Design for Sustainable Innovation BASc
AAB at A level; graduates earn a median £25,000 three years on.
Typical A level offer
AAB
95% of entrants came with A levels · 98% stay on after year 1 · Warwick course page, Discover Uni
Year 13 · applying
What do you need to get in?
AABtypical A level offer; aab we do not require applicants to have formally studied subjects in art and design prior to application, but we do look for a clear demonstration of applicants’ interest in design. interest and expe
Typical offer — the grades most applicants are asked for. Contextual offer: ABB, for applicants from under-represented backgrounds.
Warwick course page, read 19 September 2026 · Discover Uni entry profile
Who actually got in: 95% with A levels, 5% with the IB. 8% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 60 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications4
| Qualification | Typical offer | Required subjects |
|---|---|---|
| IB | 34 points34 We do not require applicants to have formally studied subjects in art and design prior to application, but we do look for a clear demonstration of applicants’ interest in Design. Interest and exper | — |
| BTEC | —We welcome applications from students taking BTECs. You will also need grade 4/C in GCSE Mathematics and grade 4/C in GCSE English Language. | — |
| Advanced Highers | AAher AA in two Advanced Highers and BBB in three additional Highers subjects, or AB in two Advanced Highers and AAB in three additional Highers subjects. | — |
| Access | 45 Credits at Level 3, including Distinction in 33 Level 3 credits and Merit in We will consider applicants returning to study who are presenting a QAA-recognised Access to Higher Education Diploma on a case-by-case basis. Typically, we require 45 Credits at Level 3, including Di | — |
Years 1–3
What do you study?
5compulsory modules in year 1, 6 optional
Compulsory modules this year: arts & humanities 54% · green & sustainability 15% · transversal skills 10% · engineering & manufacturing 7%.
Module — one course unit, usually a term or a year long; “core” means everyone takes it. One UK credit is about ten hours of study; a full year is 120 credits.
Warwick course page · optional modules vary by year
Year 1 · 5 core, 6 optional · 90 credits ≈ 900 hours
- Design in Context
What you learn (9)
- explain key definitions and principles of design and designing
- describe theories and practices underpinning design work
- apply a range of research methodologies to design questions
- evaluate the effectiveness of different research methods
- describe designs as implemented, evolved and experienced
- evaluate designs from the viewpoints of different stakeholders
- apply knowledge from other disciplines to contextualise design analysis
- deepen critical evaluations of designs using cross-disciplinary insights
- identify ethical issues arising when conducting research
- Introduction to Design Practice
What you learn (12)
- describe design as a multi-domain discipline
- select creative methods suited to specific design challenges
- apply creative methods to address stakeholder needs
- explain how creativity, curiosity and play shape design practice
- develop an adaptable design methodology for complex problems
- use collaborative approaches to resolve complex design problems
- conduct creative research to inform design thinking
- define design problems through creative exploration
- generate and develop design concepts through ideation and making
- document design research and process using appropriate design methods
- evaluate design problems across different domains
- synthesise findings to construct coherent design narratives
- UX with Service Design
What you learn (8)
- describe different design thinking approaches used in UX and service design
- compare processes applied across ux and service design projects
- identify methods for researching users with varied needs
- design solutions that address diverse user needs
- explain how social context influences the design process
- explain how bias and inequality can shape design outcomes
- describe a design from the viewpoints of multiple stakeholders
- evaluate designs critically considering multiple stakeholder interests
- Visual Practice and Curiosity
What you learn (6)
- explain how visual languages are applied in creative and professional contexts
- apply fundamental graphic design techniques to produce visual work
- combine visual elements into a cohesive composite image
- evaluate design work constructively through peer critique
- express design principles through original visual work
- explore creative ideas driven by personal curiosity
- Design Ecologies and Regenerative Practice
What you learn (9)
- apply systems thinking approaches within a design process
- record ecosystem analysis using visual documentation techniques
- produce creative responses based on ecological analysis findings
- communicate complex ecological design concepts to an audience
- develop regenerative design solutions using a multidisciplinary approach
- describe designs using a life-centred perspective
- critique designs from a life-centred sustainability viewpoint
- evaluate ethical issues relating to sustainable and regenerative design
- present complex information persuasively to a cross-disciplinary audience
