Animal Behaviour and Psychology BSc (Hons)
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Course Summary
A key strength of our Animal Behaviour degree is that it is firmly rooted in the biological sciences and adopts a rigorous scientific approach to the study of the behaviour of animals. As well as exploring the behaviour of charismatic animals, we embrace a wide taxonomic range of species and have a good focus on some of the groups less emphasised elsewhere, such as amphibians and invertebrates. These groups have really interesting behaviour in their own right but are also a crucial part of temperate and tropical ecosystems. Whilst the emphasis is mainly on wild animals, you can study behaviour in more managed environments, e.g. determining best husbandry and conservation breeding for endangered animals in zoos; best practice pet welfare; farm animal management. Our staff bring great expertise from their research fields.
The School of Psychology at Chester offers degrees accredited by the British Psychological Society (BPS). The degree structure will allow you to study a wide range of areas of Psychology. If you are interested in a professional career in psychology, there are specialist routes through the course where you can take relevant elective modules at each level. As well as allowing you to study a broad range of optional modules at all levels alongside the core areas required for British Psychological Society accreditation, a Psychology degree from Chester will equip you with a broad range of employability skills, including literacy, numeracy, critical appraisal, data handling, communication, and logical problem-solving skills.
Focused on providing a supportive environment and excellent teaching
Get the qualification you need to become a professional Psychologist
The course is broad in content and application
What you'll Study
Year 1 ensures a good appreciation of course-specific and general science fundamentals: introductory animal behaviour, genetics, evolution, physiology, and data handling.
Module content:
Introduction to Genetics
Mendelian Genetics
Introduction to Cytogenetics
Introduction to DNA
Protein Synthesis and the Genetic Code
Inheritance patterns of single genes and gene interaction
On the origin of species
Natural selection and speciation
Classification and phylogenies
Evolution and conservation
The Molecular Basis and Phenotypic Consequences of Mutation
Understanding genetic analysis
Introduction to gene technology
Evolution of Disease
Genetics of Disease
Module aims:
| The module is designed to provide students with:
An understanding of the application of taxonomic principles An appreciation of the weight of evidence supporting modern evolutionary theory An enhanced understanding of the basic principles and concepts in classical and modern genetics. |
Module content:
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Core Quantitative Operations:
Specialised techniques of project design, academic skills and data analysis: The module involves students working towards completing a portfolio of academic skills, project design and data analysis related to the area of study of their main degree programme with the advice and guidance of an appropriate tutor. |
Module aims:
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The use of quantitative methods in the design, collection, analysis and presentation of data is central to the practice of science. This module aims to introduce biological science students to the basic operations underlying both mathematical and statistical approaches to data preparation, analysis and presentation. In addition, students will receive training in the use of techniques and principles applying to their particular areas of study in preparation for more advanced study at levels 5 and 6. This module will cover material and core skills common to all the sciences along with more specialist areas applicable to the student's discipline area. |
Module content:
An introduction to key theory in animal behaviour with reference to seminal work in this field. Topics include foraging behaviour, reproduction and mate choice, parental behaviour, learning and development, social behaviour and communication. Behavioural sampling techniques will also be introduced.
Practical observation of behaviour will form a key component of the module.
Module aims:
This module aims to provide a broad introduction to the study of animal behaviour, both theoretically and practically, and serves as preparation for the more advanced study of animal behaviour.
Module content:
1) Overview of biological diversity
- The diversity of life on Earth
- Measuring biodiversity
- Introduction to biogeography
2) Mechanics of biodiversity
- Origins of biodiversity
- Species distributions and ranges
- Past biodiversity and mass extinctions
3) Threats to global biodiversity
- Overexploitation
- Habitat loss and change
- Alien and invasive species
- Ecosystem stress
- Protecting biodiversity
Module aims:
This module aims to provide students with an appreciation of the diversity of life on Earth as well as an overview of the threats currently facing global biodiversity and solutions to these problems. This module provides a broad background to the subject which will serve as preparation for more advanced study of conservation biology. The module will make use of topical case studies with both a UK and global perspective.
