Portuguese/Digital Media & Information Studies MA
ABB – BBB at A level, A-level English or another Humanities subject; graduates earn a median £33,500 three years on.
Typical A level offer
ABB – BBB
A-level English or another Humanities subject · 70% of entrants came with A levels · 90% stay on after year 1 · Glasgow course page, Discover Uni
Year 13 · applying
What do you need to get in?
ABB – 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 English or another Humanities subject
Who actually got in: 70% with A levels, 5% with the IB, 5% via Access courses, 5% with other higher education. 20% arrived with 208 or more UCAS tariff points — roughly A*A*A or better. Based on 15 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 | AAAABminimum from S5: BBBB | Higher English and a Higher Humanities subject at AA. (AB or BA may be considered). |
| IB | 34 (6,5,5) | English HL6 or Humanities HL6 with English SL6. |
Years 1–5
What do you study?
2compulsory modules in year 1
Compulsory modules this year: digital & ict skills 61% · social & cultural skills 14% · law & public administration 8% · green & sustainability 6%.
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 · 2 core · 40 credits ≈ 400 hours
- Digital Media and Information Studies 1A
What you learn (6)
- explain how data, information and knowledge relate to each other
- evaluate the social and ethical implications of data-driven decisions
- apply information literacy techniques to judge the credibility of digital sources
- describe methods used to store and organise digital data
- explain how data visualisation and analysis create meaning
- relate data and information practices to current societal contexts
- Digital Media and Information Studies 1B
What you learn (9)
- evaluate the influence of digital media technologies on modern society
- describe the historical development from analogue to digital communication
- explain the technical processes that enable digital communication systems
- apply basic coding techniques to build simple digital artefacts
- produce digital content using foundational creative tools
- analyse the social and cultural effects of digital platforms and social media
- analyse the economic implications of artificial intelligence in media industries
- relate digital media practice to broader creative and cultural production contexts
- identify career opportunities and workplace applications of digital media skills
Year 2 · 4 core · 80 credits ≈ 800 hours
- Digital Media and Information Studies 2A
What you learn (10)
- explain methods for organising information resources through cataloguing
- describe how metadata supports information retrieval
- describe core concepts underpinning the world wide web
- explain the technologies that enable web systems to function
- identify the stages of designing, developing and evaluating a digital product
- explain how design, development and evaluation stages relate to each other
- explain why preserving digital materials over time matters
- describe processes used to curate and preserve digital content
- explain how expert systems are applied in practice
- explain applications of emerging artificial intelligence techniques
- Digital Media and Information Studies 2B
What you learn (8)
- explain principles of complex structural data for information analysis
- describe basic principles underlying complex digital objects like audio and video
- create a simple 3D model using appropriate software
- relate 3D modelling techniques to visualisation challenges in cultural heritage
- identify the role of community and identity in online environments
- compare online communities with real-world communities
- evaluate the impact of video games on education and society
- relate 3D modelling issues to video game design and use
- Digital Media and Information Studies 2A - Online Version
What you learn (8)
- explain cataloguing methods used in information management
- describe the role of metadata in organising information
- explain techniques for retrieving stored information
- describe key concepts underlying the development of the web
- explain the technologies that enabled web development
- evaluate criteria for assessing the quality of online information
- evaluate the significance of digital curation and preservation
- describe processes involved in digital curation and preservation
- Digital Media and Information Studies 2B - Online Version
What you learn (6)
- explain how complex structural data supports information analysis and categorisation
- create a basic three-dimensional model using digital modelling tools
- relate 3D modelling practice to current visualisation debates in cultural heritage
- identify the role of community and identity within online environments
- compare online communities with real-world community structures
- evaluate the impact of artificial intelligence on education and society
Year 3 · 16 core · 380 credits ≈ 3,800 hours
- 2D Digitisation: Theory & Practice (Hons)
What you learn (8)
- apply digitisation theory to a practical image and text digitisation scenario
- select appropriate materials for a digitisation project
- justify the choice of materials selected for digitisation
- specify digitisation standards suited to a given material type and project goal
- explain how metadata supports long-term reuse of digital resources
