Computing (Consultancy) - BSc (Hons)

UCAS code G508

This is an archived page and for reference purposes only


The Computing degrees give you the skills you need for the practical application of computing to areas typically found in industry. These include e-commerce, information systems, and computer consultancy. 


You can study our general Computing degree, where a subject focus is decided during the course of the study, or a themed degree, (here, Consultancy), where the specific focus is decided at the time of enrolment and named in the degree title.

Over half our students choose to do a year in industry. This gives you work experience, a salary and the possibility of a job with the same company after graduation. For details, see Computing (Consultancy) with a Year in Industry.

We also offer a Business Information Technology degree, which combines computing and business-oriented modules.

The Kent IT Consultancy option offers you the opportunity to learn how to become an IT consultant by providing computing support to local businesses while earning credits towards your degree.

The School of Computing is an internationally recognised Centre of Excellence for programming education, with 95% of our research judged to be of international quality. The School is also home to a National Teaching Fellow and authors of widely used textbooks. The award-winning Java teaching systems, BlueJ and Greenfoot were developed at Kent.

Think Kent video series

Computers are very good at mechanical tasks but can they be creative? In this talk, Dr Anna Jordanous from the School of Computing looks at why we would want to study computers being creative and what we can learn from this work. Anna is based at the Medway campus and teaches at both Canterbury and Medway.

Independent rankings

Computer Science at Kent was ranked 12th for graduate prospects in The Complete University Guide 2017.

Of Computer Science students at Kent who graduated in 2015, 92% were in work or further study within six months (DLHE). Of those who went into employment, 95% found professional jobs.

Course structure

The following modules are indicative of those offered on this programme. This listing is based on the current curriculum and may change year to year in response to new curriculum developments and innovation.  

On most programmes, you study a combination of compulsory and optional modules. You may also be able to take ‘wild’ modules from other programmes so you can customise your programme and explore other subjects that interest you.

Stage 1

Modules may include Credits

This module provides an introduction to object-oriented software development. Software pervades many aspects of most professional fields and sciences, and an understanding of the development of software applications is useful as a basis for many disciplines. This module covers the development of simple software systems. Students will gain an understanding of the software development process, and learn to design and implement applications in a popular object-oriented programming language. Fundamentals of classes and objects are introduced, and key features of class descriptions: constructors, methods and fields. Method implementation through assignment, selection control structures, iterative control structures and other statements is introduced. Collection objects are also covered and the availability of library classes as building blocks. Throughout the course, the quality of class design and the need for a professional approach to software development is emphasized

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Mathematical reasoning underpins many aspects of computer science and this module aims to provide the skills needed for other modules on the degree programme; we are not teaching mathematics for its own sake. Topics will include algebra, reasoning and proof, set theory, functions, statistics.

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• An introduction to databases and SQL, focussing on their use as a source for content for websites.

• Creating static content for websites using HTML(5) and controlling their appearance using CSS.

• Using PHP to integrate static and dynamic content for web sites.

• Securing dynamic websites.

• Using Javascript to improve interactivity and maintainability in web content.

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14. A synopsis of the curriculum

This module aims to provide students with an understanding of the fundamental behaviour and components (hardware and software) of a typical computer system, and how they collaborate to manage resources and provide services. The module has two strands: ‘Hardware Architecture’ and ‘Operating Systems and Networks,’ which form around 35% and 65% of the material respectively. Both strands contain material which is of general interest to computer users; quite apart from their academic value, they will be useful to anyone using any modern computer system.

Hardware Architecture

Data representation: Bits, bytes and words. Numeric and non-numeric data. Number representation.

Computer architecture: Fundamental building blocks (logic gates, flip-flops, counters, registers). The fetch/execute cycle. Instruction sets and types.

Data storage: Memory hierarchies and associated technologies. Physical and virtual memory.

Operating Systems and Networks

Operating systems principles. Abstractions. Processes and resources. Security. Application Program Interfaces.

Device interfaces: Handshaking, buffering, programmed and interrupt-driven i/o. Direct Memory Access.

File Systems: Physical structure. File and directory organisation, structure and contents. Naming hierarchies and access. Backup.

Background and history of networking and the Internet.

Networks and protocols: LANs and WANs, layered protocol design. The TCP/IP protocol stack; theory and practice. Connection-oriented and connectionless communication. Unicast, multicast and broadcast. Naming and addressing. Application protocols; worked examples: SMTP, HTTP).