Module content:
- Cell structure, organelle function and inclusions.
- Nervous system structure and function, neurones, action potential transmissions, synapses, and sensory systems.
- Study of the tissue type: connective, muscle and epithelial.
- The use of anatomical descriptors to identify locations of the body.
- The structure and function of the cardiac system, including blood components and parameters, vessels, cardiac cycle and lymphatic system.
- Homeostatic control and the role of positive and negative feedback systems, and acid base balance.
- Musculoskeletal system and integument of a range of taxa: muscle contraction, muscle types, skeleton structure and function, and locomotion.
- Endocrine system: control and response to internal and external factors.
- Structure and function of the digestive system: physical and chemical digestion, absorption and assimilation
- Reproduction: structure and function of the reproductive system, reproductive cycles and their control, embryo development, parturition and growth in a range of taxa.
- Respiration: structure and function of the respiratory system, transport and exchange of gas.
- Osmoregulation: structure and function of the kidneys and urinary tract.
Module aims:
This module aims to provide students with a grounding knowledge in the principles of animal anatomy and physiology across a range of taxa. The module is designed so that students will gain an understanding in the structure and function of major body systems, and the physiological control of these systems, across a range of taxa.
Year 2 covers behavioural ecology and research methods, and there is scope for specialisation in ecology/ conservation or animal management threads. Work-based or experiential learning (international opportunities) also feature.
Module content:
Indicative content:
- Appreciation of numbers
- Literature searching and critical appraisal of research papers
- Survey methods and feedback
- Experimental design
- Research questions, hypotheses and statistical analysis
- Research proposals and dissertations
- Research ethics and sustainable development
- Development and exposure to a range of core biological skills
Module aims:
To build upon knowledge gained in Level 4 (e.g. BI4114 Data Handling and Project Design);
To equip students with the skills required to critically analyse primary research papers;
To provide an introduction to the essential processes involved when conducting good scientific research;
To expose students to a range of core biological skills and techniques;
To equip students with the statistical skills required to handle data, analyse and report findings in accordance with scientific convention;
To expose students to the importance of ethical and sustainable development considerations when conducting research in relevant disciplines;
Allow students to plan and complete a research proposal that will help them develop and prepare for their dissertation at Level 6.
Module content:
Support lecture programme (which will include seminars and interviews) and the work placement.
The content of the module will be specified in a Learning Agreement which will be negotiated and agreed between the student, the supervising tutor and, where appropriate, an employer within or outside the University.
The format of the agreement will be a standard pro forma. It will include such items as objectives, expected outcomes and a time management plan.
Examples:
- Research project in conjunction with a local employer
- Residential field work (involving planning, execution and evaluation)
- The design and production of education and training materials for use in schools, colleges and other institutions.
Module aims:
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To develop an understanding of the application of academic knowledge in work related or research context to give students experience of applying and developing skills in an appropriate and relevant setting to make students increasingly responsible for their own learning and encourage them to value and evaluate learning through experience. |
Module content:
Introduction and development of the field of Behavioural Ecology. Optimizing behaviour; animal learning; group living; cooperative living; mutualism; sexual selection and mating systems; habitat preferences and dispersal; predator-prey relations. Practical workshops to develop skills in measurement of behaviour will run early in the module and support sessions for this element will run throughout the rest of he module. The theme of behavioural ecology in a changing world will underpin the module, through study of research papers, particularly in the practical work.
Module aims:
To develop students’ understanding of evolutionary and ecological theory in the interpretation and prediction of animals’ behaviour, with the focus on the behaviour of animals in the wild. This will prepare students for animal behaviour-related modules at L6. The practical work is designed to develop key skills in behavioural measurement, also in preparation for L6 work, particularly independent work for research project/dissertation modules.