- identify different types of metadata used in digitisation projects
- calculate the broader costs associated with a digitisation project
- describe the influence of end users on digitisation processes
- Books as New Media
What you learn (4)
- identify key structures and processes used in book history research
- apply book history theories to examine a rare book's physical construction
- explain the enduring role of the codex format in preserving and sharing knowledge
- evaluate the benefits and constraints of digital media for representing codices
- Data Analysis, Visualisation and Communication
What you learn (13)
- formulate relevant research questions for a given topic
- evaluate how data analysis can address specific research questions
- evaluate how data analysis transforms data use and interpretation in humanities research
- apply data science techniques to explore and manipulate datasets
- use software tools to analyse and interpret data
- create visual representations of data to convey meaning
- design appropriate visualisation methods based on analysed data
- apply chosen visualisation methods to represent information
- identify standards and best practices accepted within the research community
- apply recognised research standards in own work
- develop methods to communicate data-based research findings
- justify chosen communication methods through testing and evaluation
- deliver research outcomes to an audience effectively
- Digital Creativity
What you learn (10)
- define key terms relating to creativity and digital media
- explain core concepts underpinning digital creative practice
- identify ways digital technologies reshape ideas of personal archiving
- describe how digital tools challenge traditional notions of the archival
- apply critical and cultural theories to create digital media texts
- interpret digital media texts using relevant critical frameworks
- develop a creative project drawing on digital archival sources
- plan a project timeline and structure for a creative work
- pitch a creative project proposal to an audience
- evaluate own creative output against theoretical and practical criteria
- Document Encoding
What you learn (9)
- apply document analysis methods to find structural elements of a text
- identify content features and problematic characters within a document
- formulate research questions suited to a given text
- assess how encoding can address identified research questions
- evaluate how encoding alters the use and analysis of texts in humanities research
- compare the principles and evolution of markup languages such as xml and rdf
- design an xml encoding scheme suited to a given text
- apply an xml encoding scheme to a text
- apply community-accepted standards and best practice to encoding projects
- Enterprise, Creativity and Citizenship Online
What you learn (6)
- explain theoretical frameworks used to analyse online information
- compare factors shaping online enterprise, creativity and citizenship
- evaluate benefits and risks arising from online information technology
- relate online entrepreneurial and creative activity to wider societal context
- recognise creative contributions made by oneself and others
- collaborate effectively within a small group
- Digital Cultural Heritage
What you learn (10)
- explain challenges of adopting ICT in heritage organisations
- select suitable standards for managing heritage resources
- select appropriate applications for public outreach activities
- select suitable tools for collection development in heritage institutions
- evaluate heritage information systems during early design stages
- evaluate heritage information systems during ongoing development
- evaluate heritage information systems after completion
- summarise key rights management issues in heritage projects
- summarise key project management issues in heritage projects
- explain how digital content relates to heritage collections and user needs
- History of Information Communication Technology
What you learn (9)
- identify key technological milestones in ICT history
- explain the significance of major ICT developments in arts and humanities contexts
- analyse social and technical factors shaping computing history
- discuss how social and technical influences interact in ICT development
- apply critical reasoning to evaluate arguments and evidence
- locate relevant primary and secondary sources
- evaluate the credibility and relevance of historical sources
- write clear accounts of complex technical information
- present complex information orally to an audience
- Introduction to Digital Humanities
What you learn (6)
- identify key concepts underpinning digital humanities
- describe how core digital humanities concepts relate to practice
- evaluate theoretical frameworks used in digital humanities scholarship
- analyse dependencies between digital methods and their outputs
- evaluate multimedia digital humanities projects across formats
- explain the design choices behind multimedia digital humanities projects
- Multimedia Analysis & Design (A)
What you learn (4)
- apply visual and auditory literacy skills when using multimedia computing tools
- describe the stages involved in specifying a multimedia project
- describe the stages involved in prototyping a multimedia project
- use various multimedia technologies including web-based tools
- Multimedia Analysis & Design (B)
