Electronics with Music MEng
BEng : AAB – BBB at A level, A-level Mathematics and Physics. (Design & Technology may be accepted in place of Physics, 3D or Product Design options only). A-level Music or Music Technology or Grade 6 ABRSM Practical & Theory; graduates earn a median £30,000 three years on.
Typical A level offer
BEng : AAB – BBB
A-level Mathematics and Physics. (Design & Technology may be accepted in place of Physics, 3D or Product Design options only). A-level Music or Music Technology or Grade 6 ABRSM Practical & Theory · 49% of entrants came with A levels · 86% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
BEng : AAB – BBBtypical A level offer
Typical offer — the grades most applicants are asked for. A contextual offer can be lower for applicants from under-represented backgrounds; none is published for this course.
Glasgow course page, read 19 September 2026 · Discover Uni entry profile
- 1A-level Mathematics and Physics. (Design & Technology may be accepted in place of Physics, 3D or Product Design options only). A-level Music or Music Technology or Grade 6 ABRSM Practical & Theory
Who actually got in: 49% with A levels, 36% via Access courses, 2% with other higher education. 35% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 55 entrants.
UCAS tariff points — a points scale for grades: A* = 56, A = 48, so A*A*A = 160. Entrants’ totals include extra subjects.
Other qualifications2
| Qualification | Typical offer | Required subjects |
|---|---|---|
| Scottish Highers | AAAAA | Higher Mathematics and Physics or Engineering Science at AA. (AB or BA may be considered); Higher Mathematics and Physics or Engineering Science at AA. |
| IB | BEng : 34 (6,5,5) | HL Mathematics (Analysis & Approaches) and Physics (SL6 can be accepted for either Mathematics or Physics). Plus Grade 6 ABRSM Practical & Theory or equivalent. |
Years 1–5
What do you study?
4compulsory modules in year 1
Compulsory modules this year: engineering & manufacturing 29% · arts & humanities 22% · digital & ict skills 22% · natural sciences 10%.
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.
Glasgow course page · optional modules vary by year
Year 1 · 4 core · 100 credits ≈ 1,000 hours
- Electronic Engineering 1X
What you learn (26)
- construct basic logic gates and derive compound gates from them
- derive logic functions from truth tables for circuit design
- apply boolean algebra and de morgan's theorem to design logic circuits
- simplify digital logic circuits using karnaugh maps
- design digital latch circuits with memory function
- design flip-flop circuits using symbols and truth tables
- design and verify sequential logic circuits such as counters and timers
- analyse the operation of sequential logic circuits
- build and test basic circuits on digital logic training boards
- diagnose wiring faults in digital logic circuits
- design and verify combinational logic circuits for arithmetic operations
- compare predicted and observed waveforms of sequential circuits using an oscilloscope
- explain how signal imperfections limit maximum clock speed
- describe fundamental electrical properties and convert between their units
- apply circuit laws to calculate unknown currents and voltages in component networks
- explain how basic circuit laws underpin nodal analysis techniques
- calculate unknown currents and voltages using nodal analysis
- state thevenin's and norton's theorems
- calculate thevenin and norton equivalent values for two-port networks
- apply thevenin's and norton's theorems to simplify circuit analysis
- analyse ac networks using complex impedance representation
- define fundamental properties of ideal operational amplifiers
- calculate voltage gain of op-amp based amplifier circuits
- design circuits to address practical engineering challenges
- collaborate within a team to solve technical engineering problems
- assess the environmental impact of circuit design and energy efficiency
- Electronic Engineering 1Y
What you learn (30)
- explain the concept of embedded electronic systems with examples
- describe memory organisation and common microcontroller architectures
- explain the architecture of a modern microcontroller including alu, memory and i/o ports
- identify volatile and non-volatile regions of a memory map
- explain the significance of memory-mapped input and output
- apply basic C programming to control a microcontroller
- describe writing a C program to control analogue and digital i/o on an mbed
- connect leds to microcontroller ports and calculate series resistor values
- connect pushbuttons and explain the need for pull-up resistors
- describe assembly language programming and its relation to c programs and data movement
- use the arm mbed development environment
- write and compile C programs to demonstrate mbed input/output control
- interface and control peripherals connected to an arm mbed
- explain the concept of an amplifier and the effect of source and load resistance
- calculate power gain using the voltage amplifier model including cascaded amplifiers
- describe operational amplifier characteristics and the assumptions of an ideal op-amp
- analyse voltage follower, inverting and non-inverting amplifier circuits
- explain the virtual earth concept and analyse an analogue integrator circuit
- state the impedance of resistors, inductors and capacitors and analyse simple ac circuits
- define the half-power point in amplitude and phase
- design filters to meet specified characteristics and cutoff frequency
- derive differential equations for rc and rl circuits and their exponential solutions
- explain the physical significance of the time constant in circuit solutions
- explain the ideal diode model and compare it with realistic diode characteristics
- describe a simple operational model of a bipolar transistor
- use basic test equipment such as meters, signal generators and oscilloscopes