Module content:
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1. Introduction to the Animal Kingdom, including characteristics of the main animal phyla. 2. Adaptations to terrestrial and aquatic life covering the major themes of: Ionic and osmotic adaptation Thermal adaptations, Respiratory adaptations, Reproduction and life cycle adaptations, Locomotory adaptations, Sensory adaptations, Feeding adaptations. 3. Extreme aquatic and terrestrial environments. |
Module aims:
The module is designed to provide students with:
- A grounding in the characteristics of the main animal phyla
- An understanding of how the animals have evolved to adapt to aquatic and terrestrial environments
- Observational and analytical skills in the design and execution of practical tasks and the communication thereof
Module content:
Introduction to living in the marine environment in the context of habitat and niche selection; migration and dispersal; social living; echolocation; communication; foraging strategies, predator-prey interactions; cooperation; parasitism; sexual selection and parental care; the welfare of marine animals in captivity. The application of behavioural knowledge to address conservation issues will be a key theme underpinning the module.
Module aims:
To engender students with the capacity to understand and discuss fundamental concepts in the constraints imposed by the marine environment on the ways in which animals feed, move, and communicate.
To develop a student’s ability to assess and evaluate an animal’s adaptive responses to living in the marine realm.
To develop a student’s ability to apply behavioural knowledge to the management and protection of marine species and their habitats.
Module content:
Part A:
Preparation for Experiential Overseas Learning will take place at the university of Chester during level 5 and will include:
- The multiple facets of Global citizenship
- Ethical engagement and practice
- Cross-cultural issues and sensitivity
- Intercultural communication
Theories, models and strategies of learning
- Theories and models Intercultural competence
- Theories and models of Integration and Multiculturalism
- Critical thinking skills and models of Reflection
- Experiential learning models
- Self-directed experiential learning
Personal and placement-related skills
- Enhanced independence
- Improved command of multicultural behaviour
- Increased knowledge and confidence in their individual facets of personal identity
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
- Team building and team work
Part B: Overseas
Students will engage in experiential learning activities overseas for at least 150 hours
Module aims:
The purpose of this module is to enhance students’ prospects of completing an overseas placement to the best of their ability consequently it aims to:
- To equip participants with appropriate knowledge and skills to study or work in a different cultural, linguistic and/or social environment; enhancing ethical, cultural and intercultural awareness.
- To enhance students understanding of the ethical issues related to living and working abroad.
- To increase students Global Citizenship skills
- To provide an opportunity for students to reflect critically on their experience of living and learning within an unfamiliar culture, to their 'home' culture or ethnic group.
To challenge students to learn about themselves as global citizens in terms of life skills, career choices and academic development outside the classroom.
Module content:
Preparation for the year abroad will take place in Chester during level 5 and will include:
- Cross-cultural issues and sensitivity
- Host-country orientation, study methods– economic, political and social reality of the country
- Orientation specific to exchange – health, education, gender issues
- The United Nations Sustainable Development Goals
- Practical matters relating to living and studying in the wider world
Theories, models and strategies of learning
- Critical thinking skills, experiential learning and models of reflection
Personal and placement-related transversal skills
- Effective self-motivation and independent resourcefulness
- Effective time management and organisational skills
- Project management – working away from University and independent study
- Self-management and personal development
Whilst abroad:
Students will undertake study at one of UoC’s partner universities; it is expected that students will choose a series of modules at the university abroad, which equal a full-time study load. This must be agreed by the host institution and the International Tutor. Students must supply details of their courses/modules on a learning agreement within 4 weeks of arrival at the host university, note students who fail to supply this within 4 weeks may have the opportunity withdrawn.
Module aims:
- To experience academic life in country outside of the EU, enhancing cultural and intercultural awareness and increasing transversal skills.
- To reflect on the impact of the experience in their destination on one’s own personal, academic and professional development.
- To engage with the experience of study at a partner university to gain extensive first-hand knowledge and understanding of the relevant society from the perspective of the resident.
- To further develop independent learning techniques.
- To foster critical evaluation.
Module content:
Pre-placement:
- Structured approaches to researching, selecting and securing a suitable work placement relevant to the student’s interests and career aspirations*.