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This module provides an introduction to human-computer interaction. Fundamental aspects of human physiology and psychology are introduced and key features of interaction and common interaction styles delineated. A variety of analysis and design methods are introduced (e.g. GOMS. heuristic evaluation, user-centred and contextual design techniques). Throughout the course, the quality of design and the need for a professional, integrated and user-centred approach to interface development is emphasised. Rapid and low-fidelity prototyping feature as one aspect of this.

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This module introduces students to one of the more important computer tools used in business. The module teaches the use and application of spreadsheets, What–If analysis tools and VBA programming to produce solutions to business problems.

Topics covered include

The solution of linear programming problems, financial analysis, time-series forecasting, critical path analysis, inventory control and optimisation.

The use of macros and VBA to automate spreadsheet processing.

The use of statistical analysis software to summarise and display quantitative data, perform regression analysis and significance tests.

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Design and communication, what makes for good written communication, how people get and process information, Personal Development Project, effective spoken communication, how to work successfully in a group, doing academic research, about preparing and giving a presentation, history of computing and the history of communication, the effects of technology, Health and safety issues with computing, the Business of Computing, Employment in IT, software development and software engineering, preparing for examinations, designing –for the web: web usability and web accessibility, the basics of IPR, relevant Laws applying to the use and development of computing, such as the Computer Misuse Act and the Data Protection Acts.

A range of social issues relating to computing, Representative content might include, Digital divide, Cyber bullying, Case studies

Sustainability: e.g. energy consumption, How to estimate? Substantial challenge, Rules of thumb (eg what to upgrade and when, when not to), Legal requirements of sustainability, Economic and ethical constraints.

How to make money in the IT industry: Consultancy, Selling software, Business planning, Pricing and estimating (case studies of what (not) to do from KITC).

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This module builds on the foundation of object-oriented design and implementation found in module CO320 Introduction to Object-Oriented Programming to provide a deeper understanding of and facility with object-oriented program design and implementation. More advanced features of object-orientation, such as inheritance, abstract classes, nested classes, graphical-user interfaces (GUIs), exceptions, input-output are covered. These allow an application-level view of design and implementation to be explored. Throughout the module the quality of application design and the need for a professional approach to software development is emphasized.

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Stage 2

Modules may include Credits

This module provides an introduction to the theory and practice of database systems. It extends the study of information systems in Stage 1 by focusing on the design, implementation and use of database systems. Topics include database management systems architecture, data modelling and database design, query languages, recent developments and future prospects.

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Building scaleable web sites using client-side and and server-side frameworks (e.g. GWT, CakePHP, Ruby on Rails).

Data transfer technologies, e.g. XML and JSON.

Building highly interactive web sites using e.g. AJAX.

Web services

Deploying applications and services to the web: servers, infrastructure services, and traffic and performance analysis.

Web and application development for mobile devices.

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• Systems Analysis.

• Systems and Models, Soft Systems Methodology.

• Entity Relationship modelling.

• Systems Analysis for Information Systems Specification

• The context of systems innovation - Human, organisational and technical infrastructure, IT applications, Projects and their management.

• Project initiation and Requirements investigation - Stakeholder analysis, Interviewing, other fact finding techniques. Business Case, cost-benefit analysis.

• OO methods and the use of UML for modelling of requirements (Class, Use Cases, Activity, Sequence and State diagrams).

• Procurement and Implementation

• Case Studies of Information Systems - student researched and presented.

• Systems characterised by a single database supporting a single application.

• ERM - Manufacturing - Supply Chain management systems.

• CRM - Marketing and Sales systems.

• Financial systems (Revenue collection, Accounting)

• Hospital systems - eg Patient Administration Systems.

• Local Government systems.

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The module studies in detail the activities and artefacts associated with software development process as performed by a development team that adopts an Agile methodology.

Topics covered include

• Concepts, principles, practice and philosophy of an Agile approach to software development

• Collaboration: environment, programmer collaboration, team values, customer involvement, standards and reporting

• Planning: release and iteration/sprint planning, risk assessment, stories and estimating

• Development: incremental requirements, customer tests, test-driven development, refactoring, simple design, incremental design and architecture, spike solutions, performance optimisation

• Agile project management: roles, values and team philosophy; management of scope and the business/economic issues such as:, time, cost, quality and risk.

• Ethics and professional responsibility

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The module studies in detail the activities and artefacts associated with software development process as performed by a development team (i.e. programming in the large).

