits) from a recognised institution. UK 1st class degree: 9.75 out of 10 UK 2:1 degree: 8.0 out of 10 UK 2:2 degree: 7.0 out of 10

Russia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Rwanda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours Degree (minimum 4 years) from a recognised institution. UK 1st class degree: 85%; or 17 out of 20 UK 2:1 degree: 70%; or 15 out of 20 UK 2:2 degree: 60%; or 13 out of 20

Saudi Arabia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.75 out of 5.0; or GPA 3.75 out of 4.0 UK 2:1 degree: GPA 3.75 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.0 out of 5.0; or GPA 2.4 out of 4.0

Senegal We normally consider the following qualifications for entry to our postgraduate taught programmes: Maîtrise; Master II; Diplôme d'Études Approfondies (DEA); Diplôme d'Études Supérieures Specialisées (DESS); Diplôme d'État de Docteur en Médecine; Diplôme d'Ingénieur; Diplôme de Docteur en Chirurgie Dentaire; or Diplôme de Pharmacien from a recognised institution. UK 1st class degree: 16/20 UK 2:1 degree: 14/20 UK 2:2 degree: 12/20

Serbia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Advanced Diploma of Higher Education from a recognised institution. UK 1st class degree: 9 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Sierra Leone We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Honours) or a Masters degree from a recognised institution. UK 1st class degree: First Class honours; or GPA 4.7 out of 5; or GPA 3.75 out of 4 UK 2:1 degree: Upper Second Class honours; or GPA 4 out of 5; or GPA 3.25 out of 4 UK 2:2 degree: Lower Second Class Honours; or GPA 3.4 out of 5; or GPA 2.75 out of 4

Singapore We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) or Bachelor Honours degree from selected institutions. UK 1st class degree: GPA 4.3 out of 5.0; or GPA 3.6 out of 4.0 UK 2:1 degree: GPA 3.8 out of 5.0; or GPA 3.0 out of 4.0 UK 2:2 degree: GPA 3.3 out of 5.0; or GPA 2.5 out of 4.0

Slovakia We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 93%; or 1 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:1 degree: 86%; or 1.5 overall (on 1 to 4 scale, where 1 is highest mark) UK 2:2 degree: 72%; or 2.5 overall (on 1 to 4 scale, where 1 is highest mark)

Slovenia We normally consider the following qualifications for entry to our postgraduate taught programmes: Univerzitetni Diplomant (180 ECTS credits) (minimum 3 years) from a recognised institution. UK 1st class degree: 9.5 out of 10 UK 2:1 degree: 8 out of 10 UK 2:2 degree: 7 out of 10

Somalia Bachelor degrees from Somalia are not considered for direct entry to our postgraduate taught programmes. Holders of Bachelor degrees from Somali National University can be considered for our Pre-Masters programmes on a case by case basis.

South Africa We normally consider the following qualifications for entry to our postgraduate taught programmes: NQF Level 8 qualifications such as Bachelor Honours degrees or Professional Bachelor degrees from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 70% UK 2:2 degree: 60%

South Korea We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 4.2 out of 4.5; or GPA 4.0 out of 4.3; or GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.5 out of 4.5; or GPA 3.3 out of 4.3; or GPA 3.2 out of 4.0 UK 2:2 degree: GPA 3.0 out of 4.5; or GPA 2.8 out of 4.3; or GPA 2.5 out of 4.0

Spain We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo Universitario Oficial de Graduado en [subject area] (Grado) or Titulo Universitario Oficial de Licenciado en [subject area] (Licenciatura) from a recognised institution. UK 1st class degree: 8.0 out of 10; or 2.5 out of 4.0 UK 2:1 degree: 7.0 out of 10; or 2.0 out of 4.0 UK 2:2 degree: 6.0 out of 10; or 1.5 out of 4.0

Sri Lanka We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Special or Honours) or Bachelor Degree (Professional) (minimum 4 years) from a recognised institution. UK 1st class degree: GPA 3.5 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.4 out of 4.0

Sudan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Honours degree from a recognised institution or Bachelor degree in one of the following Professional subjects: Architecture; Dentistry; Engineering; Medicine/Surgery from a recognised institution. UK 1st class degree: 80% UK 2:1 degree: 65% UK 2:2 degree: 60%

Sweden We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (Kandidatexamen) or Professional Bachelor Degree (Yrkesexamenfrom) (180 ECTS credits) from a recognised institution. UK 1st class degree: Overall B grade with at least 75 ECTS at grade A or above (180 ECTS minimum overall); or at least 65% of credits graded at VG overall UK 2:1 degree: Overall B grade (180 ECTS minimum overall); or at least 50% of credits graded at VG overall UK 2:2 degree: Overall C grade (180 ECTS minimum overall); or at least 20% of credits graded at VG overall.

Switzerland We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor degree (180 ECTS credits) from a recognised institution. UK 1st class degree: 5.5 out of 6; or 9 out of 10 UK 2:1 degree: 5 out of 6; or 8 out of 10 UK 2:2 degree: 4.25 out of 6; or 7 out of 10

Syria We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 85% UK 2:1 degree: 75% UK 2:2 degree: 65%

Taiwan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from selected institutions. UK 1st class degree: 85 to 90% UK 2:1 degree: 70 to 75% UK 2:2 degree: 65 to 70%

Tajikistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Specialist Diploma or Masters Degree from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Tanzania We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 3.5 out of 5.0 UK 2:2 degree: GPA 2.7 out of 5.0

Thailand We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 to 3.20 out of 4.00 UK 2:2 degree: GPA 2.40 to 2.60 out of 4.00

Offer conditions will vary depending on the institution you are applying from.

Trinidad and Tobago We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or First Class Honours from the University of West Indies UK 2:1 degree: GPA 3.0 out of 4.0; or Upper Second Class Honours from the University of West Indies UK 2:2 degree: GPA 2.4 out of 4.0; or Lower Second Class Honours from the University of West Indies

Tunisia We normally consider the following qualifications for entry to our postgraduate taught programmes: Licence; Diplome National d'Architecture; Maitrise; Diplome National d'Ingeniuer; or Doctorat en Medecine / Veterinaire from a recognised institution. UK 1st class degree: 16 out of 20 UK 2:1 degree: 13 out of 20 UK 2:2 degree: 11 out of 20

Turkey We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.40 to 3.60 out of 4.00 UK 2:1 degree: GPA 2.80 to 3.00 out of 4.00 UK 2:2 degree: GPA 2.30 to 2.50 out of 4.00

Turkish Republic of Northern Cyprus We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.60 out of 4.00 UK 2:1 degree: GPA 3.00 out of 4.00 UK 2:2 degree: GPA 2.50 out of 4.00

Turkmenistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Diploma of Higher Education (awarded after 2007) from a recognised institution. UK 1st class degree: 4.7 out of 5 UK 2:1 degree: 4.0 out of 5 UK 2:2 degree: 3.5 out of 5

Turks and Caicos Islands We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (accredited by the Council of Community Colleges of Jamaica) from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0; or 80% UK 2:1 degree: GPA 3.3 out of 4.0; or 75% UK 2:2 degree: GPA 2.7 out of 4.0; or 65%

Uganda We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 3 years) from a recognised institution. UK 1st class degree: GPA 4.4 out of 5.0 UK 2:1 degree: GPA 4.0 out of 5.0 UK 2:2 degree: GPA 3.0 out of 5.0

Ukraine We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree or Specialist Diploma from a recognised institution. UK 1st class degree: 10 out of 12; or 4.7 out of 5 UK 2:1 degree: 8 out of 12; or 4.0 out of 5 UK 2:2 degree: 6 out of 12; or 3.5 out of 5

United Arab Emirates We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.0 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

United States of America We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: GPA 3.7 out of 4.0 UK 2:1 degree: GPA 3.2 out of 4.0 UK 2:2 degree: GPA 2.5 out of 4.0

Uruguay We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] (minimum 4 years) from a recognised institution. UK 1st class degree: 10 to 11 out of 12 UK 2:1 degree: 7 to 9 out of 12 UK 2:2 degree: 6 to 7 out of 12

Uzbekistan We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Specialist Diploma from a recognised institution. UK 1st class degree: 90%; or 4.7 out of 5 UK 2:1 degree: 80%; or 4.0 out of 5 UK 2:2 degree: 71%; or 3.5 out of 5

Venezuela We normally consider the following qualifications for entry to our postgraduate taught programmes: Titulo de Licenciado/ Titulo de [subject area] from a recognised institution. UK 1st class degree: 81% UK 2:1 degree: 71% UK 2:2 degree: 61%

Non-percentage grading scales, for example scales out of 20, 10, 9 or 5, will have different requirements. 

Vietnam We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree from a recognised institution. UK 1st class degree: 8.0 out of 10; or GPA 3.7 out of 4 UK 2:1 degree: 7.0 out of 10; or GPA 3.0 out of 4 UK 2:2 degree: 5.7 out of 10; or GPA 2.4 out of 4

Yemen We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters (Majister) degree from a recognised institution. UK 1st class degree: 90% UK 2:1 degree: 80% UK 2:2 degree: 65%

Bachelor Degrees from Lebanese International University (in Yemen) can be considered for entry to postgraduate taught programmes - please see Lebanon for guidance on grade requirements for this.

Zambia We normally consider the following qualifications for entry to our postgraduate taught programmes: Masters Degree from a recognised institution. UK 1st class degree: 75%; or GPA 3.7 out of 4.0 UK 2:1 degree: 65%; or GPA 3.0 out of 4.0 UK 2:2 degree: 55%; or GPA 2.4 out of 4.0

Zimbabwe We normally consider the following qualifications for entry to our postgraduate taught programmes: Bachelor Degree (minimum 4 years) or Bachelor Honours degree from a recognised institution. UK 1st class degree: 75% UK 2:1 degree: 65% UK 2:2 degree: 60%

English language requirements

If you got your degree in an English speaking country or if it was taught in English, and you studied within the last five years, you might not need an English language qualification - find out more .

The minimum English Language requirements for entry to postgraduate degree programmes within the School of Electronic Engineering and Computer Science are:

6.5 overall including 6.0 in Writing, and 5.5 in Reading, Listening and Speaking.

MSc Data Science and Artificial Intelligence requires 6.5 overall including 6.5 in Writing, Reading, Listening and Speaking.  

92 overall including 21 in Writing, 18 in Reading, 17 in Listening and 20 in Speaking.

MSc Data Science and Artificial Intelligence requires 92 overall including 24 in Writing, 22 in Reading, 21 in Listening and 23 in Speaking.  

1 overall including 65 in Writing, and 59 in Reading, Listening and Speaking.