- Writing an effective CV. Constructing a letter of application.*
- Interview skills.*
*Note: Students are required to undertake these pre-placement tasks during term 1 level 5, as part of the placement acquisition process and will be supported by the Work Based Learning team and the Careers and Employability department.
Induction Programme and Placement:
- The organisational context: research-informed analysis of the placement organisation’s aims, structure, culture.
- Self- assessment of needs: identification of the range of transferable skills, competencies and attitudes employees need and employers expect graduates to possess. (Employability Skills: e.g. verbal and written communication, analytical / problem solving capabilities; self-management; team working behaviours; negotiation skills; influencing people; positive attitude, resilience, building rapport).
- Devising a strategy for integrating into the workplace and work based teams
- Completion of online assignment tasks covering sourcing and obtaining placement; health and safety procedures in general; general workplace integrity; placement requirements.
During and post-placement: Learning effectively in and from the workplace:-
- Devising and implementing strategies to improve own approach and performance
- Critical analysis/evaluation of approach to skill development and performance in the workplace;
- Influencing the Placement Provider’s appraisal;
- Devising an action plan to develop gaps in transferable skills based on the placement experiences;
Module aims:
This module aims to enhance students’ prospects of gaining graduate level employment through engagement with a University approved work placement**, which will enable them to:
- Develop their understanding of workplace practice and lifelong learning;
- Enhance their work readiness and employability prospects through development of transferable skills;
- Take responsibility for their own learning and acquisition of workplace employability skills;
- Articulate, in writing, their employability skills.
Year 3 supports your independent animal behaviour research project alongside modules in areas such as animal cognition, behaviour in conservation, genetics, disease impacts or specialist animal management.
Module content:
The module offers students the opportunity to engage in extensive independent study with supervision from a tutor/s. Primary scientific sources should be used to a significant extent in addition to a thorough grounding in the secondary literature.
Chester blend will provide all relevant support during the second half of level 5 so that students can be allocated to a supervisor before the end of the academic year to enable them to collect data during the summer if necessary for their project (or if preferred). Guidance will also be given on procedures that need to be carried out before any data is collected, e.g. ethical permission and risk assessment.
A small number of lectures will take place during the module to advise on what is expected of students, how to present data and organise work. Students will mainly be prepared for the dissertation during modules in levels 4 and 5 in modules such as Research Methods.
Module aims:
To enable the student to engage in research, development and/or interpretation of a selected topic relevant to their programme of study through the scholarly use of primary and other sources.
Module content:
Framework for module -reviewing the fields of animal behaviour and conservation biology: key concepts and an appreciation of the extent to which these fields are/are not integrated. This framework, and the areas outlined below, will form themes throughout the module rather than be simply presented sequentially. Exploration of understudied taxonomic groups will also be a key theme throughout the module.
Main areas of content: Reproductive behavioural biology - crucial but undervalued role in conservation; discussion (from critical evaluation of primary research) of how this can be improved. Captive breeding/in-situ/ex-situ conservation - critical discussion of the role of behaviour. Roles of zoos in conservation and behavioural research. Field-based vs captive animal behaviour research - techniques and approaches and their roles in conservation. Habitat loss/fragmentation - role of behavioural research in addressing these. Sustainable exploitation and human-animal conflict - role of behavioural research in addressing these.
Module aims:
To engage students with a key emerging research field at the interface between Animal Behaviour and Conservation Biology and encourage the integration of existing knowledge of animal behaviour in new contexts.
Module content:
Physiological control of migration, hibernation and navigation.
Control of movement and behaviour patterns.
The neurobiological basis of the biological clock, circadian rhythms, zeitgebers and sleep-wake cycle.
Implications of the biology of sensory systems for animal behaviour: photoreception, chemoreception, proprioception, audition.
Mechanisms and functions of pair bonding and parenting.
Neuro-endocrine control of reproductive behaviour, seasonality and oestrus cycles and emotions.