Topics covered include

• Software development paradigms

• Requirements acquisition, requirements stability

• Project management: planning and scheduling, staffing, cost estimation, risk assessment and mitigation,

• Software architectures and design processes

• Verification and validation, software testing

• Configuration management, change control, version control

• Software quality assurance, software metrics, Capability Maturity Model • Ethics and professional responsibility

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Students, working in small groups (3 or 4), undertake the same prescribed project that involves the development of a web-based application, to meet the requirements of a particular business goal. At least two members of academic staff will be involved in the supervision and monitoring of the project work. One member of academic staff will assume the role of client and the second that of mentor. Groups will meet weekly with the client to review progress and validate development to-date. The mentor will support groups to ensure the client's desired functionality is interpreted correctly and to encourage the adoption sound software engineering principles.

Towards the end of the project, each group will

• Prepare a technical report that describes their solution strategy and the result of their project.

• Present and give a demonstration of their software solution to the academic supervisors and other project groups.

• Prepare well-indexed corpus of material that supports the achievements claimed.

In addition, each individual student will prepare a report outlining his/her contributions to the various aspects of the project. This report should focus on an assessment of the project’s development methodology, reflections on what the individual earned from the project. In particular, it should include a description of particular problems encountered and how these were overcome, and what might be done differently were the student to repeat the exercise.

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The module introduces to students the importance of marketing in competitive and dynamic environments. The key topics of the module are:

• The marketing concept

• The marketing environment

• Market segmentation & targeting

• Brand development and management

• Management of the marketing mix

• Marketing research and new product development

• The implications of internationalisation for marketing managers

• Ethical issues in marketing

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Stage 3

Modules may include Credits

Students taking this module will undertake two or (typically) more assignments for the Kent IT Clinic (KITC). Each assignment will be of one of three types: .

Work on one of KITC’s contracts with an external client. To the extent that client-funded workallows, every student will be given at least one assignment of this type. Wherever practical, astudent will be encouraged to participate in the negotiation and pricing of contracts, under theultimate supervision of KITC management. For each assignment, the student may work on theassignment individually or as part of a group, as directed by KITC.

A contribution to the infrastructure of KITC itself. These assignments work in a similar way to external assignments, but with KITC as the client.

Formulating a costed proposal for the future development of KITC, and presenting reasoned argument in support of the proposal to KITC management, as a candidate for inclusion in KITC’s strategic plan for the following academic year. Every student will have at least one assignment of this type.

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Packet data networks, overview of general equipment and function (e.g. hubs, switches, routers). Large network architecture (e.g. the Internet).

The OSI Seven layer model and packet encapsulation.

An understanding and appreciation for physical issues (such as cabling and wireless mediums, bandwidth, interference, etc).

Data-link layer issues (e.g. IEEE 802.3, IEEE 802.11, collisions, retransmissions, error recovery)

Network layer issues covering underlying protocols (e.g. IPv4/IPv6) and routing protocols (e.g. RIP/OSPF/AODV)

Transport layer issues and protocols (e.g. TCP/UDP)

Session layer issues and protocols (e.g. TCP).

Presentation layer overview

Application layer protocols (e.g. DNS, HTTP, FTP, SMTP/POP3)

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The project gives you the opportunity to follow and develop your particular technical interests, undertake a larger and less tightly specified piece of work than you have before (at university), and develop the project organisation, implementation and documentation techniques which you have learnt in other modules. The technical and professional aspects of project courses are seen as particularly important by both employers (who will often bring them up in interviews) and by professional bodies.

The project may be self-proposed or may be selected from a list of project proposals. Typically, a project will involve the specification, design, implementation, documentation and demonstration of a technical artefact. The project is supervised by a member of the academic staff, who holds weekly meetings with the group, during which s/he will give general advice and will assess the progress of the group and the contributions by individual students.

Project deliverables are:

- a technical report, in the style of an academic paper, describing the scientific/technical outcome of the project;

- a well-indexed corpus of material that supports the achievements claimed.

In addition, each individual prepares a report outlining his/her contributions to each of the various aspects of the project. This report should not be a repeat of other material delivered as part of the project, but an assessment of the progress of the project and reflections on what the individual has learnt from undertaking it. In particular, it should include a description of the particular activities and outcomes that individual has contributed to the project, and of how the group worked together. This report will be discussed at a viva voce examination which should include a short presentation/demonstration of the project.