MSc Data Science and Artificial Intelligence requires 71 overall including 71 in Writing, Reading, Listening and Speaking.   

either Trinity College London, Integrated Skills in English (ISE) II with Distinction in Writing, Reading, Listening and Speaking, or Trinity College London, Integrated Skills in English (ISE) III with Pass in Writing, Reading, Listening and Speaking.

176 overall including 169 in Writing, and 162 in Reading, Listening and Speaking.

MSc Data Science and Artificial Intelligence requires 176 overall including 176 in Writing, Reading, Listening and Speaking.  

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Getting a Game Studies PhD: A Guide for Aspiring Video Game Scholars

Originally written by Bo in the fall of 2016 , with feedback from Harrison Gish, Teddy Pozo, Whit Pow, Dietrick Squinkifer, and many more via social media. Last updated April 2019 . Suggestions for additions to this list are very welcome. See contact info at right of page.

Over the last few years, I have received messages from many aspiring game studies scholars: current undergraduate students, master’s students, or other folks who are excited about approaching video games academically and want to know how to get the training and the credentials to enter the field. What inspiring messages to receive!

The question I still hear often is, “Where can I go to get my Ph.D. in game studies?” Answering that question can be surprisingly tricky. Though game studies is a growing and arguably well-established field, at present, there aren’t Ph.D. programs in North America that grant degrees specifically dedicated to video games. But don’t despair. Below is information and recommendations for how to achieve the goal of getting a Ph.D. that will position you for a career in game studies.

Whether you yourself are an aspiring game studies scholar or an educator working with a student who is interested in pursuing game studies, I hope this handy guide will serve as a helpful starting point for your search…

What Is “Game Studies”?

Before you know which Ph.D. programs to apply to, you have to know whether game studies is right for you.

Game studies is the scholarly field dedicated to exploring digital games, analog games, and play. Though some of the early texts that have become foundational for game studies come from the early- and mid-twentieth century, game studies as an academic field got started in the 1990’s. Over the past two decades, game studies scholars have produced a rich array of work that addresses questions like how to define games, why players play, and what cultural meaning is communicated through games. In another sense though, game studies is still a relatively new discipline. Many scholars from other fields are surprised to hear that there is an entire corner of academia dedicated to games.

Most recently, game studies has taken a turn away from its formalist roots and toward issues of culture and social justice. Some of the most vibrant areas of game studies today include scholarship on video games and LGBTQ issues, race, ability, identity, and diversity. Tabletop gaming, esports, live streaming, and game histories are also growing areas of game studies research.

Many game studies scholars do also make games, and some of the most insightful game studies work has come out of collaborations between scholars and makers. However, for the purposes of this guide, “game studies” refers to the work of analyzing games rather than making them.

A note for the 2023 update: With that said, a growing number of grad school applicants are interested in pursuing what’s called “theory/practice” or “research creation” scholarship. This kind of scholarship combines creative and critical work. For example, a student doing theory/practice scholarship might both make and write about games. In my experience, many faculty mentors are excited about this work, but often programs and institutions themselves are not set up to support it, especially in the US. If you are interested in doing theory/practice work, I encourage you to speak directly with your potential faculty mentors and ask for a frank assessment of whether other students have successfully pursued related projects in their programs.

The Dilemma for Aspiring Game Studies Scholars

There has never been a more exciting time to study video games, or to make a career out of researching games and their players. The medium of games is growing and changing, calling for new voices and a wider range of critical perspectives. Game studies is poised to become an increasingly important academic field. Many universities are hiring faculty in this area. To thrive, game studies needs a vibrant next generation of scholars.

However, for those who aspire to become game studies professionals, figuring out which educational path to take can be difficult. Though it is becoming more and more common for universities to offer courses on video games, and though institutions like USC and NYU (among others) have excellent programs dedicated to games, currently the only available graduate degrees specifically dedicated to games focus on game making — that is, game design and development — not on the academic study of games. While there are doctoral programs that allow students to tailor their education toward games, there are no institutions yet that offer a dedicated, games-focused Ph.D.

At this point, maybe you’re wondering: should I even get a Ph.D.? Good question. It depends what kind of job you’re looking for. Entering a doctoral program is a big commitment (most take five to seven years), so being informed before deciding whether and where to apply is important. But let’s be frank. While you don’t need a Ph.D. to do video game analysis per se, a doctorate is considered a basic requirement for most research-focused faculty positions. For better or for worse, if you’re hoping to be a full-time, tenure-track university or college professor whose focus is games scholarship (rather than game design), getting a Ph.D. is still the expected path.

So, what do you do if you want to be a game studies scholar but you can’t get your Ph.D. in game studies?

OPTION 1: Pick a Ph.D. Program with Game Studies Faculty In It

One option is to apply to Ph.D. programs that are not specifically focused on games, but which have game studies scholars on their faculty. These should be faculty members whose work you’re familiar with (if you recognize the names but don’t know what their research is about, it’s time to do some reading) and whom you would be excited to learn from.

Some things to keep in mind: If the program you enter only has one or two games studies faculty, you’ll be working closely with these folks throughout your time in the program — so you want to make sure, as best you can, that they’re a good fit for you. If you’re seriously considering applying, I recommend sending enthusiastic but gracious (individual) emails to these potential mentors. That way you can learn more about how/if they see your interests fitting with the program. You’ll also already be on their radar when they sit down to review the pool of applications.

When you look at faculty rosters, remember that “visiting professors” and adjuncts, while they can be amazing educators, may only be working in the department for a short time. Also, think about the department you’d be applying to, not just the scholar you want to work with. Is it a media studies department, a communication department, a computer science department? The discipline in which you get your Ph.D. will significantly affect the kind of scholarship you get the chance to do and what sorts of academic jobs you qualify for.

Below is a list of Ph.D. programs in North America that have game studies scholars as members of their faculty. This list is always growing and changing. All suggestions for additional inclusions are very welcome (see contact info at right).

American University – Ph.D. in Communication Game studies faculty: Benjamin Stokes In conjunction with the American University Game Lab

Arizona State University – Ph.D. in Human and Social Dimensions of Science and Technology Game studies faculty: Alexandrina Agloro

Arizona State University – Ph.D. in Learning, Literacies, and Technology Game studies faculty: Betty Gee, Jim Gee

Carleton University – Ph.D. in Cultural Mediations Game studies faculty: Aubrey Anable

Concordia University – Individualized Program Ph.D. (INDI)

(Concordia’s INDI degree has also been included below in the section on interdisciplinary programs.) Game studies faculty: Mia Consalvo, Sandra Gabriele, Lynn Hughes, Rilla Khaled, Bart Simon

Florida State University – Ph.D. in Communication Game studies faculty: Arienne Ferchaud

Georgia Tech – Ph.D. in Digital Media Game studies faculty: Ian Bogost, Janet Murray

Indiana University – Ph.D. in Media Arts and Sciences Game studies faculty: Raiford Guins

NC State University – Ph.D. in Communication, Rhetoric, and Digital Media Game studies faculty: Grant Bollmer, Andrew Johnston, Adriana Souza e Silva, Nicholas Taylor

New York University – Ph.D. in Media, Culture, and Communication Game studies faculty: Laine Nooney

Old Dominion University – Ph.D. in English Game studies faculty: Kevin Moberly, Marc Ouellette

Ryerson University – Ph.D. in Communication and Culture (joint program with York University) Game studies faculty: Jason Boyd

Simon Frasier University – Ph.D. in Communication Game studies faculty: Milena Droumeva, Dal Yong Jin

Stanford University – Ph.D. in  Art and Art History  (specialization in Film & Media Studies),  Communication ,  Modern Thought & Literature , or Theater & Performance Studies Game studies faculty: Shane Denson, Henry Lowood

Syracuse University – Ph.D. in English Game studies faculty: Chris Hanson

Temple University – Ph.D. in Media and Communication Game studies faculty: Hector Postigo, Adrienne Shaw

University of Arizona – Ph.D. in Literature Game studies faculty: Ken McAllister

UC Davis – Ph.D. in Literature, Performance Studies, Sociology, etc. Note: game studies faculty are primarily associated with Cinema and Digital Media , which does not grant Ph.D.s. However doctoral students in the departments mentioned are currently engaged in or have recently completed games-related Ph.D. work. Game studies faculty: Stephanie Boluk, Gina Bloom, Joshua McCoy, Patrick LeMieux, Timothy Lenior, Colin Milburn

UC Irvine – Ph.D. in Informatics Game studies faculty: Mimi Ito, Bonnie Ruberg, Katie Salen, Kurt Squire, Constance Steinkuehler, Theresa Tanenbaum, Aaron Trammell

UC Irvine – Ph.D. in Visual Studies Game studies faculty: Peter Krapp, Braxton Soderman

UC Irvine – Ph.D. in Anthropology Game studies faculty: Tom Boellstorff

UCLA – Ph.D. in Cinema and Media Studies Game studies faculty: Stephen Mamber

UC Santa Barbara – Ph.D. in Film and Media Studies Game studies faculty: Alenda Chang

UC Santa Cruz – Ph.D. in Computational Media Game studies faculty: Nathan Altice, Katherine Isbister, Michael Mateas, Noah Wardrip-Fruin, Jim Whitehead

UC Santa Cruz – Ph.D. in Film and Digital Media Game studies faculty: Soraya Murray, Susana Ruiz (Faculty from UCSC’s Art & Design: Games + Playable Media Program also support game studies research: micha cárdenas, A. M. Darke, Robin Hunicke, Elizabeth Swensen)

University of Central Florida — Ph.D. in Texts and Technologies Game studies faculty: Emily K. Johnson, Eddie Lohmeyer, Eric Murnane, John Murray, Anastasia Salter, Mel Stanfill,

University of Chicago – Ph.D. in English Game studies faculty: Patrick Jagoda

University of Hawaii, Manoa – Ph.D. in Communication and Information Sciences Game studies faculty: Kelly Bergstrom, Jennifer Sunrise Winter

University of Michigan – Ph.D. in Screen Arts & Cultures or American Culture Game studies faculty: Sheila Murphy, Lisa Nakamura

University of Texas at Dallas – Ph.D. in Arts, Technology, and Emerging Communication Game studies faculty: Josef Nguyen and Ann Wu

University of Toronto – Ph.D. in Information Sciences Game studies faculty: Tero Karppi, David B. Nieborg, Sara Grimes

University of Washington – Ph.D. in Information Science Game studies faculty: Jinha Lee

University of Waterloo – Ph.D. in English Language and Literature (in conjunction with the Games Institute ) Game studies faculty: see Games Institute faculty page

University of Wisconsin, Milwaukee – Ph.D. in Media, Cinema, and Digital Studies Game studies faculty: Stuart Moulthrop

University of Wisconsin, Milwaukee – Ph.D. in Anthropology Game studies faculty: Thomas Malaby

York University – Ph.D. in  Digital Media  or   Education Game studies faculty: Sandra Danilovic, Yifat Shaik, Kurt Thumlert,

OPTION 2: Pick a Ph.D. Program with Ties to a Game Design Program

A second option is to get your Ph.D. through a program that, while not explicitly focused on games, allows you to take classes in an adjacent games-specific graduate program. Often these related programs grant MFAs, but they usually involve some game studies classes.

