Typical A Level offer: A*A*A All Colleges require: A Level Mathematics and Physics Some Colleges require: A Level in a third science/mathematics subject; STEP (STEP 2 may be required by Peterhouse – see the College website for details)
776 at Higher Level All Colleges require: Higher Level Mathematics and Physics Some Colleges require: Higher Level in a third science/mathematics subject; STEP (STEP 2 may be required by Peterhouse – see the College website for details)
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General or integrated engineering
Engineering is about designing processes and making products to solve real-world problems. Our distinctive course allows you to keep your options open while equipping you with all the analytical, design and computing skills that underpin modern engineering practice. Years 1 and 2 provide a broad education in engineering fundamentals, enabling you to make a genuinely informed choice about the area in which to specialise. Years 3 and 4 then provide in-depth training in your chosen professional discipline.
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Average annual salary Employed or in further education Employed in a role where degree was essential or beneficialAs a mixed subject within engineering where students get a chance to learn from a range of disciplines, this course isn't taken by as many people as some of the more specialist disciplines. Demand for engineering skills is high, though, and so unemployment rates are low and the average starting salary was a very healthy £26,400 for 2015 graduates. Graduates are able to specialise enough to be working in jobs in engineering — especially in design and development - as well as engineering project management. IT and management consultancy were some of the more common jobs outside engineering. Bear in mind that a lot of courses are four years long, and lead to a MEng qualification — this is necessary if you want to become a Chartered Engineer.
Looking further ahead, below is a rough guide for what graduates went on to earn.
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
Higher entry requirements
Durham University | Durham Engineering (Civil) MEng (Hon) 4 Years Full-time 2024 UCAS Points: 152-168Lower entry requirements
Durham University | Durham Engineering (Aeronautical) MEng (Hon) 4 Years Full-time 2024 UCAS Points: 152-168
Nearby University
City, University of London | Islington Engineering with Business MEng (Hon) 4 Years Full-time 2024 UCAS Points: 128
Same University
University of Cambridge | Cambridge Chemical Engineering and Biotechnology MEng (Hon) 4 Years Full-time 2024 UCAS Points: 160This is what the university has told Ucas about the criteria they expect applicants to satisfy; some may be compulsory, others may be preferable.
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This is the percentage of applicants to this course who received an offer last year, through Ucas.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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