Module aims:
The module aims to develop an understanding of:
- the interaction between physiology and animal behaviour
- issues of current concern in a selection of areas of theory and research
- the multidisciplinary nature of investigation into the physiological aspects of behaviour
It also aims to enable the student to evaluate the strengths and limitations of research in the study of behavioural physiology.
Module content:
This module will discuss key areas in the field of Animal Cognition including the following: evolution of intelligence; individual learning; innovation; spatial cognition; numerical ability/quantity representation; tool use; self recognition; social knowledge; theory of mind; social learning; animal culture; animal communication.
Key skills that will be developed include: critical analysis of primary research papers; PowerPoint presentation skills; study design in cognitive research.
Module aims:
This module will discuss and evaluate research in the field of animal cognition. It will cover specific topics in animal cognition in more detail than previously delivered in Level 4 and Level 5 and will give students an appreciation of the breadth and depth of this field. This module will increase understanding of, and encourage the critical exploration of, many important issues within this area of animal research, whilst facilitating the development of students’ critical and evaluative skills through a focus on study design.
Main aims are:
To introduce, and expand upon previous knowledge of, current issues in animal cognition;
To develop and extend the students’ use of appropriate evaluative skills in the critical appraisal of primary sources of cognitive research;
To practise presentation and group discussion skills;
To improve study design skills through evaluation of research.
Module content:
Review of relevant genetic principles (phenotypes and genotypes, allelic frequencies, polymorphisms and DNA markers)
Levels of biodiversity (systematics and taxonomy)
Population dynamics (size and structure, geographical considerations)
Population genetics (idealised random mating, gene pool analysis, Hardy Weinberg principle)
Factors influencing the genetic structure of natural populations (genetic drift, gene flow, inbreeding depression, natural selection and allele fixation)
Metapopulations (divergence and fragmentation, bottlenecks and founder effects)
F- statistics and predictions of heterozygosity
Long-term viability and effective population size
(PVA, isolation, extinction, introgression and hybridisation)
Conservation strategies (conservation units, breeding programmes, restoration and genetic rescue)
Specialities within conservation genetics (landscape genetics, quantitative genetics, climate change science, cutting-edge technologies)
Module aims:
The module is designed to provide students with:
An understanding of the principles of conservation genetics to include genetic variation in natural populations, the conservational consequences of low genetic variation and the influence of population structure in this respect.
Theoretical perspectives and models will be linked to current conservation issues to include breeding and restoration programmes and genetic rescue strategies in natural populations.
Knowledge of the different applications of conservation genetics by using case studies to demonstrate different research fields within conservation genetics and to highlight cutting-edge advances.
Module content:
Marine biodiversity and threats.
Coastal Zone Development.
Conflicts of priorities for the use of natural marine resources and mechanisms for resolution.
Marine protected areas.
Strategic Environmental Assessment (SEA)
Environmental Impact Assessment (EIA) - legislation, economics, statements.
Case studies profiling how biological knowledge can inform practical management for marine species and their habitats.
Module aims:
To engender students with the capacity to investigate major issues concerning the survival of marine biodiversity.
To develop a student’s ability to assess and evaluate conservation and environmental strategies as mitigation of threats to marine biodiversity.
To provide an understanding of the role of Environmental Impact Assessment as a process for managing the natural environment.
Module content:
“Behavioural and Evolutionary Ecology” explores individuals’ interactions with both the biotic and abiotic environments. This module will build on and expand the themes introduced in “Behavioural Ecology” at level 5 (although this module is not a requirement for BI6192). Key areas such as life history theory, sexual selection, cooperation & conflict, animal social networks, the evolution of animal personalities, communication & signalling, phylogenetic comparative analyses, social behaviour and the economics of decision-making will be explored in the context of current research areas.
Coursework will test students’ understanding of key theory and current research via the preparation of a science communication portfolio comprising e.g. educational resources for schools, popular science articles and blogs, social media, short videos, documentary proposals and public talks.
