Electronic & Software Engineering MEng
BEng : AAB – BBB at A level, A-level Mathematics and Physics (for BEng/MEng). (Design & Technology may be accepted in place of Physics, 3D or Product Design options only); graduates earn a median £30,000 three years on.
Typical A level offer
BEng : AAB – BBB
A-level Mathematics and Physics (for BEng/MEng). (Design & Technology may be accepted in place of Physics, 3D or Product Design options only) · 49% of entrants came with A levels · 80% 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 (for BEng/MEng). (Design & Technology may be accepted in place of Physics, 3D or Product Design options only)
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.; Higher Mathematics (AH recommended) and Computing (if Higher Mathematics A grade is not achieved in S5). |
| IB | BEng : 34 (6,5,5) | HL Mathematics (Analysis & Approaches) and Physics (for BEng/MEng). (SL6 can be accepted for either Mathematics or Physics). |
Years 1–5
What do you study?
8compulsory modules in year 1
Compulsory modules this year: digital & ict skills 63% · engineering & manufacturing 21% · natural sciences 7% · transversal skills 4%.
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 · 8 core · 150 credits ≈ 1,500 hours
- Computing Science 1P (Standard Route)
What you learn (14)
- design and implement programs using core programming constructs
- evaluate programs built with fundamental programming constructs
- recognise different programming paradigms
- apply an appropriate programming paradigm to solve a problem
- select suitable algorithms and libraries for a given problem
- apply chosen techniques and algorithms to solve a problem
- analyse code to determine its structure and behaviour
- explain code correctness, efficiency and style
- describe a problem and proposed solution approach clearly
- design a top-level plan for solving a problem
- translate a design plan into working code
- identify different types of program errors
- apply testing strategies to fix program errors
- build robust programs that handle errors effectively
- Computing Science 1F - Computing Fundamentals
What you learn (11)
- explain how applications are structured around databases and large data collections
- describe the processes and operational tasks a dbms performs
- build a relational database from a given design using a dbms product
- write sql statements to create and manipulate a database
- describe issues affecting successful interaction design
- evaluate the usability of interactive systems using informal methods
- determine when and how to apply usability evaluation outcomes
- describe human-computer activities as structured tasks
- analyse the structure and conditions of a task
- apply task analysis within the software engineering process
- discuss the legal and ethical responsibilities of computing professionals
- Computing Science - 1CT Introduction to Computational Thinking
What you learn (13)
- identify key features shared by computational systems
- describe how a given computational concept functions
- compare how the same concept is realised across different programming languages
- explain how a partial computation operates at a given abstraction level
- explain how a complete computation operates at a given abstraction level
- apply computational concepts to solve problems involving text data
- apply computational concepts to solve problems involving numerical data
- apply computational concepts to solve problems involving graphical output
- modify an existing computation to change its behaviour
- identify errors within computations written in different notations
- correct identified errors to restore correct program behaviour
- identify examples of computational concepts applied in artificial systems
- identify examples of computational concepts arising in natural systems
- Computing Science 1PX (Alternate Route)
What you learn (12)
- produce a top-level plan with stepwise refinements for a problem
- convert a structured design into a working program
- apply testing techniques to detect logical errors in code
- correct identified logical errors in a program
- evaluate the complexity of a program's logic
- integrate error handling features into a program
- integrate event handling features into a program
- design custom data structures to solve a given problem
- apply advanced programming techniques such as recursion to solve problems
- identify appropriate standard algorithms such as sorting and searching
- incorporate standard algorithms effectively into problem solutions
- explain a problem and its solution clearly to others
- Computing Science - 1S Systems
What you learn (10)
- explain how data is represented using bits and words
- convert numbers between binary and two's complement representations
- describe the main subsystems of a processor architecture
- write a simple assembly language program
- run an assembly program using appropriate development tools
- describe how machine instructions are encoded and represented
- explain how the CPU executes programs via the fetch-execute cycle
- design simple synchronous logic circuits using gates and flip-flops
- simulate the behaviour of designed logic circuits
- relate processor architecture concepts to high-level programming languages
- 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
Year 2 · 11 core · 120 credits ≈ 1,200 hours
- Introduction to Object Oriented Programming
What you learn (8)
- apply object-oriented language features to build substantial single-threaded programs
- describe the object model underlying a programming language
- explain the difference between single and multiple inheritance hierarchies
- explain the distinction between implementation inheritance and interface inheritance
- explain the purpose of concurrent programming
- identify common pitfalls associated with concurrent programming
- apply basic object-oriented design techniques to a programming problem
- construct well-structured object-oriented programs using standard class libraries
- Algorithms & Data Structures 2