What you learn (7)
- explain theoretical principles underlying effective user experience design
- identify visual design principles for organising and presenting information
- apply design principles to build a working prototype for a multimedia project
- develop and implement a multimedia project based on design concepts
- design an experiment to test the effectiveness of a multimedia design
- run an experiment and collect data on multimedia design effectiveness
- evaluate experimental results to assess design effectiveness
- Music Curation and Analytics
What you learn (7)
- formulate research questions relevant to music data analysis
- evaluate how digitisation alters the use and analysis of music
- judge the effectiveness of computational methods used in music research
- design a suitable encoding scheme for a musical score
- apply an encoding scheme to a musical score
- identify standards and best practices accepted by the research community
- implement accepted research standards and best practices in music data work
- Records, Accountability, and Society
What you learn (9)
- explain how records keeping underpins organisational accountability
- describe the role of records in supporting democratic society
- explain the significance of records for individuals and different sectors
- analyse issues of fair use and privacy relating to records
- apply critical reasoning to evaluate arguments and evidence
- locate relevant primary and secondary sources for research
- evaluate the credibility of primary and secondary sources
- present complex ideas clearly in written form
- deliver complex information clearly in oral presentations
- Applied Dissertation with Placement in Digital Media & Information Studies
What you learn (9)
- evaluate a chosen topic using subject-specific theories and context at an advanced level
- apply academic knowledge and skills within a professional placement setting
- plan an independent research project and placement activity
- conduct a managed programme of independent research and placement work
- synthesise independent research findings into a coherent written report
- analyse key concepts relevant to the research topic
- incorporate critical and theoretical approaches into written and practical project work
- analyse project findings within the relevant academic field
- reflect on personal graduate attributes developed during placement
- DMIS Joint Honours Dissertation
What you learn (8)
- present a research proposal clearly and concisely
- summarise existing literature relevant to a research topic
- critique scholarly sources related to a research question
- select a suitable methodology for a research project
- gather relevant data or evidence for a research project
- organise collected data into a coherent dataset
- analyse collected research data critically
- explain detailed subject knowledge of the chosen research topic
- Dissertation in Digital Media and Information Studies
What you learn (9)
- present a research proposal clearly and concisely
- summarise existing scholarship relevant to a research topic
- critique existing scholarship relevant to a research topic
- apply a suitable research methodology to a chosen project
- gather relevant research data and source material
- compile collected research data into a usable form
- analyse collected research data critically
- demonstrate detailed subject knowledge of the chosen research topic
- report research findings coherently in written form
“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?
£33,500median pay three years after graduating
Lower quarter£27k
Median£34k
Upper quarter£45k
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 85 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 12, 13, 22
Half of graduates earned between £26,500 and £44,500. Five years on, the median is £46,000. 90% were in work or further study 15 months after finishing; 85% of those in work were in professional or managerial jobs.
All outcome figures7
| Measure | Value | Based on |
|---|---|---|
| Continue after year 110% left | 90% | 20 |
| In work or study, 15 months on7% studying | 90% | 70 |
| Professional or managerial job | 85% | 50 |
| Pay 15 months on, median | £35,000 | 35 |
| Pay 3 years on, median | £33,500 | 85 |
| Pay 5 years on, median | £46,000 | 80 |
National Student Survey 2025-26
What do students say?
91%agreed the course was good overall (question 26)
NSS — a yearly survey of final-year students at every UK university; 53% of this course’s final year answered. Small groups can swing a lot year to year.
National Student Survey, via Discover Uni · 30 students answered
Highest: 98% agreed on question 1; lowest: 60% on question 24.
All questions26
| Question | Agree |
|---|---|
| Question 1 | 98% |
| Question 2 | 94% |
| Question 3 | 94% |
| Question 4 | 70% |
| Question 5 | 74% |
| Question 6 | 94% |
| Question 7 | 89% |
| Question 8 | 70% |
| Question 9 | 85% |
| Question 10 | 83% |
| Question 11 | 96% |
| Question 12 | 89% |
| Question 13 | 87% |
| Question 14 | 66% |
| Question 15 | 96% |
| Question 16 | 94% |
| Question 17 | 89% |
| Question 18 | 93% |
| Question 19 | 79% |
| Question 20 | 91% |
| Question 21 | 81% |
| Question 22 | 94% |
| Question 23 | 87% |
| Question 24 | 60% |
| Question 25 | 92% |
| Question 26 | 91% |
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.