Before applying to these programs, be sure to inquire with the faculty you are interested in working with about whether it is possible to combine coursework from your home department with classes from these related games programs.

University of Southern California – Ph.D. in Media Arts + Practice Take courses in: Interactive Media and Games Division

University of Southern California – Ph.D. in Cinema and Media Studies Take courses in: Interactive Media and Games Division

New York University – Ph.D. in Media, Culture, and Communication (also listed under Option 1 above) Take courses in: NYU Game Center and Integrated Digital Media

UCLA – Ph.D. in Cinema and Media Studies Take courses in: Design Media Arts ( UCLA Gamelab )

OPTION 3: Pick a Ph.D. Program That Supports Interdisciplinary Digital Scholarship

The third option is to make your own way by picking a Ph.D. that supports interdisciplinary research and will allow you to tailor your education toward your interest in games. Ideally, this will be a program that has an explicit link to digital media, as this will give you access to scholars and colleagues similarly committed to related concerns around contemporary technology.

The upside to this option is that you get to be the architect of your own scholarly formation. Who do you want to be? You decide! The downside is that you will need to do the extra legwork to read widely outside your coursework and build a network of mentors from other institutions.

Brown University – Ph.D. in Modern Culture and Media

Concordia University – Individualized Program Ph.D. (INDI) (Concordia’s INDI degree has also been included above in the section on game studies faculty.) Game studies faculty: Mia Consalvo, Sandra Gabriele, Rilla Khaled

Rutgers University – Ph.D. in Communication, Information, and Library Studies

Simon Frasier University – Ph.D. in Interactive Arts & Technology

UC Berkeley – Ph.D. in any field with Designated Emphasis in New Media Berkeley Center for New Media

Whatever path you take toward your career in game studies, good luck! You bring an important new set of perspectives to video games, and the field is better for having you in it.

Comments are closed.

BO RUBERG, Ph.D.

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Home > Postgraduate study > Postgraduate courses > Game Development (Design) MA

Game Development (Design) MA

Why choose this course.

This course focuses on the design skills necessary for the field of game development. You will create and develop computer games both alone and as part of a team. Excellent facilities include Sony PlayStation 5 developer kits and software such as Unity Pro, Unreal Engine 5 and Maya. You will also have access to our new Centre for Virtual and Augmented Reality. There is regular input from industry practitioners, particularly through the games inKUbator, and the chance to participate in Game Jams and Hackathons. With a professional presence, portfolio and a range of skills, you will be ready to impress potential employers.

• This course has been developed in consultation with our industry panel, and we are an educational partner of Sony Interactive Entertainment through PlayStation First. We are also an active member of TIGA, the games industry's representative body.
• This course has been designed to use the best digital media expertise and resources from across the University. It will prepare you for employment in the digital media industry, where teams of specialists work together to develop and author innovative digital media projects.

Mode	Duration	Start date
Full time	1 year	September 2024
Full time	1 year	January 2025 September 2025
Full time	2 years including professional placement	September 2024
Full time	2 years including professional placement	January 2025 September 2025
Part time	2 years	September 2024
Part time	2 years	January 2025 September 2025

Reasons to choose Kingston University

• Kingston University is an active member of The Independent Game Developers' Association (TIGA) and has been developed in consultation with industry.
• Kingston is an educational partner of Sony Interactive Entertainment through PlayStation First. You will learn to develop games for PlayStation 5.
• You will use first-class facilities, such as gaming PCs, development consoles and VR and AR kit.

Sony PlayStation First

Kingston University is an educational partner of Sony through PlayStation First. Through this partnership you will have the opportunity to learn how to develop games for the PlayStation 5 as part of this course.

What you will study

You will design and create computer games, alone and in teams, using industry-standard production management tools and techniques that stimulate a professional environment of collaboration to deliver a product on time. You will also develop vertical-slice prototypes using new technologies, such as virtual and augmented reality, and will learn how to present yourself to potential employers through your professional presence and portfolio.

For a student to go on placement they are required to pass every module first time with no reassessments. It is the responsibility of individual students to find a suitable paid placement. Students will be supported by our dedicated placement team in securing this opportunity.

Core modules

Optional modules, digital studio practice.

You will work with a multidisciplinary group of students as appropriate for your course (User Experience Design MSc, Game Development (Design) MA, Game Development (Programming) MSc and Computer Animation MA); involved with the digital media production process in response to a project brief developed in consultation with the industry panel and/or research staff. Projects concern contemporary platforms, such as iPhone, Android, Windows, Playstation, Xbox and Next Generation controllers and innovative input devices. You also develop a professional profile (online CV/portfolio) fitting for your role and intended destination which you maintain throughout the course.

• Coursework : report, prototype, and presentation (group and individual)
• Schedule : allow one weekday per week in the first semester
• Staff : course staff

Connected Games Development

The module covers the process of creating multiplayer computer games using various technologies and designing approaches. This module provides guided teaching and practical sessions on topics related to connected games programming, design and portfolio development.

The aims of this module are:

• To enable students to solidify, develop, and design connected games of their selected genres aiming also to consolidate their portfolio.
• To develop problem-solving abilities in the relevant programming and designing techniques which underpin this.
• To help students develop a confident and extensive understanding of connected games under their own genre specialism.

Game Design

This module deals with the game design principles such as narratology versus ludology; interactive fictions; understanding play and engagement; level design and game flow; motivation, jeopardy and reward; to present ideas verbally, on paper and in technical demos, in a range of 2D and 3D graphics and animation packages, with some programming skills at scripting level.  

On successful completion of the module, you will be able to:

• Develop and carry out effective and appropriate research and testing methodologies in relation to practice.
• Apply game theory to practice in such a way as to confidently inform design decision-making processes.
• Use new and existing technologies to enhance the communication of design processes and resolutions.
• Identify, analyse and critically reflect on game design practices and processes in such a way as to enable the evaluation of career opportunities and individual direction within the gaming industries globally.

Digital Media Final Project

The Digital Media Final Project, as a capstone project, consolidates the knowledge gained in earlier modules and is informed and supported by prior learning.

You will interpret the coursework into a practical solution and demonstrate skills in defining, analysing and developing a substantial solution to an individually defined design related problem. You will utilise an advanced understanding of contemporary digital media practice. The research and documentation of the project is an integral part of the submission; reflecting on the process, as well as the critical analysis and methodology of the research itself. The research will be conceptually integrated within the practical work. Individual project topics are expected to be wide ranging and provide the opportunity to fully investigate a practical situation, underpinned by a critical report on the work produced. Topics must allow the opportunity to position work with respect to business, social and cultural goals and identify and apply appropriate technology as a means of delivery.

• Critically apply theoretical knowledge of design and evaluate contemporary discourse on the subject.
• Demonstrate the application of design research methods in formulating concepts and ideas.
• Originate design propositions through the application of appropriate design ideologies, research principles, methods, materials and technology, forms, means, actions or interventions.
• Engage in the critical reflection of own work and in peer review related to the development and production of the major project, employing skills of evaluation, contextualisation and communication.
• Disseminate the research process and outcomes of the final project with appropriate currency and consideration of audience.

User Experience Design (Content)

This module focuses upon user research, participatory design and prototyping for new interaction concepts, particularly those for multi-user or multi-modal interaction with media-rich information sources for personal and ubiquitous computing platforms. The emphasis is upon qualitative insight and creativity for user engagement and persuasion across the end-to-end user journey, particularly in mobile contexts.

• Coursework : design report, prototype, presentation
• Schedule : allow approximately one day a week in the second semester

Character Animation for Film and Games

Students will benefit from having some prior experience with animation concepts, 2D and/or 3D animation practice. This module will enable them to develop their 3D animation skills further in creating dynamic and appealing animation for application in both film/TV and games production. Fundamentals and theory, such as the 12 Principles of Animation and study of reference, will underpin the development of a portfolio featuring body mechanics and character performance animation. Students will also learn basic techniques in rigging, such as parenting, constraints, IK solvers, utility nodes, set-driven keys, etc. in order to animate models.

On completion of the module, students will have the ability to animate assets for different applications (film, television, computer games).

This is a practical module where the majority of students' time is spent working with 3D software. Similarly, the assessment is practically based.

Professional Placement

120 credits

The Professional Placement module is a core module if you're following a masters programme that incorporates an extended professional placement. It provides you with the opportunity to apply your knowledge and skills in an appropriate working environment, and develops and enhances key employability and subject specific skills in your chosen discipline. You may wish to use the placement experience as a platform for a major project or your future career.

It is your responsibility to find and secure a suitable placement opportunity; this should not normally involve more than two placements which must be completed over a minimum period of 10 months and within a maximum of 12 months. The placement must be approved by your Course Leader prior to commencement to ensure its suitability. You will have access to the standard placement preparation activities offered by the Student Engagement and Enhancement (SEE) group.

Read more about the postgraduate work placement scheme.

Please note

Optional modules only run if there is enough demand. If we have an insufficient number of students interested in an optional module, that module will not be offered for this course.

Work placement scheme

Many postgraduate courses at Kingston University enable students to take the option of a 12-month work placement as part of their course. Although the University supports students in finding a placement and organises events to meet potential employers, the responsibility for finding the work placement is with the student; we cannot guarantee the placement, just the opportunity to undertake it. You may find securing a professional placement difficult as they are highly competitive and challenging, but they are also incredibly rewarding. It is very important to prepare and apply yourself if this is the route you wish to take. Employers look for great written and oral communication skills and an excellent CV/portfolio. As the work placement is an assessed part of the course, it is covered by a student's Student Route visa.

Find out more about the postgraduate work placement scheme.

Entry requirements

Typical offer.

• A 2:2 or above honours degree in humanities, art and design, multimedia, media production or the academic equivalent.
• All applicants must be able to demonstrate, either through qualifications or portfolio of works a solid understanding of digital media.
• Exceptionally, applicants may have no first degree but more than five years working in the field and/or a portfolio of works. In this case, there must be strong evidence that the applicant has the motivation to complete the course and the ability to work at this level. Experience in digital media or the games industry is particularly valuable.