Module aims:
- To develop students’ understanding of animal behaviour and life history in the light of ecology and evolutionary theory;
- To raise awareness of current advances in behavioural and evolutionary ecology and how they change the theoretic underpinnings in the field;
- To promote critical evaluation of the applications of research in behavioural and evolutionary ecology to conservation practice;
- To develop and assess the science communication skills essential for a range of employment opportunities.
Module content:
- Parasitology in the context of inter-species relationships
- Introduction to the important groups associated with medical and veterinary parasitology
- The evolution of parasitism
- Mode of transmission and parasitic life-cycles
- Defence mechanisms-
- Host Immune response
- Behavioural changes, grooming, fever and chilling
- Parasite immune evasion
- Epidemiology
- Zoonsis (transmission of infection between animal species other than humans and humans or vice-versa)
- Parasite ecology
- Pathology associated with parasitism
- Treatment and control measures
Module aims:
- To gain an understanding of the host-parasite relationship within the wider context of inter-species associations.
- To gain an appreciation of host defence mechanisms against infection and subsequent parasitic evasive strategies to allow survival
- To examine how infection might affect host behaviour.
- To appreciate evolutionary , genetic and ecological factors which impact upon and define the host-parasite relationship.
- To acquire knowledge of pathology associated with high parasitemia and be aware of treatment and control measures employed to address these circumstances.
Dr Liz Whelen
Senior Lecturer.jpg)
The theory of Animal Behaviour will be delivered by means of lectures and seminars. Practical experience is essential in this discipline, and we work closely with Reaseheath College, and Chester Zoo – the UK’s number one zoo, and foremost zoo in terms of conservation. You may also be entitled to free membership of The Association of British and Irish Wild Animal Keepers (ABWAK), which provides free and reduced-price entry to many UK zoos. Field trips are an integral part of this course. Assessment is very varied. Coursework tasks include essays, lab reports, field trip reports, posters and presentations. Examinations will make use of multi-choice and essay style questions.
For Psychology, assessment methods for each module vary, but usually include coursework and examinations. The coursework may involve a traditional essay or, more commonly, a workshop task, presentation, or a case study. Assessments are designed to develop your employability skills as well as allowing you to show your understanding of psychology. The Department of Psychology is housed in two linked buildings, which include lecture theatres, experimental rooms, and computing suites. Our degree has a strong focus on real-world applications, and there is an emphasis on learning through practical activity where possible.
Beyond the Classroom
On this course, you have the opportunity to spend five weeks working for a host organisation via our innovative Work Based Learning module. You’ll have the chance to test-drive a future career, boost your CV and gain real work experience.
As part of your studies you may take our Work Based Learning module, where you will be fully supported in securing a work placement of at least 150 hours, which you may be able to use in trying out a future career.
On this course, you’ll have the opportunity to undertake an Experiential Learning module, where you’ll apply what you’ve learnt on the course to real life scenarios and projects.
Our Experiential Overseas Learning module offers a unique opportunity to participate in a short-term placement around the world.
You may wish to undertake Experiential Overseas Learning, where you can take advantage of our long-established links with organisations worldwide. Most students have the opportunity to undertake either one of these options as an integral part of their undergraduate course.
This course offers the exciting opportunity to study abroad for a full academic year at one of our bilateral exchange partners or through ISEP (International Student Exchange Programs), a network of over 300 additional higher education institutions worldwide.
Entry Requirements
112 UCAS Points
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UCAS Tariff |
112 points |
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GCE A Level |
Typical offer – BCC-BBC ; either Biology or Applied Science is essential |
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BTEC |
BTEC Extended Diploma: (Animal Care/Management or Applied Science): Typical offer - DMM |
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International Baccalaureate |
26 points including 5 in HL Biology |
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Irish / Scottish Highers |
Irish Highers - H3, H3, H3, H3, H4 including H3 in Biology Scottish Highers - BBBB including Biology |
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T Level |
T Level (Science) at Merit |
| Access requirements | Access to HE Diploma (Science), to include 45 credits at level 3, of which 30 must be at Merit or above |
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OCR Cambridge Technicals |
OCR Extended Diploma (Applied Science): DMM |
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Extra Information |
Applicants must also have GCSE Maths at grade C/4 or above and GCSE English at grade C/4 or above. Please note: We cannot consider GCSE equivalencies but can consider the Edge Hill University GCSE Equivalency Test. Welsh Baccalaureate Advanced and A level General Studies will be recognised in our offer. We will also consider a combination of A Levels and BTECs/OCRs. |
Students from countries outside the UK are expected to have entry qualifications roughly equivalent to UK A Level for undergraduate study and British Bachelor's degree (or equivalent) for postgraduate study. To help you to interpret these equivalents, please click on your country of residence to see the corresponding entry qualifications, along with information about your local representatives, events, information and contacts.