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Security has always been an important aspect of computing systems but its importance has increased greatly in recent years. In this module you learn about areas where security is of major importance and the techniques used to secure them. The areas you look at include computer operating systems (and increasingly, distributed operating systems), distributed applications (such as electronic commerce over the Internet) and embedded systems (ranging from smart cards and pay-TV to large industrial plant and telecommunications systems).

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E-commerce is an increasingly important area for consumers, businesses and national economies. This module introduces what is meant by electronic commerce, and discusses its economic and social implications, its drivers and limitations. You will learn about the principal features of business-to-business and business-to-customer e-commerce and compare them with traditional forms of trading. The course also includes the chance to implement a simple end-to-end e-commerce system

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• Resource Description Framework (RDF) & RDF Schema:

o Information representation and knowledge exchange on the web o Applications of RDF (e.g. Haystack, Creative Commons etc.) • RDF Query and Inference Languages (e.g. SPARQL etc.)

• Web Ontology Language (OWL): o DAML+OIL

o Publishing and sharing of ontologies o Advanced Web searching

o Knowledge management, asset management, enterprise integration o Software agents, automated agents

o Existing Shared Ontologies (e.g. FOAF, DOAC, SIOC, SKOS etc.)

• Dublin Core

• Data Mining (in relation to the Web) & Screen Scraping

• The Wider Picture:

o Personal and corporate privacy issues o Data trust and proof issues o Computer law and professional issues

• The future of the Web (these lists are not exhaustive) o Web 2.0: data-driven; architecture of communication; web services; syndication; online communities; folksonmies; wikis; search engine optimisation; contextual & "pay per click" advertising etc.

o Web 3.0: the Semantic Web; cognitive architecture; automated reasoning; distributed computing; composite applications; semantic wikis etc.

o Aim to give students the tools to critically evaluate the Semantic Web (and alternative proposals)

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Data mining is a process of extracting, from a large amount of data, interesting patterns that are non-trivial, hidden, new and potentially useful. It is a rapidly growing field and is becoming important because with the increasing quantity and variety of online data collections by many organizations and commercial enterprises, there is a high potential value of patterns discovered in those collections.

This module looks at different data mining techniques and gives you the chance to use a state-of-the-art data-mining tool and evaluate the quality of the discovered knowledge. The topics include: introduction to data mining and knowledge discovery process, data description, data warehousing and OLAP, data pre-processing, overview of basic data mining tasks, market basket analysis and association rules, classification using decision tree induction, Naïve Bayesian classification, K-means clustering, outlier detection, post-processing, social impact and trend of data mining.

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This module aims to enable students to understand the social and economic changes that have raised the status of enterprise, small business and entrepreneurial ventures in the global economy. It examines the diverse nature of entrepreneurs, their characteristics and motivations, as well as the barriers and issues facing entrepreneurs when planning and establishing a new venture.

The key topics of the module are:

1) Factors that have influenced the growth of the enterprise culture in the UK.

2) The role and relevance of SMEs in the UK economy; definitions of SMEs; statistical information; Government policies and initiatives, and support agencies.

3) Whether entrepreneurs are born or made; whether enterprise skills can be taught or learned, and whether entrepreneurs differ from business owners and other managers.

4) Enterprise and innovation development in organisations.

5) Differences in attitudes, objectives, skill requirements and business strategies between small and large firms.

6) Surviving the early stages of business development, including failure rates in new and small enterprises and barriers to growth and development.

7) The planning process for starting a new venture – including risks and liabilities; problems and pitfalls, and potential profit and success.

8) The protection of ideas and intellectual capital.

9) Funding a new enterprise, including via 'friends, family and fools', business angels and venture capitalists.

10) Enterprise in different contexts, including corporate enterprise, public sector enterprise and social enterprise.

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The understanding and application of enterprise knowledge is seen as a transferable skill that can have cross-school application within the University, in that it has relevance to students from a broad range of academic disciplines who might be considering self-employment after graduation.

The curriculum is based on the Small Firms Enterprise Development Initiative (National Standards-setting body for small business) Standards for Business Start-up, but has been expanded to include contemporary issues such as Intellectual Property and recent legislation.

The module will include the following areas of study:

1) Why firms become insolvent – economic financial and operational reasons for business failure; risks & liabilities; skills requirements for business ownership; self-development planning; sources of advice, and support for businesses.

2) The new business planning process and format - developing and evaluating the business idea, and producing a business plan for potential lenders.

3) Financial aspects – budgetary planning and control; cash-flow and working capital; understanding financial accounting and key financial documents; break-even analysis; credit control, and debt recovery.