International

In order to complete your programme successfully, it is important to have a good command of English and be able to apply this in an academic environment. Therefore, if you are a non-UK applicant* you will usually be required to provide certificated proof of English language competence before commencing your studies.

For this course you must pass IELTS academic test in English with an overall score of 6.5, with no element below 6.0 , or meet the scores listed on the alternative online tests .

Applicants who do not meet the English language requirements may be eligible to join our  pre-sessional English language course .

Please make sure you read our full guidance about  English language requirements , which includes details of other qualifications we'll consider.

* Applicants from one of the recognised  majority English speaking countries (MESCs)  do not need to meet these requirements.

Country-specific information

You will find more information on country specific entry requirements in the International section of our website.

Find your country:

• Middle East

Teaching and assessment

Guided independent study (self-managed time).

When not attending timetabled sessions, you will be expected to continue learning independently through self-study. Typically this will involve reading journal articles and books, working on individual and group projects, 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.

Support for postgraduate students

As a student at Kingston University, we will make sure you have access to appropriate advice regarding your academic development. You will also be able to use the University's  support services . 

Your workload

Type of learning and teaching.

• Scheduled learning and teaching: 210 hours
• Guided independent study (self-managed time): 1290 hours

14% of your time is spent in timetabled learning and teaching activity.

Please note: the above breakdowns are a guide calculated on core modules only. Depending on optional modules chosen, this breakdown may change.

How you will be assessed

Type of assessment.

• Coursework: 100%

Assessment typically comprises exams (e.g. test or exam), practical (e.g. presentations, performance) and coursework (e.g. essays, reports, self-assessment, portfolios, dissertation). The approximate percentage for how you will be assessed on this course is as follows, though depends to some extent on the optional modules you choose.

Feedback summary

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

Class sizes

­You will be part of an intimate cohort of 20-40 students which provides dedicated academic guidance and advice as well as the opportunity to build a life-long network of colleagues. Some modules are common across other postgraduate programmes; you may therefore be taught alongside postgraduates from other courses.

Who teaches this course?

About digital media kingston .

This course is delivered by Digital Media Kingston. Digital Media Kingston (DMK) is an interdisciplinary, collaborative project between the School of Computer Science and Mathematics, and School of Design at Kingston University. Its mission is to bring together creative expression, theoretical analysis, scientific rigour and technological innovation to underpin innovation and excellence in the computational arts. The teaching element of the DMK project delivers a suite of four related courses: Computer Animation MA, Games Development (Design) MA, User Experience Design MSc, and Games Development (Programming) MSc. You will share the majority of your taught modules with students taking these digital media courses.

Postgraduate students may run or assist in lab sessions and may also contribute to the teaching of seminars under the supervision of the module leader.

Dr Darrel Greenhill

Dr Neda Ahmadi

Professor Vesna Brujic-Okretic

Dr Jarek Francik

Dr Andreas Hoppe

Here is the range of facilities available to you as a student at Kingston that will help you during your course.

Dedicated games laboratory

Our games lab includes Sony PlayStation 5 development consoles together with the latest development software such as Visual Studio 2022, Unreal Engine 5, Unity and git as well as high-tech equipment such as gaming PCs with 12th gen intel i7 processors, 1TB SSD drives and Nvidia GeForce RTX 3090 GPUs.

Our new Centre For Augmented And Virtual Environments (CAVE) is a space where you can develop Virtual Reality apps for the PlayStation VR, HTC Vive, Oculus Quest 2s and other VR technologies.

Other facilities

There is a wide range of other facilities at our Penrhyn Road campus, where this course is based. You will have access to a modern environment with the latest equipment including:

Computing laboratories

State-of-the-art computer laboratories with high-performance workstations, including some with dual large-screen monitor configurations.

State-of-the-art hardware and the latest software

• Development software and tools, such as Unity 3D Professional, Unreal Engine 5, Visual Studio, Maya and Photoshop
• Oculus Quest 2s and other VR headsets, PlayStation 5 development kits, Steam Decks and high-end digital cameras (4K)

Subject libraries, online database subscriptions and resource materials

Our dedicated team of IT technicians support the labs and are always on hand to provide assistance.

Fees for this course

2025/26 fees for this course, home 2025/26.

• MA full time £11,400
• MA part time £6,270

International 2025/26

• MA full time £17,600
• MA part time £9,680

2024/25 fees for this course

Home 2024/25.

• MA full time £10,900
• MA part time £5,995

International 2024/25

• MA full time £16,900
• MA part time £9,295

Tuition fee information for future course years

If you start your second year straight after Year 1, you will pay the same fee for both years.

If you take a break before starting your second year, or if you repeat modules from Year 1 in Year 2, the fee for your second year may increase.

Fees for the optional placement year

If you choose to take a placement as part of this course, you will be invoiced for the placement fee in Year 2. Find out more about the postgraduate work placement scheme and the costs for the placement year.

Postgraduate loans

If you are a UK student, resident in England and are aged under the age of 60, you will be able to apply for a loan to study for a postgraduate degree. For more information, read the postgraduate loan information on the government's website .

Scholarships and bursaries

Kingston University offers a range of postgraduate scholarships, including:

• Inspire the Future scholarship
• Postgraduate scholarships for international students

If you are an international student, find out more about  scholarships and bursaries .

We also offer the following discounts for Kingston University alumni:

• Alumni discount
• Progression Scholarship

Kevin Walsh scholarship

The Kevin Walsh Scholarship is a one-year scholarship for a taught masters course in the School of Computer Science & Mathematics. It covers the cost of the home fees for a masters degree as well as providing a maintenance grant.

For more information, visit the Kevin Walsh Scholarship page .

Additional costs

Depending on the programme of study, there may be extra costs that 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, access to shared 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.

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 buy your own copy of key textbooks, this can cost between £50 and £250 per year.

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 WiFi is available on each of the campuses. You may wish to purchase your own computer, which can cost between £100 and £3,000 depending on your course requirements.

Photocopying and printing

In the majority of cases written coursework can be submitted online. There may be instances when you will be required to submit work in a printed format. Printing, binding and photocopying costs are not included in your tuition fees, this may cost up to £100 per year.

Field trips

All field trips that are compulsory to attend to complete your course are paid for by the University. There may be small fees incurred for optional field trips such as travel costs and refreshments.

Travel costs are not included in your tuition fees but we do have a free intersite bus service which links the campuses, Surbiton train station, Kingston upon Thames train station, Norbiton train station and halls of residence.

If the placement year option is chosen, during this year travel costs will vary according to the location of the placement, and could be from £0 to £2,000.

Student work

Watch a compilation of demos featuring work created by our students during their time with InKUbator – the Kingston University games development studio.

Watch a clip from Hive Wars, created by students during their course.

What this course offers you

Game Development (Design) MA is part of the Digital Media Kingston suite of courses providing students with a unique mixture of creative and technical skills.

Students will have access to first-class technical facilities such as our Games Lab, with state-of-the-art computers, moving image studios, 3D workshops and other specialist resources. These include a number of Sony PlayStation 4 developer kits. In addition other software is available including Unity Pro, Unreal and Maya. Students also have access to our new Centre for Virtual and Augmented Reality (CAVE).

This industry-facing course aims to hone your workplace skills including:

• time management;
• communication (oral, written and electronic);
• data collection, review and synopsis; and

Input from industry practitioners and experts will add a valuable dimension to your studies, particularly though the games inKUbator which features regular industry speakers. There is also the opportunity to participate in Game Jams and Hackathons.

How we work with industry partners

Digital Media Kingston courses have been developed in consultation with our industrial advisory board. We are an academic partner with Sony Interactive Entertainment Europe through PlayStation First, meaning students are able to develop for the PlayStation 5 console. Students often work to live industry briefs.

We have regular guest speakers from industry, including our alumni. Recent talks in our inKUbator have included speakers from Creative Assembly, Ndreams, Rare, Rebellion and Frontier.

Some work placements, live projects and other opportunities will be available at the discretion of the industry panel for students on this course.

After you graduate

You will be well suited for roles such as games designer, games programmer, indy developer, AI programmer, software engineer and user experience designer.

Course changes and regulations

The information on this page reflects the currently intended course structure and module details. To improve your student experience and the quality of your degree, we may review and change the material information of this course.  Course changes explained .

Programme Specifications for the course are published ahead of each academic year.

Regulations governing this course  can be found on our website.

Related courses

Computer Animation MA

Game Development (Programming) MSc

Graphic Design MA

User Experience Design MSc

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Game design bsc (hons).

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Course details

• UCAS code: I610
• Study mode: Full-time
• Length: 3 years
• Starts: 23 September 2024
• Apply through Clearing

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Bachelor of science.

Bachelor of Science (BSc) is a bachelor’s degree awarded for an undergraduate programme in the sciences.

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Course overview

Game Design BSc combines coding, creativity, and critical theory to deliver a distinctive new provision in interactive audiovisual media. This interdisciplinary programme is one of the first of its kind in the Russell Group, combining modules from Computer Science and the School of the Arts to deliver a holistic grounding in how games are made, why they’re made, and what they tell us about the world.

Introduction

You will develop skills in coding and programming, games scholarship, and creative design through a combination of modules from Communication & Media, Computer Science, English, Music, and Philosophy. These individual disciplines are drawn together by a set of bespoke Game Design modules in which you will produce work that will form part of your professional portfolio.

Year in industry

This programme is available with an optional year in industry. If you choose to take this option, year three is spent on a paid placement within an organisation in industry, broadly defined. You will be supported by the Department of Computer Science throughout your placement, and your reflexive written account of the experience will contribute towards your final degree result. If you wish to study this programme with a year in industry please put the option code YI in the further choices section of your UCAS application form.

What you'll learn

• The basics of programming
• Creative principles
• Understanding of software engineering, artificial intelligence, and communication technologies
• Advanced study of computer game and app development
• Techniques of critical thinking and analysis
• Communication and teamwork skills
• Principles of software design and software development
• Project management
• How to develop a professional portfolio

Teaching Excellence Framework 2023

We’re proud to announce we’ve been awarded a Gold rating for educational excellence.

Course content

Discover what you'll learn, what you'll study, and how you'll be taught and assessed.

Year one will establish the foundations for your studies, introducing you to the basics of programming, creative principles, and the academic context for game design. Your first year of study will be made up of compulsory modules, establishing the foundational principles and skills required for the rest of your studies; and one optional module.

Compulsory modules

Credits: 15 / semester: semester 2.