We accept a wide range of qualifications and consider all applications individually on merit. We may also consider appropriate work experience.
English Language Requirements
- IELTS Academic: Undergraduate: 6.0 (minimum 5.5 in each band)
- Postgraduate: 6.5 (minimum 5.5 in each band)
For more information on our English Language requirements, please visit International Entry Requirements.
The location
Modern learning resources and library
Support Services
Fitness Facilities
Chapel, Chaplaincy and Multi-Faith Spaces
Accommodation
Catering
Fees and Funding
£9,250 per year (2024/25)
Our full-time undergraduate tuition fees for Home students entering University in 2024/25 are £9,250 a year, or £1,540 per 20-credit module for part-time study.
The University may increase these fees at the start of each subsequent year of your course in line with inflation at that time, as measured by the Retail Price Index. These fee levels and increases are subject to any necessary government, and other regulatory, approvals.
Students from the UK, Isle of Man, Guernsey, Jersey and the Republic of Ireland are treated as Home students for tuition fee purposes.
Students from countries in the European Economic Area and the EU starting in or after the 2021/22 academic year will pay International Tuition Fees.
Students who have been granted Settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans and Maintenance Loans.
Students who have been granted Pre-settled Status may be eligible for Home Fee Status and if eligible will be able to apply for Tuition Fee Loans.
Irish Nationals living in the UK or Republic of Ireland are treated as Home students for Tuition Fee Purposes.
£13,950 per year (2024/25)
The tuition fees for international students studying Undergraduate programmes in 2024/25 are £13,950.
This fee is set for each year of study. All undergraduate students are eligible for international and merit-based scholarships which are applicable to each year of study.
For more information, go to our International Fees, Scholarship and Finance section.
Irish Nationals living in the UK or ROI are treated as Home students for Tuition Fee Purposes.
Your course will involve additional costs not covered by your tuition fees. This may include books, printing, photocopying, educational stationery and related materials, specialist clothing, travel to placements, optional field trips and software. Compulsory field trips are covered by your tuition fees.
If you are living away from home during your time at university, you will need to cover costs such as accommodation, food, travel and bills.
The University of Chester supports fair access for students who may need additional support through a range of bursaries and scholarships.
Full details, as well as terms and conditions for all bursaries and scholarships can be found on the Fees & Finance section of our website.
Your future Career
Job prospects
Many of our Psychology graduates go on to postgraduate studies in Psychology (e.g. Cognitive Neuroscience, Forensic and Sport Psychology) or have secured a graduate role in industries such as Marketing, Banking and Project Management due to their sought after transferable skills, such as communication, team working, analysis, creative and critical thinking.
Careers service
The University has an award-winning Careers and Employability service which provides a variety of employability-enhancing experiences; through the curriculum, through employer contact, tailored group sessions, individual information, advice and guidance.
Careers and Employability aims to deliver a service which is inclusive, impartial, welcoming, informed and tailored to your personal goals and aspirations, to enable you to develop as an individual and contribute to the business and community in which you will live and work.
We are here to help you plan your future, make the most of your time at University and to enhance your employability. We provide access to part-time jobs, extra-curricular employability-enhancing workshops and offer practical one-to-one help with career planning, including help with CVs, applications and mock interviews. We also deliver group sessions on career planning within each course and we have a wide range of extensive information covering graduate jobs and postgraduate study.