6 optional modules
- Living with Water
What you learn (3)
- explain major global sustainability challenges linked to water resources
- evaluate current water management practices using published research
- investigate new approaches to managing water sustainably
- Biodiversity and Ecology
What you learn (12)
- interpret key drivers of species and habitat interactions in ecosystems
- relate ecosystem dynamics to sustainable use of natural resources
- describe positive and negative impacts of environmental change
- explain approaches to managing, mitigating and monitoring environmental change
- apply ecological principles to address real-world sustainability problems
- identify a gap in existing research literature
- formulate a research question from an identified gap
- design an appropriate research project to address a question
- collect and store ecological community data
- analyse and interpret population dynamics data
- apply population data analysis to sustainability issues
- report findings of statistical analysis clearly
- Sustainable Development: Past, Present, Futures
What you learn (5)
- describe key theories relevant to global sustainable development
- explain historical processes shaping global sustainable development
- analyse academic debates on core sustainability problems
- evaluate proposed solutions to global sustainability problems
- propose future strategies to advance sustainable development practice
- Interdisciplinary Approaches to Global Sustainable Development
What you learn (10)
- evaluate how knowledge is constructed in relation to sustainability challenges
- apply constructed knowledge to propose responses to sustainability problems
- identify boundaries between academic disciplines
- describe one's own disciplinary standpoint and its limitations
- develop interdisciplinary perspectives using this self-awareness
- create links between scientific and humanities knowledge
- formulate creative solutions to global challenges using combined disciplines
- use peer-learning activities to refine communication skills
- communicate ideas effectively to audiences from different disciplines
- explain how arts and science topics relate to sustainable development pillars
- Qualitative Methods for Undergraduate Research
What you learn (6)
- explain why ethical conduct is essential in research practice
- apply diverse qualitative analysis techniques to data
- interpret qualitative data using appropriate methods
- present qualitative research findings clearly to an audience
- evaluate one's own research practice to identify improvements
- assess the strengths and limitations of different qualitative methods
- Quantitative Methods for Interdisciplinary Research
What you learn (16)
- describe how quantitative methods complement other research approaches
- describe key descriptive statistics used to summarise data
- explain common data distributions and their properties
- explain basic probability concepts and their relevance to analysis
- distinguish between different types of data
- identify sources and methods used to collect data
- discuss issues to consider when collecting data
- use statistical software to analyse quantitative data
- generate descriptive statistics using computer tools
- present data clearly using appropriate visual formats
- identify challenges arising from bias and non-representative samples
- apply sample data to draw inferences about a population
- identify challenges arising from bias and non-representative samples
- apply sample data to draw inferences about a population
- select appropriate statistical techniques to support research
- apply statistical methods to disseminate research findings
Year 2 · 5 core, 4 optional · 120 credits ≈ 1,200 hours
- Social Design
What you learn (5)
- explain theories underpinning social design practice
- describe methodologies used in social design practice
- explain key principles of design ethics and sustainability
- apply ethical and sustainable principles within professional design work
- describe suitable methods for researching communities and co-design
- Future Labs
What you learn (10)
- explain how complex systems are structured and interrelated
- produce visual diagrams to represent system analysis
- describe how social, natural and built environments interconnect
- design a creative artefact expressing future sustainable systems
- narrate future scenarios through design storytelling
- collaborate across disciplines to identify system pain points
- identify leverage areas within a complex system
- construct coherent narratives describing system behaviour
- communicate system narratives effectively to an audience
- apply a range of design research methods to a project
- Systemic Design
What you learn (8)
- explain key concepts of systemic design
- describe how systems thinking applies to design problems
- construct diagrams representing complex systems
- articulate narratives that explain system behaviour
- facilitate workshops involving multiple stakeholders
- present design ideas clearly to diverse audiences
- apply standardised qualitative research methods
- devise inventive approaches to qualitative inquiry
4 optional modules
- Security, Sovereignty and Sustainability in the Global Food System Term 1