​This module introduces students to the semantics of video game design and the techniques of close reading. It examines how mechanics, environment and audio design, genre conventions and iconography can be used to create meaning, both in support and subversion of explicit narrative. Students will learn to make connections between the disparate artforms involved in game design and develop the ability to form their own readings of games. The module is taught in 2-hour workshops which involve a mixture of theory lectures and in-depth discussion of specific games, including student-led choices. Assessment consists of a 2000-word coursework essay (85%), of which there is a formative, peer-reviewed ‘pitching’ exercise in week 6, and a 5-10 minute in-class presentation or video essay (15%), delivered during the second half of the module.

Credits: 15 / Semester: semester 1

This module provides an introduction to the principles and materials of game creation, highlighting available creative pathways within the Game Design Studies and Game Design programmes. Students will learn basic terminology and concepts, and critically engage with various topics within the field of game design. Comprehension of these topics is supported by lectures and seminars, and through critical engagement with texts, articles, interviews, and other resources over the course of the term. Students will then apply what they’ve learned to realize original ideas in the form of design documents.

The intention of COMP122 is to introduce students to the concepts and methodology of object-oriented programming using the Java programming language. Topics covered include hierarchical structures, polymorphism, collections and iterators, exception handling, and graphical user interface design. Basic concepts of software design methodology, testing, and version control are also included in the module. It is normally expected that students have prior programming experience.

Optional modules

The module provides an introduction to procedural programming using current language platforms. The module incorporates program design, problem solving, the importance of maintainable, robust software and testing as well as introducing procedural language main programming constructs. Students gain practical experience with program design, programming and testing during weekly laboratory sessions.

This module is for students that already have some programming skills. Students will learn about the two main programming paradigms: imperative programming and functional programming. Since most introductory programming courses teach imperative programming, this module will focus on the functional paradigm. Students will learn how to program in Haskell, a popular functional programming language. They will learn how to formulate programs in a functional way, and the common techniques and idioms that are used to solve problems in functional programming.

Artificial intelligence (AI) is the theory and development of machines able to perform tasks normally requiring human intelligence, such as visual perception, speech recognition, decision-making, and translation between languages. In the 21st century, AI techniques became an essential part of the technology industry. High-profile examples include autonomous vehicles, medical diagnosis, creating art, proving mathematical theorems, playing games, search engines, and online assistants. This module provides an application driven introduction to AI through studying the basic problems most AI systems have to deal with: search problems, reasoning under uncertainty, knowledge representation, planning, and learning in intelligent systems. The module will also provide a basic introduction to the history and philosophy of AI as well as recent issues in ethics of AI.

This module is an introduction to MIDI sequencing in Logic Pro and Ableton Live. It is suitable for complete beginners and intermediate users of Logic. Through lectures and workshops, both of which involve much hands on practice, students learn about MIDI sequencing, software instruments and Digital Audio Workstations (DAW). Topics and techniques covered include recording and editing MIDI; use of effects processors and mixing, software synthesis and sampler instruments. Two creative coursework projects, concentrating on differing compositional approaches and styles, enable students to demonstrate the technical and compositional skills taught and practiced during the module.

This module introduces students to the use and role of music in a range of audiovisual media. It focuses specifically on the sound and music of mainstream narrative cinema, as the lead expression in contemporary audiovisual media and one that has shaped this aspect of other artforms, such as television and videogames. From the relationship between music and early moving pictures, to the importance of re-using popular musics to score gender or sexuality in the modern Hollywood blockbuster, the module considers both the historical practicalities of sound and music in cinema and some of the key critical ideologies that have been shaped by and shaped the soundtracks of film. Through a focus on key case studies and fundamental theories, students will acquire a firm grounding in the history, nature, and critical discussion of the function of sound and music in film specifically, and audiovisual media more generally. The module is delivered in a manner designed to be equally accessible to students from a non-Music background.

This module introduces students to some basic algorithms and data structures. It gives some fundamental concepts of design and analysis of algorithms, and implementation of algorithms by choosing appropriate data structures.

​This module will cover practical topics related to the design of virtual spaces in games. Students will critically examine the architectural principles embedded within existing games and will apply these principles to the design of original 2-dimensional and 3-dimensional game spaces. Lectures are supported by design texts and other textual resources.​

In your second year, you’ll deepen your understanding of specialisms such as software engineering, artificial intelligence, and communication technologies. A selection of optional modules will allow you to explore some of the more artistic aspects of game design. Alongside compulsory modules – which include an independent project – you’ll choose two modules from a range of options.

​ This module introduces students to academic work that challenges the conventions of mainstream gaming, or what has been called ‘queer game studies’. It examines the relationship between queerness and play, and how the formalising of play into games, especially digital and technological games, has sustained and promoted societal norms. Themes covered include the representation of marginalised identities, queer reclamation of ‘failure’ and the ways that technology can reproduce or subvert social structures. Students will learn to reexamine the conventions of game design with a view to conceiving a wider range of possibility for games, as well as engaging with the fundamental concepts of academic queer theory. The module is taught in 2-hour design workshops, with an introductory lecture in the first week. Assessment consists of a 1000-word design sketch for a game (40%) and a 1500-word coursework essay (60%). The textbook for the module is Ruberg & Shaw eds ‘Queer Game Studies’ (2017), Minneapolis: University of Minnesota Press.

​This module provides students with a chance to work on the development of an individual project within their chosen specialization with the appropriate member of staff. Supervisors and project specifics will be decided on a case-by-case basis.​

This module deals with the issues associated with the analysis, design, implementation and testing of significant computing systems (that is, systems that are too large to be designed and developed by a single person).

This module introduces topics commonly present in the modern computer games from software architecture principles to advanced artificial intelligence techniques to the creation of 3D content. As part of the continuous assessment, students create a simple 3D video game using an existing game engine and an AI control procedure for a multiuser framework.

The second-year module Immersive Media and Virtual Worlds explores the histories, theories, and industries related to the production of immersive experiences, digital technologies and virtual realities and worlds. In particular, the module will focus on video games and cinema.

This module examines the function and design of music in video games (including games-consoles, PCs, and smart-phone ‘apps’). It considers the historical development of music in gaming, the relationship between game-music and technological advance, and the role and function of music in different types of game (and how this dictates compositional choice). This is achieved via a combination of case-study analyses and engagement with appropriate literature and research. Delivery incorporates lectures, workshop/seminars, and directed activity. Assessment incorporates a discursive essay and a portfolio of case-study analyses. The module assumes the study and discussion of case-study examples, but is delivered and assessed in a manner which does not require technical music skills (ie notational literacy or formal analytical method).

​This module continues from the principles of spatial design covered in SOTA104 and introduces students to materials and techniques related to creating objects and complex structures within game spaces. Students will also learn about proper character rigging and state-based animation to create a range of game assets that can be used in standard game engines like Unity and Unreal Engine.​

This module will introduce the student to sound recording, audio editing and sound transformation in a DAW in the context of sound design for the moving image. Students will learn a variety of recording techniques, audio editing and sound transformation skills in the studio a DAW and third-party applications to produce the foley for a video clip and also produce the sound design for number of idents. The module will be delivered via lectures in the Mac Suites and workshops in the studio.

This module provides an introduction to the design and implementation of sound and music in video games. Students engage with game music scholarship and case studies, then apply their knowledge to create original sounds and music for premade game projects.

Credits: 7.5 / Semester: semester 1

​This module aims to provide a more in depth experience of crucial employability skills needed to secure either a placement or a graduate job.

In this module, students will learn about Artificial Intelligence algorithms that influence the development of digital media systems and content. Students will critically address key questions around the social, political and economic consequences of online platforms’ use of AI systems and how they are or could be regulated.

Credits: 7.5 / Semester: semester 2

This module provides students with a chance to work on the development of an individual project within their chosen specialization with the appropriate member of staff. Supervisors and project specifics will be decided on a case-by-case basis.

During your third year, you’ll undergo advanced study of computer game and app development, consider the philosophical issues associated with play and virtual worlds, and critically evaluate academic studies in games. Alongside compulsory modules, you’ll undertake a major collaborative project that will see you apply your creative, critical, and technical skills.

Credits: 30 / Semester: semester 1

This module provides students with the opportunity to contribute to a large-scale design project with other members of their cohort. Students will be assessed individually, but will develop team-based skills and produce a portfolio of work within their chosen pathway of a level appropriate for professional applications.

Credits: 30 / Semester: semester 2

​App Development is an exploration of the design and programming of application programs on mobile devices. It covers topics such as how to design for small displays and non-traditional input devices; what the expectations of mobile users are; how to use publicallly accessible data sources to develop innovative solutions.

This module explores entertainment (specifically film and television) as an “unofficial” source of historical knowledge. For many people, entertainment is the primary site of engagement with history and one that makes history relevant, accessible and enjoyable in the present. It will consider what is required to make history entertaining and what this suggests about the kinds of stories that are enjoyable to consume compared to those that are omitted and silenced. The majority of screenings are British/American productions and we will consider the way in which this shapes those perspectives, but we will also draw on international examples during the course. These non-academic popular encounters with history offer a space for alternative and challenging versions of history. In this module we will consider the ways in which this can reinforce, resist or disrupt “official” accounts of history.

Games and Algorithmic Culture investigates how videogames are responding and contributing to the current technological and cultural changes in the use of AI, data mining, procedurally generated content, metrics and automation. The module provides a fundamental knowledge of the videogame industry and its new markets and trends, such as eSports, live streaming, independent productions, casual and mobile gaming. It explores how these new social, cultural and aesthetic trends of game culture are framed around a broader algorithmic culture that pervades our contemporary technics of digital production and distribution. The module will enable students to understand the specificity of games as new media, to critically analyse the technical, economic and social factors that frame contemporary digital culture, and identify areas of intervention within the global entertainment industry.

The module explores how popular culture can be political by examining a range of popular cultural commodities discursively. The module surveys a range of views on how to examine popular culture in order to contextualise discourse analysis. This is examined and then used to critically consider the political potential of popular culture. Successful students will be able to critically analyse a range of popular cultural commodities such as film, television programmes, digital popular culture, popular music and the tabloid press. The module is delivered in the forms of lectures and more hands-on analysis during seminars. Students are assessed by an essay, which is an analysis of a popular culture commodity.