- design and simulate op-amp circuits in spice and compare with real measurements
- specify, design and build a simple audio amplifier on stripboard
- write C programs and build analogue circuits to demonstrate a chosen mbed application
- maintain an adequate laboratory record
- Listening in Culture
What you learn (6)
- identify a range of musical forms, genres and styles
- apply key musical concepts to construct an argument
- compose written accounts of listening experiences linked to cultural context
- evaluate ideological issues raised by digital music recording and distribution
- discuss ideological issues in music listening through class debate
- communicate critical listening insights to a non-specialist audience
Year 2 · 8 core · 90 credits ≈ 900 hours
- Analogue Electronics 2
What you learn (19)
- describe key characteristics of operational amplifiers
- explain how negative feedback affects gain and impedance of op-amp circuits
- explain how negative feedback affects bandwidth and frequency response of op-amp circuits
- calculate quantitative behaviour of simple op-amp based circuits
- summarise properties of passive and active electronic components
- explain the role of impedance matching in circuit design
- develop models of analogue subsystems using terminal and transfer functions
- construct bode diagrams for analogue circuits
- select suitable methods for analysing small signal ac circuits
- calculate response of circuits with passive and active elements to ac signals
- analyse non-linear electronic circuits
- design high-pass, low-pass and band-pass filter circuits
- design simple transistor amplifier circuits
- simulate analogue circuits using feedback techniques
- design analogue circuits using feedback techniques
- build practical analogue electronic circuits
- use instrumentation to measure analogue circuit behaviour
- troubleshoot faults in analogue circuits
- evaluate practical characteristics and limitations of analogue circuits
- Digital Electronics 2
What you learn (9)
- analyse requirements of a digital circuit concept
- determine functional modules needed for a design
- identify finite state machines required for implementation
- write VHDL code describing logical functions
- combine VHDL descriptions into larger functional assemblies
- use design software to create VHDL entities
- simulate and test VHDL entities using software tools
- design digital circuits using modular MSI components
- design digital circuits using VHDL modular components
- Electrical Circuits 2
What you learn (15)
- describe basic electrical properties of resistors, capacitors and inductors
- deduce component behaviour at dc steady state and during sudden changes
- apply a systematic method to solve electrical circuit problems
- explain the role of initial conditions in transient circuit analysis
- determine initial conditions for switched first- and second-order circuits
- use differential equations to model transient response of first-order RC or RL circuits
- use differential equations to model transient response of series and parallel LCR circuits
- distinguish underdamped, critically damped and overdamped RLC responses
- calculate impedance of circuits combining resistors, capacitors and inductors
- analyse ac-driven circuit behaviour using impedance and phasor diagrams
- explain the concept of resonance in electrical circuits
- operate oscilloscopes, function generators and multimeters for circuit measurement
- determine RC circuit component values from measured transient response
- determine RLC circuit component values from measured transient response
- maintain an organised laboratory record documenting analysis throughout experiments
- Electronic Design Project 2
What you learn (12)
- design analogue and digital circuits and their layout
- select electronic components by analysing datasheets
- fabricate, populate and test printed circuit boards, reworking faults
- break down a project into work packages and tasks
- identify critical paths, dependencies and interconnects in a project plan
- explain project risks and propose mitigation actions
- explain the role of structured creativity in engineering practice
- collaborate effectively within a small team to complete a project
- reflect on team roles, trust and accountability to improve collaboration
- resolve team conflicts through communication and timely action
- prepare technical reports and presentations on a project's outcomes
- maintain accurate records of project progress for reproducibility
- Embedded Processors 2
What you learn (12)
- write programs for an HCS08 microcontroller in C
- write programs for an HCS08 microcontroller in assembly language
- write programs for an HCS08 microcontroller in machine code
- operate the hardware peripherals of a microcontroller
- connect external hardware to microcontroller peripherals
- build timed loops using hardware timer methods
- build timed loops using software delay methods
- distinguish polling from interrupt-driven programming approaches
- perform simple calculations using fixed point arithmetic
- write interrupt handlers in assembly language
- write interrupt handlers in C
- debug interrupt handler code
- Engineering Electromagnetics 2
What you learn (10)
- analyse electrostatic problems using relevant field theory
- analyse magnetic field problems using relevant field theory
- analyse electromagnetic problems using relevant field theory
- describe how electric fields affect matter and its constituents
- describe how magnetic fields affect matter and its constituents
- apply maxwell's equations to solve electrostatic problems
- apply maxwell's equations to solve magnetic field problems
- apply maxwell's equations to solve electromagnetic problems
- apply experimental techniques to characterise dielectric and magnetic materials
- apply numerical techniques to characterise dielectric and magnetic materials