What you learn (8)
- analyse emerging sustainability challenges across food processing and supply chains
- evaluate differing technical solutions proposed to address global food system problems
- evaluate differing governance approaches proposed to address global food system problems
- create visual maps of food systems to support analytical work
- design a mixed media campaign communicating food systems analysis
- explain core concepts of food security, sovereignty and sustainability
- apply these concepts critically to analyse food system case studies
- reflect on collective consumption patterns and their sustainability implications
- Security, Sovereignty and Sustainability in the Global Food System Term 2
What you learn (13)
- apply a food systems framework to identify sustainability issues
- research and analyse sustainability issues in food production and consumption
- explain scholarly debates on food security and sovereignty
- analyse academic perspectives on food sustainability
- locate credible academic sources independently
- synthesise research findings from multiple sources
- evaluate research critically to address key questions
- describe the role of mixed media campaigns in advocacy
- design a mixed media campaign for engagement purposes
- identify different disciplinary approaches to food systems analysis
- apply suitable disciplinary methods to analyse food systems at different scales
- evaluate competing solutions to global food provision challenges
- reflect on personal contributions to group knowledge through discussion
- Emotion: Thinking with Feeling
What you learn (6)
- describe different theoretical approaches to emotion
- evaluate competing understandings of emotion and emotions
- analyse how emotion is expressed across different cultures
- apply critical and theoretical perspectives to support arguments about emotion
- justify a personal interdisciplinary perspective on emotion
- produce a creative piece exploring ideas about emotion
Year 3 · 5 core, 8 optional · 90 credits ≈ 900 hours
8 optional modules
- Challenges of Climate Change (Term 1)
What you learn (10)
- explain the physical mechanisms that regulate the earth's climate system
- describe the complexity and uncertainty involved in reconstructing past climate
- describe the sources of uncertainty in projecting future climate change
- identify potential environmental, social and economic impacts of climate change
- evaluate alternative strategies for achieving carbon-free living
- compare the relative costs and benefits of different decarbonisation pathways
- describe mechanisms for adapting to or mitigating climate change
- identify examples of mechanisms currently or previously applied to address climate change
- evaluate prospects for developing new economic instruments to address climate change
- critique economic methods used to evaluate the impacts of climate change
- The Energy Trilemma
What you learn (8)
- identify key issues around energy security, equity and sustainability globally
- evaluate differing government approaches to managing energy resources
- explain the importance of energy to economic growth and social well-being
- describe the benefits of collaboration among stakeholders in energy solutions
- explain the role of technology and innovation in sustainable energy development
- apply research skills to investigate energy-related topics
- synthesise academic and industry research into coherent outputs
- adapt research outputs to suit different audiences
- Sustainable Cities
What you learn (8)
- evaluate competing arguments about the role of cities in sustainability agendas
- apply multiple theoretical perspectives to analyse urban sustainability debates
- conduct independent research into urban sustainability topics
- identify potential improvements for sustainable urban living
- propose practical measures to achieve sustainable urban improvements
- create mixed media analyses representing urban environments
- organise individual research outputs into a unified portfolio
- construct a coherent narrative linking diverse research findings
- Challenges of Climate Change (Term 2)
What you learn (10)
- explain the physical mechanisms that govern the earth's climate system
- describe the complexities and uncertainties involved in reconstructing past climate
- identify sources of uncertainty in future climate projections
- identify the environmental, social and economic impacts of climate change
- evaluate alternative pathways towards decarbonised living in terms of costs and benefits
- explain the obstacles to reaching international agreements through collective negotiation
- describe mechanisms proposed and used for adapting to climate change
- describe mechanisms proposed and used for mitigating climate change
- propose new economic instruments to address climate change
- critique economic methods used to evaluate the effects of climate change
- Posthumous Geographies I: Underworlds
What you learn (10)
- identify key problems raised by underworld narratives
- discuss critical issues arising from underworld narratives
- analyse how underworld narratives are adapted across historical periods
- evaluate how underworld narratives reinforce religious and political values
- examine underworld geographies using multiple theoretical perspectives