Screen Industries and Sports is a new module that aims to examine the complex and multifaceted relationship between screen media and sports, focusing primarily on the ways in which the screen industries engage with sports as a commercial product that reaches audiences globally through a proliferation of legacy and digital media. In doing this the module asks questions about how sports are produced, packaged and disseminated, how global media corporations increasingly control sports and the kinds of issues that are at stake. It is organised around 4 blocks, with the first block examining primarily the relationship between the television industries and sports, the second looking at how the relationship between sports and screen media is being reconfigured in the digital arena, the third on how mega sports events shape and are being shaped by screen industries and the final one focusing on issues of diversity and cultural difference and how they figure in the broader picture. Together, all these sessions are designed to provide students with an in-depth understanding of how screen industries are intricately linked to the evolution of sports as one of the most commercial media products of the 20th and 21st century.

This modules aims to cover advanced concepts underpinning computer games development; including game AI, content generation, graphics, physics and sound. As part of the continuous assessment, students apply those concepts to computer games development.

This module introduces students to the major philosophical issues associated with play, games (especially digital games) and virtual worlds. It examines both the philosophical literature around play and contemporary concerns expressed in relationship to the growth of the video games industry, including addiction, violence, ‘gamification’ and the use of play and software for education and therapy. Students will learn to challenge common assumptions, including their own, about the triviality of play in relation to modern constructions of labour and value, and develop an understanding of how these assumptions underpin both popular and academic discussions of games.

The module is taught by lecture (1 hour per week) and seminar (1 hour per week). Assessment consists of a 3-part project: a formative pitch meeting with the module leader in the first 5 weeks of the course, a short report on that meeting (500 words, 30%) including a research plan, and a final essay (2,500 words, 70%).

Games are ubiquitous today; even if you don’t think you play them, you do, via schemes like loyalty cards. This module examines the role of games in contemporary society, and the ways in which this has been reflected within contemporary literature. Throughout this module, we will consider the relationship between games and literature in relation to three key areas—“Ludic Literature”, “Gaming Cultures”, and “Games of the Future”—with each area involving the analysis of particular literary texts to consider what they reveal about contemporary society and its interests in games and gaming. Illustrative authors include: Raymond Queneau and members of the OuLiPo, Orson Scott Card, William Gibson, Daniel Suarez, and Ernest Cline.

Credits: 30 / Semester: semester 3

This module is an opportunity for you to undertake a placement in a setting which matches your academic and possible career/industry interests, develop materials and/or undertake tasks within a practical or vocational context, apply academic knowledge from your degree, and develop your personal and employability skills within a working environment. SOTA300 is not open to students who have taken SOTA600.

Year in Industry

This programme can also be studied over four years, with the third year spent on a relevant, salaried work placement within an organisation. You will be supported by the Department of Computer Science throughout your placement, and your reflective written account of the experience will contribute towards your final degree result.

How you'll learn

Contact time generally consists of lectures, in which students are presented with core content, and seminars/labs/workshops, in which students discuss lecture topics, readings and work in groups to complete exercises. The practical modules from within the School of the Arts follow a more interactive model of seminar/workshop. These modules stress short practical lessons and exercises in seminars while allowing students to have supervised time to work independently in workshops.

How you're assessed

Assessments include a variety of written components (essays, case studies, creative responses, adaptation exercises, etc.) Inspired by the principles of the TESTA (Transforming the Experience of Students Through Assessment) programme, assessments also include both formative and summative coursework. Modules are largely designed to emphasise practical development by means of interactive workshops, small-group work, and individual tutorial sessions with instructors.

Liverpool Hallmarks

We have a distinctive approach to education, the Liverpool Curriculum Framework, which focuses on research-connected teaching, active learning, and authentic assessment to ensure our students graduate as digitally fluent and confident global citizens.

Learn more about our Liverpool hallmarks.

Our curriculum

The Liverpool Curriculum framework sets out our distinctive approach to education. Our teaching staff support our students to develop academic knowledge, skills, and understanding alongside our graduate attributes :

• Digital fluency
• Global citizenship

Our curriculum is characterised by the three Liverpool Hallmarks :

• Research-connected teaching
• Active learning
• Authentic assessment

All this is underpinned by our core value of inclusivity and commitment to providing a curriculum that is accessible to all students.

Course options

Studying with us means you can tailor your degree to suit you. Here's what is available on this course.

Global opportunities

Choose from an exciting range of study placements at partner universities worldwide.

Add an optional year-long industry placement to your course.

Language study

Combine this course, take language modules or short courses.

Combine this subject

Study Game Design as a joint (50/50) or major/ minor (75/25) subject.

Global Opportunities

University of Liverpool students can choose from an exciting range of study placements at partner universities worldwide. Choose to spend a year at XJTLU in China or a year or semester at an institution of your choice.

What's available on this course?

Year in China

Immerse yourself in Chinese culture on an optional additional year at Xi'an Jiaotong Liverpool University in stunning Suzhou.

• Learn Chinese
• Study in a bustling world heritage city
• Improve employment prospects
• Study Chinese culture
• 30 minutes from Shanghai
• Learn new skills

Read more about Year at XJTLU, China

Year abroad

Broaden your world by spending an additional year of study at a partner university abroad following your second year of study.

• Choose from up-to 26 countries
• Experience another way of life
• Inspire your future career or studies
• Improved prospects of earning a 2:1 or First
• More likely to earn higher salary
• More likely to be employed after graduating

Where can I spend a year abroad on this course?

• South Korea

More about taking a year abroad

Semester abroad

Take a semester of your second year of study at one of our worldwide partner institutions.

More about taking a semester abroad

Summer abroad

Spend a summer abroad on a study placement or research project at one of our worldwide partner institutions.

• Spend a summer abroad in addition to your degree programme
• Study abroad without adding an extra year
• Choose any summer between your first and final year of study
• Get the chance to study subjects outside your discipline

Where can I spend a summer abroad on this course?

More about taking a summer abroad

Year in industry placements give you an in-depth workplace experience where you can develop your skills and apply your learning.

• Develop key employability skills that graduate employers are looking for
• Experience and understand workplace culture and disciple
• Understand the relationship between academic theory and real world application
• Begin your professional network
• Gain industry insight and insight into potential career options.

You don't need to decide now - you can choose to add a year in industry after you've begun your degree.

Learn more about year in industry

Every student at The University of Liverpool can study a language as part of, or alongside their degree. You can choose:

• A dedicated languages degree
• A language as a joint or major/ minor degree
• Language modules (selected degrees)
• Language classes alongside your studies

Read more about studying a language

With a combined degree, you can study two subjects as part of the same degree programme.

• Choose from 30 subjects and over 300 combinations
• Choose joint or major minor subjects
• Adjust the weight of your subjects at the end of your first year
• Same number of credits as single honours students
• Same classes as single honours students
• Appeal to a wide range of employers

Popular combinations

Explore combined degrees for Game Design courses

Your experience

As a Game Design student, you’ll benefit from our expertise in each of the five disciplines, and have access to new and recently refurbished facilities. This includes dedicated spaces for students to research video games, featuring gaming consoles (e.g. Playstation 4 with PSVR, Playstation 3, Xbox One, Xbox 360, Nintendo Wii), gaming PCs, and a diverse library of titles.

You’ll also have access to Windows and Mac labs.  These suites have a range of different software for content creation, including Unity and Unreal (game engines), FMOD (middleware for game sound and music), and Blender (modelling and animation).

For sound production, the Electronic Music Research Studios provide fully sound-proofed and treated studio spaces for surround sound mixing, electronic music composition and sound design research.

Explore where you'll study

Virtual tour

Supporting your learning.

From arrival to alumni, we’re with you all the way:

• Careers and employability support , including help with career planning, understanding the job market and strengthening your networking skills
• A dedicated student services team can help you get assistance with your studies, help with health and wellbeing, and access to financial advice
• Confidential counselling and support to help students with personal problems affecting their studies and general wellbeing
• Support for students with differing needs from the Disability advice and guidance team . They can identify and recommend appropriate support provisions for you.

Why study Music at Liverpool?

• We pride ourselves on being an innovative department that embraces the full spectrum of music, from the great works of the past to emerging trends such as sound for computer games
• Our staff and students come from a variety of performance and non-performance backgrounds and share interests that span classical, popular, world and film music
• Long established as a classical music department, in 1988 we created the Institute of Popular Music – the world’s first specialist centre for the study of Popular Music
• Music placed in the top quartile for impact classified as outstanding (4*) (REF 2021)
• Our recently refurbished facilities boast brand new studios, teaching spaces, and industry standard equipment. These include recording and production studios, an SSL studio, practice rooms with Yamaha pianos, a multipurpose rehearsal and performance space, iMac suites and a games research lab
• In March 2022 we opened the Tung Auditorium, a new state-of-the-art performance venue seating up to 400 people, with space for a 70-piece orchestra.

Chat with our students

Want to find out more about student life? Chat with our student ambassadors and ask any questions you have.

Match with an ambassador

Careers and employability

Digital games represent one of the fastest-growing forms of entertainment media. This programme aims to equip you with the technical, creative, and critical skills that will help you find employment in this dynamic and rapidly growing field, whilst assembling a professional portfolio of work.

You’ll have opportunities throughout the programme to develop a professional portfolio, as well as various options to gain workplace experience.

Work experience opportunities

• Internships with enterprise activities, including support to form your own development studios alongside your studies.
• Students who take the year in industry option will be able to spend their work experience year managing their chosen companies, with support from the University.

Fees and funding

Your tuition fees, funding your studies, and other costs to consider.

Tuition fees

UK fees (applies to Channel Islands, Isle of Man and Republic of Ireland)
Full-time place, per year	£9,250
Year in industry fee	£1,850
Year abroad fee	£1,385

International fees
Full-time place, per year	£22,400
Year in industry fee	£1,850
Year abroad fee	£11,200

Tuition fees cover the cost of your teaching and assessment, operating facilities such as libraries, IT equipment, and access to academic and personal support. Learn more about paying for your studies. .

Additional costs

Your tuition fee covers almost everything, but you may have additional study costs to consider such as books, stationery and equipment.

Find out more about the additional study costs that may apply to this course.

Additional study costs

Find out more about additional study costs.

Scholarships and bursaries

We offer a range of scholarships and bursaries to provide tuition fee discounts and help with living expenses while at university.

Check out our Liverpool Bursary , worth up to £2,000 per year for eligible UK students. Or for international students, our Undergraduate Global Advancement Scholarship offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024.

Check out our Undergraduate Global Advancement Scholarship . This offers a tuition fee discount of up to £5,000 for eligible international students starting an undergraduate degree from September 2024. There’s also the Liverpool Bursary which is worth up to £2,000 per year for eligible UK students.

Discover our full range of undergraduate scholarships and bursaries

Entry requirements

The qualifications and exam results you'll need to apply for this course.

Clearing 2024

Please see our Clearing course information for details of the qualifications and exam results you'll need to apply for this course for 2024 entry.