- Introductory Programming 2
What you learn (11)
- identify simple and complex data types and structures used in programming
- apply operators to manipulate values within program code
- apply flow control statements to direct program execution
- use standard library functions within a program
- create custom functions and subroutines to structure code
- describe the syntax rules of the Python language
- identify errors within provided or self-written code
- correct identified errors in program code
- design a simple program to meet a given requirement
- write program code using an integrated development environment
- compile and run a program to verify its functionality
- Engineering Mathematics 2
What you learn (16)
- construct contour plots of multivariable functions
- determine stationary points of multivariable functions
- calculate rates of change and gradients using partial differentiation and chain rule
- apply the total differential to estimate experimental errors in engineering problems
- determine whether a differential equation is exact
- solve for the parent function of an exact differential
- apply exact differentials to calculate work done in conservative fields
- construct double integrals to determine the volume of solid objects
- construct path integrals to determine areas and work done in force fields
- classify differential equations by order, degree, type and linearity
- identify separable differential equations and solve them by integration
- solve first-order linear differential equations using the integrating factor method
- describe the general form of solutions to higher-order differential equations
- apply second-order differential equation methods to model engineering systems
- apply symmetry properties to simplify Fourier series calculations
- apply Laplace transforms to solve ordinary differential equations with initial conditions
Year 3 · 8 core · 80 credits ≈ 800 hours
- Communication Systems 3
What you learn (14)
- apply Fourier series to convert functions between time and frequency domains
- apply Fourier transforms to convert functions between time and frequency domains
- apply convolution techniques to translate functions between domains
- apply Fourier transform properties to analyse simple filter circuits
- determine the time domain response of a linear system using convolution
- determine the frequency domain response of a linear system using transform properties
- identify different modulation and demodulation techniques used in communication systems
- explain how various modulation and demodulation strategies operate
- calculate the bandwidth requirements of common modulation techniques
- evaluate the limitations imposed by bandwidth on modulation methods
- use an oscilloscope to analyse time domain waveforms
- use a spectral analyser to analyse frequency domain waveforms
- simulate communication systems numerically using software tools
- analyse the performance of communication systems operating in noisy channels
- Control 3
What you learn (15)
- draw block diagrams representing control systems
- manipulate block diagrams to simplify system representations
- explain the concept of system stability
- calculate the stability of a system using standard methods
- identify the poles and zeros of a system transfer function
- plot poles and zeros on the complex plane
- compare open-loop and closed-loop control systems
- construct root-locus diagrams for closed-loop systems
- infer closed-loop system properties from pole positions
- sketch Bode and Nyquist plots for a system
- analyse system behaviour using gain margin, phase margin and bandwidth
- represent frequency response data as polar plots
- describe the characteristics of PID feedback controllers
- design a basic feedback control system
- analyse the performance of a feedback control system
- Electromagnetic Compatiblity 3
What you learn (5)
- manipulate electromagnetic field equations to solve problems
- describe propagation of electromagnetic waves through free space
- describe propagation of electromagnetic waves along transmission lines
- identify causes of electromagnetic interference in electrical systems
- design electronic equipment that meets electromagnetic compatibility requirements
- Electronic System Design 3
What you learn (7)
- identify common sources of error in analogue circuits
- build equivalent circuit models for comparing design options
- identify the main error sources within a given circuit
- calculate the magnitude of identified circuit error sources
- improve a circuit design to reduce multiple error sources
- apply a structured approach to design circuits from a specification
- compare alternative circuit designs against several design criteria
- Engineering Career Skills 3
What you learn (13)
- search multiple sources to retrieve relevant information
- evaluate the validity of information gathered from sources
- explain complex engineering ideas clearly to an audience
- deliver a focused presentation using appropriate language and style
- cite relevant sources correctly within spoken or written work
- apply creative techniques to develop individual engineering ideas
- apply creative techniques to contribute to group idea development
- produce concise written documents that convey essential information
- adapt written content to suit the intended audience's level
- describe the value and uses of intellectual property in engineering
- explain the legal implications of protecting engineering ideas
- explain the importance of ethical considerations in engineering practice
- describe one's own ethical responsibility within engineering practice
- Simulation of Engineering Systems 3
What you learn (7)
- explain how mathematical method limitations restrict simulation model accuracy
- evaluate how numerical methods affect the accuracy of simulation results