4) Market research, competition and barriers to market entry - identifying customers; market segmentation; planning the sales and marketing processes; customer perceptions and customer care, and developing quality standards for the business

5) Legal issues - reporting requirements; UK & EU law relevant to small businesses; business formats and trading status and their respective risks and liabilities; insurance; insolvency, and intellectual property rights such as patents and copyright.

6) Planning and employing staff - planning and obtaining premises; physical and financial resources, and the phased implementation of the business plan.

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The module aim is to give students an overview and understanding of key

theoretical, practical and philosophical research and issues around

computational creativity, and to give them practical experience in writing and

evaluating creative software.

The module will cover the following topics:

• Introduction to computational creativity

Examples of computational creativity software e.g. musical systems,

artistic systems, linguistic systems, proof generator systems,

furniture design systems

• Evaluation of computational creativity systems (both of the quality

and the creativity of systems)

• Philosophical issues concerning creativity in computers

• Comparison of computer creativity to human creativity

• Collaborative creativity between humans and computers

• Overview of recent research directions/results in computational


• Practical experience in writing creative software

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• An overview of basic concepts related to eHealth and a perspective on current HIT (Health Information Technology) and innovation

• Review of current healthcare related IT systems

• The use of information technology for handling clinical data, health systems. Data representation and knowledge management. Security and privacy.

• Ethics and legal requirements of eHealth systems

• Clinical decision support systems. TeleHealth tools for remote diagnosis, monitoring, and disease management

• Delivery and monitoring platforms for both hospitals and home environment

• Innovation in eHealth systems leading to start-up companies

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Teaching and assessment

Most modules run for a single 12-week term, and usually include a combination of lectures, seminars, private study and practical sessions.

Teaching is based on lectures, with practical classes and seminars, but we are also introducing more innovative ways of teaching, such as virtual learning environments and work-based tuition. Work includes group projects, case studies and computer simulations, with a large-scale project of your own choice in the final year. Assessment is by a combination of coursework and end-of-year examination and details are shown in the module outlines on the web. Project modules are assessed wholly by coursework.

Programme aims

The programme aims to:

  • attract those who have an interest in applied computing and those contemplating a career involving information technology
  • provide an understanding of the principles of applied computing 
  • provide general skills of lasting value in a constantly changing field
  • offer modules covering the foundations of information technology
  • offer options that enable students to study selected areas in depth
  • provide teaching informed by current research and scholarship
  • enable students to engage with aspects of the field that are at the frontiers of knowledge
  • develop critical, analytical and problem-solving skills that can be applied in a range of different settings.

Learning outcomes

Knowledge and understanding

You gain knowledge and understanding of:

  • hardware: the functional components of a computer system
  • software: programming languages and practice; tools and packages; computer applications; structuring of data and information
  • communications and interaction: concepts of computer communication networks; communication between computers and people; the control and operation of computers
  • practice: problem identification and analysis; design development, testing and evaluation
  • organisations: their environment and their management with options to study the management of people, operations management, finance, marketing and organisational strategy.

Intellectual skills

You gain intellectual skills in:

  • modelling: the modelling and design of computer-based systems and an understanding of the trade-off involved in design choices
  • reflection and communication: verbal and written discussion of key themes, the communication of project work to a range of audiences; presenting rational and reasoned arguments
  • requirements: the ability to identify and analyse criteria and specifications for specific problems and plan strategies for their solution
  • criteria evaluation and testing: the ability to analyse the extent to which a computer-based system meets the criteria defined for its current use and future development.
  • methods and tools: deploying appropriate theory, practices and tools for the specification, design, implementation and evaluation of computer-based systems.
  • professional responsibility: being guided by the professional, economic, social, environmental, moral and ethical issues involved in the sustainable exploitation of computer technology
  • computational thinking: demonstrating a basic analytical ability and its relevance to everyday life
  • critically evaluating arguments and evidence
  • analysing and drawing reasoned conclusions concerning structured and unstructured problems.

Subject-specific skills

You gain subject-specific skills in:

  • design and implementation: how to specify, design and implement computer-based systems
  • evaluation: how to evaluate systems in terms of quality attributes and possible trade-offs presented within the given problem
  • information management: how to apply the principles of information management, organisation and retrieval
  • tools: how to deploy the tools used for the construction and documentation of software.