- reflect critically on problems generated by underworld narratives
- synthesise knowledge across disciplines to support transformative dialogue
- apply metacognitive strategies to address complex contemporary problems
- collaborate to design an original underworld concept
- reflect analytically on new problems raised by the created underworld
- Posthumous Geographies II: Paradises
What you learn (8)
- identify key paradisal journey narratives in Western culture
- describe how these narratives have been received across historical periods
- analyse how cultural narratives are inherited and transformed over time
- evaluate how such narratives shape and justify cultural values
- apply theoretical frameworks to analyse representations of paradise
- evaluate how paradise narratives are marketed within the experience economy
- integrate concepts across humanities, social sciences and tourism studies
- apply reflective thinking strategies to address complex contemporary issues
- Venice: Resistance and Representation (WIISP)
What you learn (10)
- identify notable examples of resistance movements in Venice
- evaluate how these movements have been represented and communicated
- explain the historical role of Venice as a centre of resistance
- assess how historical resistance traditions influence present-day venice
- analyse current resistance initiatives operating in venice
- evaluate the potential to adapt these initiatives to other global contexts
- conduct evidence-based research using advanced analytical skills
- produce creative outputs informed by research findings
- apply problem-based learning strategies to address complex real-world issues
- reflect on personal contribution and learning process within group tasks
- Health and well-being across the life course
What you learn (6)
- contrast concepts of health and well-being within life-course studies
- describe key social determinants of health
- evaluate research evidence on social determinants of health
- interpret statistical measures used to study social determinants of health
- explain scientific approaches to studying social determinants of health
- apply research methods to complete assessment tasks
“What you learn” restates each module’s published learning outcomes in our own words, as short skill statements in the same form as the GCSE and A level curriculum, with the help of an AI model; fields of knowledge follow the twelve fields of the knowledge sphere. The university’s module page, linked from each title, is the authoritative description.
After graduating
Where does it lead?
£25,000median pay three years after graduating
Lower quarter£21k
Median£25k
Upper quarter£33k
Median — the middle earner: half earned more, half less. Pay is for graduates of this subject at this university who finished in 2016-18, not adjusted for inflation; based on 50 graduates.
Discover Uni dataset (HESA and Office for Students, CC BY 4.0, contains HESA data); earnings from the Longitudinal Education Outcomes data (Department for Education) · aggregation level 11, 21
Half of graduates earned between £21,000 and £32,500. Five years on, the median is £33,000. 90% were in work or further study 15 months after finishing; 60% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 12% left | 98% | 55 |
| In work or study, 15 months on0% studying | 90% | 30 |
| Professional or managerial job | 60% | 20 |
| Pay 15 months on, median | £26,000 | 15 |
| Pay 3 years on, median | £25,000 | 50 |
| Pay 5 years on, median | £33,000 | 50 |
Money
What does it cost?
£10,050a year for UK students, 2027/28 entry
Tuition fee loan — paid straight to the university; repayments start the April after you leave, at 9% of income above the threshold. UK fees are capped by government and rise with inflation; placement and study-abroad years are usually charged at a lower rate.
Warwick fees page · source
About £30,150 in fees over 3 years, covered by a tuition fee loan you repay only when earning above the threshold.
National Student Survey 2025-26
What do students say?
78%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 86% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 65 students answered
Highest: 100% agreed on question 20; lowest: 60% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 97% |
| Question 2 | 98% |
| Question 3 | 98% |
| Question 4 | 92% |
| Question 5 | 93% |
| Question 6 | 93% |
| Question 7 | 93% |
| Question 8 | 81% |
| Question 9 | 89% |
| Question 10 | 70% |
| Question 11 | 90% |
| Question 12 | 91% |
| Question 13 | 89% |
| Question 14 | 78% |
| Question 15 | 95% |
| Question 16 | 95% |
| Question 17 | 92% |
| Question 18 | 86% |
| Question 19 | 86% |
| Question 20 | 100% |
| Question 21 | 93% |
| Question 22 | 92% |
| Question 23 | 89% |
| Question 24 | 60% |
| Question 25 | 82% |
| Question 26 | 78% |
Question texts are published by the Office for Students; the dataset carries only the question numbers.
Modules, entry requirements and fees are facts read from University of Warwick’s course page on 2026-09-19 and may change; the university’s page is authoritative. Descriptions are not reproduced. Outcome figures are from the Discover Uni dataset. University of Warwick is a trade mark of the university; sch.today is independent of it.