View the Clearing entry requirements for this course.

English language requirements

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country .

We accept a variety of international language tests and country-specific qualifications .

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country.

We accept a variety of international language tests and country-specific qualifications.

International applicants who do not meet the minimum required standard of English language can complete one of our Pre-Sessional English courses to achieve the required level.

You'll need to demonstrate competence in the use of English language, unless you’re from a majority English speaking country

English language qualification	Requirements
IELTS	6.5 overall, with no component below 5.5
TOEFL iBT	88 overall, with minimum scores of listening 17, writing 17, reading 17 and speaking 19
Duolingo English Test	120 overall, with no component below 95
Pearson PTE Academic	61 overall, with no component below 59
LanguageCert Academic	65 overall, with no skill below 60
Cambridge IGCSE First Language English 0500	Grade C overall, with a minimum of grade 2 in speaking and listening. Speaking and listening must be separately endorsed on the certificate.
Cambridge IGCSE First Language English 0990	Grade 4 overall, with Merit in speaking and listening
Cambridge IGCSE Second Language English 0510/0511	0510: Grade B overall, with a minimum of grade 2 in speaking. Speaking must be separately endorsed on the certificate. 0511: Grade B overall.
Cambridge IGCSE Second Language English 0993/0991	0993: Grade 6 overall, with a minimum of grade 2 in speaking. Speaking must be separately endorsed on the certificate. 0991: Grade 6 overall.
International Baccalaureate	Standard Level grade 5 or Higher Level grade 4 in English B, English Language and Literature, or English Language
Cambridge ESOL Level 2/3 Advanced	176 overall, with no paper below 162

PRE-SESSIONAL ENGLISH

Do you need to complete a Pre-Sessional English course to meet the English language requirements for this course?

The length of Pre-Sessional English course you’ll need to take depends on your current level of English language ability.

Find out the length of Pre-Sessional English course you may require for this degree.

Pre-sessional English

If you don’t meet our English language requirements, we can use your most recent IELTS score, or the equivalent score in selected other English language tests , to determine the length of Pre-Sessional English course you require.

Use the table below to check the course length you're likely to require for your current English language ability and see whether the course is available on campus or online.

Your most recent IELTS score	Pre-Sessional English course length	On campus or online
6.0 overall, with no component below 5.5	6 weeks	On campus
5.5 overall, with no component below 5.5	10 weeks	On campus and online options available
5.5 overall, with no more than one component below 5.5, and no component below 5.0	12 weeks	On campus and online options available
5.5 overall, with no component below 4.5	20 weeks	On campus
5.0 overall, with no component below 4.5	30 weeks	On campus
4.5 overall, with no more than one component below 4.5, and no component below 4.0	40 weeks	On campus

If you’ve completed an alternative English language test to IELTS, we may be able to use this to assess your English language ability and determine the Pre-Sessional English course length you require.

Please see our guide to Pre-Sessional English entry requirements for IELTS 6.5, with no component below 5.5, for further details.

Have a question about this course or studying with us? Our dedicated enquiries team can help.

• Chat with us
• Phone: +44 (0) 151 794 5927
• Send us a message

Last updated 27 June 2024 / See what's changed / Programme terms and conditions

Changes to Game Design BSc (Hons)

See what updates we've made to this course since it was published. We document changes to information such as course content, entry requirements and how you'll be taught.

New course pages launched.

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Award details

Computer science phd studentships ref: 5171, about the award.

Innovation Center, Streatham Campus, Exeter

The University of Exeter’s Department of Computer Science is inviting applications for 4 PhD studentships fully-funded by the Faculty to commence on 23 September 2024 or as soon as possible thereafter.  For eligible students the studentship will cover Home or International tuition fees plus an annual tax-free stipend of at least £18,622 for 3.5 years full-time.  International applicants need to be aware that you will have to cover the cost of your student visa, healthcare surcharge and other costs of moving to the UK to do a PhD. Applicants must choose and highlight one (or more, up to a maximum of 3) of the 8 listed projects in their application. Applicants are encouraged to discuss the topic with the project supervisor prior to application.

Project Descriptions:

Project 1: game theory for cyber security economics.

Supervisor: Dr Yunxiao Zhang, [email protected]

This project will explore the economic aspects of cybersecurity to build secure, sustainable, hyper-connected digital societies through enhanced awareness and strong multi-stakeholder partnerships. Using game theory, it will examine the interactions of organisational roles and human factors in cybersecurity investment, risk management, and decision-making, alongside technical defensive measures and safeguards. The project's objectives include: 1. Analysing attack scenarios with potential strategic behaviours; 2. Developing and enhancing robust game-theoretical approaches in cybersecurity investment; 3. Creating user-friendly, adaptive decision support tools for firms and individuals to evaluate security levels and optimise cybersecurity investments.

Project 2:  Leveraging Human Feedback for Safer and More Transparent Reinforcement Learning

Supervisor: Dr Xiaoyang Wang, [email protected]

Reinforcement learning (RL) has demonstrated significant potential in solving complex tasks, through interacting with the environment. Human feedback, encompassing explicit instructions, prior knowledge, and safety requirements, can accelerate the learning process, enhance algorithm interpretability and safety. This project will explore how human expertise can be effectively integrated into RL, including the use of Large Language Models (LLMs), multimodal data fusion, and human-AI communication. The outcome of this PhD project is applicable across multiple domains, including clinical decision support systems and robotics.

Project 3: Enabling Co-creation with Explainable Interactive Optimisation

Supervisor: Dr  David  Walker , [email protected]

This project will explore the potential of using explainable AI approaches in combination with human-in-the-loop optimisation to provide better feedback to users designing solutions to complex optimisation problems. It will consider approaches for enabling teams of decision makers and stakeholders to co-create solutions, optimising and visualising the trade-off between solutions to a given problem as well as the trade-off between the preferences of different users. The work will evaluate whether such approaches lead to the development of more robust and fitter solutions to problems than traditional optimisation approaches, considering problem domains including the water sector, offshore renewable energy, and transport.

Project 4: Enhancing Public Safety through Explainable Multi-Modal Video Understanding

Supervisor: Dr Zeyu Fu, [email protected]

As the volume of online video content rapidly grows, ensuring public safety and content compliance has become increasingly challenging. This PhD project will explore the use of large multi-modal models (LMMs) to understand and explain both short and long-form video content for public safety applications. The main goal is to develop novel adaptation methods for LMMs to detect and mitigate harmful content and abnormal events in social media videos. By leveraging multimodality (text, visual, and audio), the project aims to provide transparent and explainable insights, thereby enhancing online safety and public security. The candidate will contribute to advancements in AI-driven public safety, benefiting from interdisciplinary collaboration in machine learning, computer vision, natural language processing, and computational social science, as well as access to cutting-edge high-performance computing resources.

Project 5: Learning-Guided Evolutionary Optimisation for Noisy Combinatorial Problems

Supervisor: Dr. Aishwaryaprajna, [email protected]

Current challenges of core AI research often involve combinatorial problems with uncertainty, where the best solution must be searched from a large space of possibilities, mingled with random noise. Combinatorial optimisation problems can be graph-based or of bin-packing style, have constraints and multiple conflicting objectives or require expensive function evaluations. This project will explore learning mechanisms that can steer evolutionary operators through noise towards discovering superior solutions of these combinatorial problems with faster convergence. The scope of this PhD will include benchmarking procedures to assess algorithmic performance, theoretical performance guarantees for algorithms and addressing real-world applications on feature selection with large-scale dataset for healthcare and multi-agent system for route finding problem.

Project 6: Integrating Multimodal Large Language Models and Knowledge Graphs for Disease Understanding

Supervisor: Dr Hang Dong, [email protected]

Multimodal Large Language Models (MLLMs) are powerful but lack fine-grained, long-tail understanding of data, lack sufficient explainability, and can generate hallucinations (inaccurate, nonsensical, or irrelevant information), that hinder their real-world applications, e.g., in medicine and healthcare. To address the issues above, the methodology-focused project will explore novel approaches to integrate MLLMs with knowledge graphs (e.g., ontologies), for deep phenotyping of diseases (e.g., dementia) from patients’ unstructured clinical notes, structured data, medical imaging data, and scientific publications. The project candidate will be embedded in an excellent team of natural language processing, knowledge representation, computer vision, and medical experts in Exeter and the UK.

Project 7: Privacy Preserving Mechanisms for Multimodal Data

Supervisor: Prof. Anne Kayem, [email protected]

This PhD project will use large multimodal datasets to study how privacy preserving mechanisms can be designed to efficiently detect personally identifiable information (PII). The project will draw on work in the data profiling field to highlight data inconsistencies and errors that could potentially result in privacy leaks. The successful candidate will be expected to develop a series of algorithms with the goal of studying both the adversarial and benign perspectives of the problem.

Project 8: Design & Development of Mitigation Mechanisms against Architectural & Microarchitectural Security Vulnerabilities

Supervisor: Prof. Khurram Bhatti, [email protected]

Microarchitectural attacks (e.g., Spectre, Meltdown, Flush+Reload, Prime+Probe etc.) are orchestrated by generating multiple direct and indirect events, both in software and hardware, and they cause multiple state changes for various microarchitectural parameters (e.g., memory access time, access pattern, cache miss and hit ratios etc.).This PhD position aims to investigate potential architectural and micro-architectural security vulnerabilities targeting memory sub-system, particularly cache memory, of a heterogeneous SoC architecture and to develop protection mechanisms against such attacks that can be integrated into system software (OS) and hardware.

Entry requirements

Applicants for this studentship must have obtained, or be about to obtain, a First or Upper Second Class UK Honours degree, or the equivalent qualifications gained outside the UK, in an appropriate area of science or technology.   

If English is not your first language you will need to meet the required level as per our guidance at https://www.exeter.ac.uk/pg-research/apply/english/

How to apply

In the application process you will be asked to upload several documents. 

• Letter of application (outlining your academic interests , prior research experience and reasons for wishing to undertake the project,
• You will need to include in your letter of application  which particular project(s) you wish to be considered for - please list title and supervisor. You must choose one (or more, up to a maximum of 3) of the 8 listed projects (above) in your application).
• Research proposal
• Transcript (s) giving full details of subjects studied and grades/marks obtained (this should be an interim transcript if you are still studying)
• Two references from referees familiar with your academic work. If your referees prefer, they can email the reference direct to [email protected] quoting the studentship reference number.
• If you are not a national of a majority English-speaking country you will need to submit evidence of your proficiency in English.

The closing date for applications is midnight on 19th July 2024 .  Interviews will be held virtually on the 24th and 25th of July 2024.