Transferable skills

You gain transferable skills in:

  • communication: the ability to make presentations to a range of audiences about technical problems and their solutions
  • information technology: effective information-retrieval skills (including the use of browsers, search engines and catalogues) and use of general IT facilities
  • self-management: managing one’s own learning and development including time management and organisational skills.


Graduates who have both IT knowledge and business skills can expect excellent career prospects. Our recent graduates have gone on to work at:

  • Accenture
  • Barclays Capital
  • BT
  • GlaxoSmithKline
  • IBM
  • Intel
  • KCC
  • Kent Police
  • Lilly
  • Microsoft
  • Oracle
  • Thomson Reuters
  • T-Mobile
  • Thales.

Entry requirements

Home/EU students

The University will consider applications from students offering a wide range of qualifications. Students offering alternative qualifications should contact us for further advice. 

It is not possible to offer places to all students who meet this typical offer/minimum requirement.

New GCSE grades

If you’ve taken exams under the new GCSE grading system, please see our conversion table to convert your GCSE grades.

Qualification Typical offer/minimum requirement
A level



Mathematics grade C

Access to HE Diploma

The University will not necessarily make conditional offers to all Access candidates but will continue to assess them on an individual basis. 

If we make you an offer, you will need to obtain/pass the overall Access to Higher Education Diploma and may also be required to obtain a proportion of the total level 3 credits and/or credits in particular subjects at merit grade or above

BTEC Level 3 Extended Diploma (formerly BTEC National Diploma)

Distinction, Distinction, Merit

International Baccalaureate

34 points overall or 16 points at HL including Mathematics 4 at HL or SL

International students

The University welcomes applications from international students. Our international recruitment team can guide you on entry requirements. See our International Student website for further information about entry requirements for your country.

If you need to increase your level of qualification ready for undergraduate study, we offer a number of International Foundation Programmes.

Meet our staff in your country

For more advise about applying to Kent, you can meet our staff at a range of international events. 

English Language Requirements

Please see our English language entry requirements web page.

Please note that if you are required to meet an English language condition, we offer a number of 'pre-sessional' courses in English for Academic Purposes. You attend these courses before starting your degree programme. 

General entry requirements

Please also see our general entry requirements.


The 2017/18 tuition fees for this programme are:

UK/EU Overseas
Full-time £9250 £16480

UK/EU fee paying students

The Government has announced changes to allow undergraduate tuition fees to rise in line with inflation from 2017/18.

In accordance with changes announced by the UK Government, we are increasing our 2017/18 regulated full-time tuition fees for new and returning UK/EU fee paying undergraduates from £9,000 to £9,250. The equivalent part-time fees for these courses will also rise from £4,500 to £4,625. This was subject to us satisfying the Government's Teaching Excellence Framework and the access regulator's requirements. This fee will ensure the continued provision of high-quality education.

For students continuing on this programme, fees will increase year on year by no more than RPI + 3% in each academic year of study except where regulated.* 

The University will assess your fee status as part of the application process. If you are uncertain about your fee status you may wish to seek advice from UKCISA before applying.

General additional costs

Find out more about accommodation and living costs, plus general additional costs that you may pay when studying at Kent.


University funding

Kent offers generous financial support schemes to assist eligible undergraduate students during their studies. See our funding page for more details. 

Government funding

You may be eligible for government finance to help pay for the costs of studying. See the Government's student finance website.

The Government has confirmed that EU students applying for university places in the 2017 to 2018 academic year will still have access to student funding support for the duration of their course.


General scholarships

Scholarships are available for excellence in academic performance, sport and music and are awarded on merit. For further information on the range of awards available and to make an application see our scholarships website.

The Kent Scholarship for Academic Excellence

At Kent we recognise, encourage and reward excellence. We have created the Kent Scholarship for Academic Excellence. The scholarship will be awarded to any applicant who achieves a minimum of AAA over three A levels, or the equivalent qualifications (including BTEC and IB) as specified on our scholarships pages.

The scholarship is also extended to those who achieve AAB at A level (or specified equivalents) where one of the subjects is either Mathematics or a Modern Foreign Language. Please review the eligibility criteria.

The Key Information Set (KIS) data is compiled by UNISTATS and draws from a variety of sources which includes the National Student Survey and the Higher Education Statistical Agency. The data for assessment and contact hours is compiled from the most populous modules (to the total of 120 credits for an academic session) for this particular degree programme. Depending on module selection, there may be some variation between the KIS data and an individual's experience. For further information on how the KIS data is compiled please see the UNISTATS website.

If you have any queries about a particular programme, please contact