What you learn (13)
- explain the role of abstract data types in program design
- apply stacks, queues, lists, sets and maps to suitable problems
- identify appropriate contexts for using particular data structures
- express abstract data types as Java interfaces
- describe the structure and purpose of arrays, linked lists, binary trees and hash tables
- implement fundamental data structures using Java
- map standard abstract data types onto suitable concrete data structures
- apply recursion to design algorithms for suitable problems
- analyse algorithm efficiency using time and space complexity measures
- implement standard searching and sorting algorithms in Java
- evaluate the computational complexity of searching and sorting algorithms
- use Java collection classes along with comparators and iterators
- apply Java's List, Set, Queue and Map collection implementations
- Object-Oriented Software Engineering 2
What you learn (4)
- discuss the scope and range of software engineering disciplines
- apply design principles when building simple software systems
- apply design patterns using reusable components in software implementation
- describe different approaches used in software testing
- Web Application Development 2
What you learn (6)
- identify opportunities and challenges of developing distributed web applications
- describe common high-level system architectures used for web applications
- interpret the design and specification documents of a web application
- apply version control systems to manage web application code
- collaborate with a team using Git workflows to build a full-stack web application
- deploy a full-stack web application developed collaboratively
- Networks and Operating Systems Essentials 2
What you learn (10)
- explain the role of layering in protocol design for networked systems
- explain how the Internet is formed as a network of interconnected networks
- explain why the Internet provides a best-effort delivery service
- discuss how the transport layer achieves reliable connections over an unreliable network
- describe the basic operation of the HTTP protocol
- identify key privacy and security issues affecting Internet traffic
- explain the functions of an operating system using correct terminology
- contrast low-level hardware resources with higher-level operating system abstractions
- implement basic operating system components such as schedulers and free space managers
- identify privacy and security issues relating to Internet traffic
- 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 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 · 11 core · 130 credits ≈ 1,300 hours
- Operating Systems (H)
What you learn (11)
- explain operating system functions using correct technical terminology
- relate operating system functions to underlying hardware components
- describe how interrupts, context switching and address translation operate
- describe how operating system functions connect to language run-time systems
- explain why concurrency matters in designing operating systems
- describe the working semantics of scheduling and memory management functions
- implement basic operating system algorithms such as CPU scheduling
- build simple operating system components in code
- evaluate the design and implementation choices of an operating system component
- show how operating system functions affect application behaviour
- compare alternative hardware designs for components such as CPU and bus
- Networked Systems (H)
What you learn (10)
- compare capabilities of different communication technologies and techniques
- identify differences between networks of varying scale
- explain how network scale influences design choices
- describe challenges of interconnecting heterogeneous networks
- explain the role of layering in network architecture
- describe the structure of the OSI reference model
- describe quality-of-service requirements of various applications
- explain the purpose of core components within an IP network
- write low-level network communication software
- apply secure coding practices when writing network software
- Professional Software Development (H)
What you learn (16)
- identify main phases of software development lifecycles
- explain how development phases relate in modern methodologies
- modify an existing large-scale system to meet given requirements
- update system documentation to reflect software changes
- evaluate critically the implications of such issues on large-scale projects
- plan and schedule a large team-based software project
- specify functional and non-functional requirements for a software system
- design a software system meeting specified project requirements
- implement a software system according to its design
- test a software system to confirm it meets requirements
- produce clear and accurate technical documentation
- apply quality assurance techniques including test suite planning
- apply configuration management tools and techniques
- deliver clear and informative presentations on project work
- communicate effectively with team members during a project
- collaborate effectively as part of a project team
- Team Project ESE (H)
What you learn (8)
- organise and lead a large team-based technical project
- collaborate with a customer to clarify project requirements
- refine and document specified requirements
- select appropriate software development tools and practices
- apply chosen tools within a structured software process
- demonstrate project progress through brief presentations
- evaluate project processes against improvement criteria
- adapt project processes based on evaluation outcomes
- Software Engineering Summer Placement (H)
What you learn (4)
- explain how academic software engineering methods apply to real-world development
- summarise personal contribution made during a work placement
- discuss experiences gained during a work placement
- reflect on personal and professional development during placement
- Systems Programming (H)
What you learn (14)