If you have any general enquiries about the application process please email [email protected] or phone 0300 555 60 60 (UK callers) +44 (0) 1392 723044 (EU/International callers).  Project-specific queries should be directed to the main supervisor.

-->

Computer Science
Application deadline:	19th July 2024
Value:	For eligible students the studentship will cover Home or International tuition fees plus an annual tax-free stipend of at least £18,622 for 3.5 years full-time.
Duration of award:	per year
Contact: PGR Admissions Team

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Computer Games Development and Technology MSc by Research, MPhil, PhD

Course detail, award title.

This is a potential research degree area, subject to the approval of the University. If you are interested in undertaking a research degree in this area, please make contact with  the Dean  to discuss your proposal.

Games Development and Technology research considers the development of real-time 3D computer games, games networking and distributed computing . Areas of focus include but not limited to: computer graphics programming, programming of AI for games, exploration of player interaction and gameplay systems, virtual production and interactive visualisation.

Research in this field draws upon supervisory expertise from within the School of Design and Informatics, including academics with track record in mathematics, computer science, games programming, and games industry experience. Applications can encompass not only the games and related industries, for example through development of new tools, techniques, and approaches to game development and technology, but also other fields that can benefit from advanced interactive applications and computer graphics.

Abertay University is the lead partner for  InGAME: Innovation for Games and Media Enterprise , an AHRC-funded R&D centre for Dundee’s games cluster. Postgraduate students at the University will have access to research and development opportunities, as well as contact with professionals working within the games industry. Dundee is one of the UK’s oldest and most successful games hubs, and we have longstanding relationships with local, national and international game studios.

What does a research degree involve?

As a postgraduate research student, you will carry out an original, independent research and/or practice-based project, whilst being guided and supported by a team of expert academic supervisors. As you do this, you will benefit from an extensive programme of researcher development tailored to your background, needs and future ambitions. This will in turn help you develop the skills required to deliver research excellence.

Your progress will be monitored throughout the year and via an annual review. The final assessment is by examination of your submitted thesis and a viva voce (oral examination).

With the help of your supervisors, you will be encouraged to publish your research during and after your studies.

Our research degrees

You have the option of studying an MSc by Research, an MPhil or a PhD.

When deciding which degree is right for you, you should consider the level of commitment required, the duration, cost and your career aspirations.

That being said, our research degrees are flexible. You can begin an MSc or an MPhil and then seek to transfer to a PhD without having to start your project all over again. You can also switch from full-time to part-time study, and vice versa.

MSc by Research

The award of Master of Science by Research (MSc by Research) demonstrates a practical ability to undertake research studies, a systematic understanding of knowledge and a critical awareness of current problems and/or the application of original thought.

How long is an MSc by Research?

If you are studying full-time, you will be expected to complete the award in 12 months. The minimum period to receive this award is 10 months and the maximum is 14 months.

If you are studying part-time, you will be expected to complete the award in 24 months. The minimum period to receive this award on a part-time basis is 20 months and the maximum is 28 months.

The award of Master of Philosophy demonstrates a systematic understanding of knowledge and a critical awareness of current problems and/or the application of original thought, much of which is at (or informed by) the forefront of your field of study or area of professional practice.

How long is an MPhil?

If you are studying full-time, you are expected to complete the award in 24 months. The minimum period to receive this award is 12 months and the maximum is 48 months.

If you are studying part-time, you are expected to complete the award in 48 months. The minimum period to receive this award on a part-time basis is 24 months and the maximum is 72 months.

The award of the Doctor of Philosophy demonstrates that the main focus of your work is your personal contribution to knowledge in your discipline or field, through original research or the original application of existing knowledge.

How long is a PhD?

If you are studying full-time, you are expected to complete the award in 36 months. The minimum period to receive this is award is 24 months and the maximum is 48 months.

If you are studying part-time, you are expected to complete the award in 48 months. The minimum period to receive this award on a part-time basis is 72 months and the maximum is 96 months.

What makes Abertay's Graduate School different?

Abertay is a small university, which means that as a research student, you’ll be joining a close-knit community of scholars and researchers.

Watch Prof Nia White, Dean of Research and Abertay’s Graduate School, along with some of our research students discuss what makes Abertay’s Graduate School different from other universities.

Learn more about our Graduate School➟

Fees and funding

The fees you'll pay depend on factors such as your nationality, location and personal circumstances. See the links below and scroll down to find the Postgraduate section.

Postgraduate student fees - Scottish Students

Postgraduate student fees - UK Students (outside Scotland)

Postgraduate student fees - International & EU Students

More information

Find out about potential bursaries, student loans and scholarships in  our postgraduate research fees and funding section.

How to apply

1. meet the academic entry requirements.

The minimum entry requirement for all our research degrees is an Upper Second Class Honours degree (or equivalent) at undergraduate level in an appropriate discipline and/or a Master’s degree. In some cases, appropriate professional or experiential learning may be considered in combination with a lower classification of Honours degree.

2. Meet the visa and English language requirements

Visa requirements.

If you're not from the European Economic Area (EEA) and/or Switzerland, you may need to apply for a visa. You can find out more about applying for a visa and collecting your Biometric Residence Permit (BRP) on our Tier 4 visa page. To identify whether or not you need to apply for a visa, please visit the UKBA website.

English language requirements

We accept an undergraduate or postgraduate degree that has been taught and assessed in a majority English speaking country, as defined by UK Visas and Immigration:

UKVI list of majority English speaking countries

For candidates whose first language is not English or your undergraduate/Master’s degree was not awarded from a University from a UKVI designated English Speaking country, you are required to show evidence of one of the following qualifications:

IELTS Academic: total 6.5 with at least 6.0 in each component.

TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL “My Best Score” to meet our English language requirements.

CAE and CPE: total 176 with at least 169 in each component.

Trinity ISE: ISE II with distinctions in all four components.

PTE Academic: 62 overall with at least 59 in each component.

NECO English at B (4)

WAEC English at B (4)

If you are not a national of a majority English speaking country, then your degree must be no more than three and a half years old at the beginning of your programme of study, unless you are using IELTS, TOEFL, Trinity ISE or PTE, in which case it must be no more than two years old.

To identify whether or not you need to apply for a student visa, please see here or visit the UKVI website.

3. Find a supervisor

You can look for potential supervisors by searching keywords, names or publications in the  Staff Explorer . T his will ensure that we have appropriate expertise within Abertay. You will also gain an understanding of the prior work of the researcher.

You should consider contacting the potential supervisor to discuss your ideas and the possibility of undertaking a research degree under their supervision. Discussion will also help you tailor your application to suit Abertay’s specific expertise in the area. Ask for feedback and be prepared to take those comments into consideration when finalising your research proposal.

You can also contact the Dean of School or our Graduate School if you would like advice on potential supervisors.

Please avoid vague blanket emails to several potential supervisors as these are unlikely to be successful.

4. Secure funding

There are two different routes to studying a research degree at Abertay – you can apply for one of our funded studentships or propose your own area of research. Find out more about our funded studentships .

If you are proposing your own area of research, you will need to consider how you will fund your studies – either through self-support or by securing a scholarship or some other form of external funding. See what scholarships are available to Abertay research students .  

5. Write your research proposal

This is your opportunity to state your research objectives, to grab the reader’s attention and highlight your suitability for research degree study.

The proposal should be around 6-8 pages in length (including references) and follow the section headings below.

Abstract (summary).

Introduction/background.

Hypotheses, objectives or research question.

Proposed methodology.

How will you disseminate your findings (pathways to impact).

Ethical considerations.

Summary and conclusions.

References.

About you: briefly describe your relevant experience and how it will help you achieve your objectives, explain why you are an excellent candidate for a research degree, and identify your additional professional development and training needs.

Some good practice tips:

Be clear and concise.

Structure your proposal by breaking up blocks of text into smaller paragraphs (with headings).

Reference you work.

Justify your objectives.

Please note: all Research Proposals are checked for evidence of academic deceit including the inappropriate use of Generative AI. Research Proposals evidencing academic deceit will be automatically rejected on such grounds, applications will be cancelled, and applicants will be disqualified from reapplying.

6. Apply online by the relevant deadline

You can start a research degree at Abertay in February, June or October of each year. You can apply to defer from one entry point to another on one occasion, however, subsequent requests must be supported by an additional full application.

Unless otherwise stated, the deadlines for submitting a full application are:

Applications for February entry by 15 December (if you need a Tier 4 visa then the deadline is 30 November).

Applications for June entry by 30 April (if you need a Tier 4 visa then the deadline is 31 March).

Applications for October entry by 31 August (if you need a Tier 4 visa then the deadline is 31 July).

You will need to include the following documentation when you apply online:

Copies of your academic transcripts

Your research proposal

Apply now to start in:

Join Abertay University's vibrant research community

Postgraduate Research students at Abertay work alongside experts from a range of discipline areas, posing new questions and finding creative solutions to the problems facing society. Our research students are central to our research community.

If you'd like more information about our Postgraduate Research degrees, please get in touch: 

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Xbox is increasing Game Pass prices and adding a 'standard' plan

The revamp to microsoft's subscription program is likely in response to slower sales..

Time for Xbox fans to adjust their budgets. Xbox Game Pass is increasing prices this year in a phased rollout. Beginning on July 10, any new subscribers will be charged the updated price, while current subscribers will see the higher costs take effect starting September 12. For the US, Game Pass Ultimate prices will increase from $17 a month to $20 a month, while a year of access to Game Pass Core will jump from $60 to $75. Microsoft laid out all the regional increases in a graph .

Microsoft is also adding a less expensive option in September with Xbox Game Pass Standard. This plan offers access to Game Pass titles but without some perks of the Ultimate package, such as day one releases and Xbox Cloud Gaming. The Standard option will include online multiplayer, some store discounts, and all the other features of the Core plan. It will cost $15 per month in the US.

The final change is what looks like the beginning of the end for the Xbox Game Pass for Console plan. This option will no longer be available for new customers, and if any current plan holders stop their automatic renewal, they'll have to choose a different option if they want to re-up.

This is the latest in a string of sad news stories about Game Pass. In February, we heard from Microsoft that the program had 34 million subscribers , marking a notable slowdown in growth with only 9 million new players added in the past two years. That total includes Core, which is the rebranded Xbox Live plan for playing online games with minimal other perks, meaning the number of new subscribers is even lower. And in June, Xbox's hoped-for big splash of new hardware announcements turned out to be a mere trickle of refreshes . It's a great offer for players who want to keep up with the vast number of new games being released every month, but it doesn't seem to be connecting with the audience in the way Microsoft hoped.

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