- describe common issues encountered in real-time simulation
- apply basic verification procedures to check a simulation model's internal consistency
- develop numerical methods suited to continuous-time simulation problems
- apply numerical methods to solve continuous-time simulation problems
- design a continuous-time system simulation using an appropriate simulation language
- Real Time Computer Systems 3
What you learn (8)
- describe the characteristics of a real-time computer system
- break down high-level C++ code into equivalent machine instructions
- estimate execution time for input/output code operations
- implement interrupt handling to capture external input signals
- discuss a real-world application of real-time computer systems
- evaluate the suitability of real-time operating systems for given tasks
- select materials and architectures that improve energy efficiency
- evaluate end-of-life and life-cycle impact strategies for designs
- Team Design Project EE3
What you learn (20)
- plan a project against specifications and deadlines
- manage project work within budget and practical constraints
- design circuits and systems to meet a given specification
- fabricate electronic circuits including PCB population
- test and integrate assembled circuits and systems
- identify the different roles within an effective team
- apply PERT techniques to plan and monitor project schedules
- revise project schedules based on progress monitoring
- organise effective project meetings
- produce accurate minutes of project meetings
- decompose an electronic design into independent functional units
- maintain a clear and organised laboratory logbook
- use electronic component datasheets and application notes to inform design
- select suitable analogue and digital components for a design task
- design prototype and final systems meeting functional requirements
- incorporate safety, usability and reliability considerations into design
- deliver clear oral presentations on personal and team project work
- produce clear written reports on personal and team project work
- evaluate personal and peer contributions to a project in written form
- develop an innovative feature within a project design
Year 4 · 2 core · 50 credits ≈ 500 hours
- Acoustics and Audio Technology 4
What you learn (17)
- evaluate the behaviour of simple, damped and forced harmonic oscillators
- apply energy, power and quality factor concepts to vibrating systems
- apply superposition principles to explain beating between vibrations
- evaluate resonance and quality factor in a helmholtz resonator
- evaluate how acoustic waves propagate through filters and pipes
- evaluate the working principle of a moving coil transducer
- apply the concept of radiation impedance to acoustic systems
- evaluate how cabinet type affects loudspeaker performance
- evaluate sound wave behaviour across different media
- represent sound waves using mathematical models
- apply concepts of plane and spherical sound waves to acoustic problems
- apply attenuation and dispersion concepts to sound wave behaviour
- evaluate the functioning of the human ear
- apply engineering principles to design a loudspeaker
- evaluate sustainability and life cycle factors in loudspeaker design
- research relevant sources to inform loudspeaker design
- critically evaluate research sources for design relevance
- Individual Project 4
What you learn (12)
- develop an independent project plan
- carry out project tasks safely and independently
- summarise relevant technical literature and standards for a project
- apply mathematical and engineering principles to analyse a problem
- devise a creative solution to an engineering problem
- evaluate technical project outcomes critically
- quantify the effect of input data uncertainty on results
- assess design and analysis decisions within wider engineering contexts
- evaluate implications of design choices for business, society and environment
- interact professionally and ethically with colleagues
- compose a detailed technical report in clear English
- present technical information orally to a non-specialist audience
“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?
£30,000median pay three years after graduating
Lower quarter£22k
Median£30k
Upper quarter£41k
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 25 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 23, 13
Half of graduates earned between £21,500 and £40,500. Five years on, the median is £40,000. 100% were in work or further study 15 months after finishing; 95% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 114% left | 86% | 60 |
| In work or study, 15 months on15% studying | 100% | 25 |
| Professional or managerial job | 95% | 20 |
| Pay 15 months on, median | £35,500 | 20 |
| Pay 3 years on, median | £30,000 | 25 |
| Pay 5 years on, median | £40,000 | 30 |
National Student Survey 2025-26
What do students say?
80%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 73% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 35 students answered
Highest: 90% agreed on question 3; lowest: 46% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 83% |
| Question 2 | 71% |
| Question 3 | 90% |
| Question 4 | 86% |
| Question 5 | 72% |
| Question 6 | 79% |
| Question 7 | 67% |
| Question 8 | 88% |
| Question 9 | 81% |
| Question 10 | 72% |
| Question 11 | 69% |
| Question 12 | 78% |
| Question 13 | 59% |
| Question 14 | 53% |
| Question 15 | 79% |
| Question 16 | 83% |
| Question 17 | 67% |
| Question 18 | 78% |
| Question 19 | 84% |
| Question 20 | 89% |
| Question 21 | 78% |
| Question 22 | 76% |
| Question 23 | 72% |
| Question 24 | 46% |
| Question 25 | 67% |
| Question 26 | 80% |
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 Glasgow’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 Glasgow is a trade mark of the university; sch.today is independent of it.