- design a low-level program using a systems programming language
- implement a low-level program in a systems programming language
- explain the behaviour of a low-level program
- explain stack and heap memory allocation and pointer use
- explain the concept of memory ownership in program design
- describe common memory safety issues such as leaks, overflows and race conditions
- explain how memory representation affects caching and virtual memory performance
- demonstrate the performance impact of memory and caching issues
- discuss concurrency issues and the system memory model
- reason about causes and effects of race conditions
- build a structured concurrent program of moderate complexity
- apply libraries and static analysis tools in program development
- explain the concept of carbon footprint in systems programming
- analyse factors that influence the carbon footprint of software
- 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
- 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
- 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
Year 4 · 5 core · 100 credits ≈ 1,000 hours
- Individual Project (H) (Single)
What you learn (14)
- organise and manage a large independent project
- select appropriate technologies and tools for a task
- apply chosen technologies and approaches effectively
- combine technical skills to solve a complex problem
- build a substantial software product demonstrating technical competence
- evaluate the results of their own project work
- demonstrate professional conduct and responsibility during project work
- record time spent on project tasks
- use supervisor feedback effectively to guide progress
- write a clear dissertation documenting the project
- justify design and methodological decisions in writing
- situate the project within its wider academic context
- deliver an oral presentation of project work to a technical audience
- produce a concise video summary of project work
- Professional Skills and Issues (H)
What you learn (6)
- identify key social, ethical, legal and professional issues in IT
- explain legislation and codes of conduct governing the IT sector
- relate legal and professional standards to real IT practice examples
- apply analytical methods to deconstruct complex ethical dilemmas in IT
- present reasoned arguments on IT-related ethical issues to an audience
- critique peers' arguments constructively to improve reasoning
- Software Engineering Summer Placement (H)
What you learn (4)
- explain how academic software engineering methods apply to real-world development
- summarise personal contribution made during a work placement
- discuss experiences gained during a work placement
- reflect on personal and professional development during placement
- Business Planning and Management for Engineers
What you learn (8)
- evaluate feasibility and potential impact of proposed solutions using established methods
- analyse how an engineering business operates
- apply project planning techniques to develop realistic timelines
- formulate a business plan proposal for an engineering venture
- justify the technical and financial feasibility of a business proposal
- synthesise feedback from mentors and peers to refine a business strategy
- align a refined strategy with market needs
- propose measures to minimise adverse environmental and societal impacts
- Team Project EE4
What you learn (12)
- explain how project management tools support on-time, to-spec delivery
- demonstrate independent initiative when running a project with minimal supervision
- collaborate effectively with team members to achieve shared goals
- maintain a logbook documenting technical work undertaken
- produce a written report summarising project work
- deliver an oral presentation of project outcomes
- analyse a specification to identify required functional blocks
- design simple structured circuits and systems for ease of build and test
- construct and test circuits and systems built from a design
- evaluate system and subsystem performance against a specification
- identify divergence from specification and implement corrective modifications
- iterate a design process to deliver a working final product
Year 5 · 2 core · 80 credits ≈ 800 hours
- Design Special Topic 5
What you learn (11)
- design a prototype to address an engineering problem
- formulate an approach to address an engineering problem
- judge the feasibility of a project
- plan work activities for a project
- organise and manage a team to complete project work
- construct a working prototype
- develop a practical approach to solve the problem
- assess the results of the project work
- present project outcomes to an audience and stakeholders
- evaluate the environmental impact of a proposed solution
- consider the health and safety implications of a design solution
- Individual Project 5
What you learn (14)
- direct a project plan to resolve an unfamiliar engineering problem
- manage work independently within an international engineering context
- collaborate with colleagues professionally and ethically
- apply project management techniques showing personal initiative
- summarise non-technical drivers and constraints affecting an engineering problem
- apply mathematical and interdisciplinary knowledge to analyse an engineering problem
- develop a creative solution to an engineering problem using broad knowledge
- assess interim project outcomes critically against intended goals
- adapt theoretical and experimental approaches to overcome identified weaknesses
- evaluate project results against current and emerging technologies
- evaluate project outcomes in relation to societal needs
- compose a detailed technical report in clear written English
- deliver technical information verbally to a non-expert audience
- use presentation aids to support technical communication
“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, 24, 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 120% left | 80% | 10 |
| 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.