Fashion Marketing BA (Hons)
Learn vital business and management practices to become a creative fashion marketer.
Key information
For:
starting September 2027
Typical offer:
104-120 UCAS points from 3 A levels, or equivalent
Showing content for section Overview
Overview
Are you a fashion enthusiast? Do you have a business mindset? In this course, you will focus on marketing in the fashion industry. Remember this is not a Fashion Design course so you don’t need to have crafting skills!
Are you fascinated by marketing and looking to excel in the dynamic fashion industry? Our BA (Hons) Fashion Marketing degree course could be your perfect fit.
Bringing together the business excellence of our Faculty of Business and Law and the artistic innovation of our Faculty of Creative and Cultural Industries, this Fashion Marketing course will help you strengthen your business acumen with a creative approach. Explore the fundamentals of fashion marketing—from branding and visualisation to consumer behaviour—and its global significance, especially in sustainable and ethical fashion.
Designed for creative thinkers with a passion for fashion and branding, this course gives you the skills to shape the trends of tomorrow. You’ll explore consumer behaviour, digital marketing, brand storytelling, and the global fashion landscape while developing your own innovative marketing concepts.
As you develop essential management skills, you'll gain comprehensive insight into marketing decision-making. You’ll also be able to work on real client project briefs, complete a work placement and study abroad exchanges to broaden your professional and cultural experiences.
After completing this degree, you'll have diverse knowledge of fashion business and marketing management practices and the vision to create solutions for industry challenges: skills that any local, national, or global business needs.
The [Industry Live Brief] module has opened my eyes to the realistic expectations of the industry, preparing me for real life projects and tasks. The direct connection with the designer allowed for meaningful feedback on our marketing plans and provided insight into being adaptable and collaborative...It was super fun to create a campaign for a brand which allowed for personal ideas yet still connecting to brand identity...it has truly enhanced my University experience greatly.
Course highlights
- Enhance your learning through collaboration on real-world project briefs with local businesses, as well as national and international organisations. This hands-on experience, integrated into the Fashion Enterprise module, allows you to apply your knowledge in professional settings, developing practical skills and valuable industry insights.
- Further your professional experience by taking an optional placement year
- Increase your academic profile by presenting your research work publicly – via a student-led conference and paper format
- Boost your credentials with the chance to gain additional Google Analytics, Google Adwords, and Adobe Creative Professional (ACP) certifications.
- Enrich your learning with a different cultural perspective by studying abroad
- Enhance your lingual skills by learning a foreign language as part of the Institution-Wide Language Programme (IWLP)
- See how fashion marketing works in society and industry by going on optional trips
Join us online to learn about our marketing courses.
We're hosting a webinar where you'll have the chance to ask any questions about our provisions, and learn more about individual courses.
- Date: 3 November 2026
- Time: 4:00pm-5.00pm
- Cost: Free
Accreditation
93%
of students were positive about the learning resources and facilities provided on this course
(NSS, 2026)
The University of Portsmouth has earned business accreditation from the AACSB in recognition of the outstanding quality of its business and management education. Less than six percent of the world's schools offering business degree programs hold AACSB business accreditation.
Portsmouth Business School is proud to hold the Small Business Charter (SBC) accreditation, awarded by the Chartered Association of Business Schools. This is awarded in recognition of our strong industry links and support for small businesses including providing students with entrepreneurship education and start up guidance.
Contact information
Contact AdmissionsClearing is open
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Entry requirements
BA (Hons) Fashion Marketing requirements
Typical offers
- A levels - BBB-BCC
- UCAS points - 104-120 points from 3 A levels, or equivalent. (calculate your UCAS points)
- T-levels - Merit
- BTECs (Extended Diplomas) - DDM-DMM
- International Baccalaureate - 27
You may need to have studied specific subjects or GCSEs - see full entry requirements and other qualifications we accept.
English language requirements
- English language proficiency at a minimum of IELTS band 6.0 with no component score below 5.5.
See alternative English language qualifications
We also accept other standard English tests and qualifications, as long as they meet the minimum requirements of your course.
If you don't meet the English language requirements yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.
We look at more than just your grades
While we consider your grades when making an offer, we also carefully look at your circumstances and other factors to assess your potential. These include whether you live and work in the region and your personal and family circumstances which we assess using established data.
Careers and opportunities
Marketing is a core element of all fashion and creative organisations. Wherever an economy and businesses within it exist, marketing will always be in demand and open up career opportunities.
With a Fashion Marketing degree, you can work in the private, public and voluntary sectors in communications, research and enterprising. You'll thrive if you relish the challenge of networking and creating business relationships or want to work behind the scenes with analysis and data handling.
Jobs you can get with a Fashion Marketing Degree
Common career paths and industries for Fashion Marketing graduates include:
- Brand Management
- Digital and Social Media Marketing
- Public Relations and Communications
- Visual Merchandising
- Product Development and Buying
- Retail and E-commerce Management
- Market Research and Consumer Insights
- Event Management and Fashion Show Production
- Sustainability and Corporate Social Responsibility (CSR)
Jobs you can get with a Fashion Marketing degree
Common jobs for Fashion Marketing graduates include:
- Junior Account Manager
- Brand/Campaign Assistant
- Junior Buyer/Merchandiser
- Assistant Consumer Insight Analyst
- Assistant Content Creator (Social Media)
- Digital Assistant (E-Commerce)
- Marketing Ambassador
- Promotion/Fashion Assistant
Startup support
If you're interested in starting your own business, our student enterprise team will be on hand to give you help, support and advice. You can even access specialist support from our Entrepreneurs in Residence to help develop your business ideas.
The Marketing Agency
The Marketing Agency, delivered through the Portsmouth Business Support Service in collaboration with Portsmouth City Council and Shaping Portsmouth, offers local businesses free marketing support.
This is your opportunity to apply your learning and work with real clients on live briefs, getting work experience alongside your studies.
From brand creation and design, to consumer research, social media campaigns, SEO and digital strategies, you can turn marketing challenges into opportunities for growth in the real world.
Continuing your studies
If you want to further your education, you can progress to a Master's in a marketing-related discipline, such as our MA Fashion Marketing, MA Digital Marketing, and MSc Digital Business Management degrees.
The research projects you'll work on during this course will help build your research expertise in business and fashion and augment your academic profile.
Placement year (optional)
After your second or third year, you can complete an optional work placement to gain professional experience and enhance your skills. It's also a great incentive for employers once you graduate.
You can work for a company, organisation or agency, or you can go self-employed and start your own business with fellow students or by yourself.
Whatever you decide – or even if you just want some employability advice – our Careers and Employability team can support you every step of the way.
Supporting your creative career
Our dedicated Careers and Employability team have extensive recruitment experience across a multitude of areas including the creative sector.
They can provide you with supporting and advice, including:
- Searching for the ideal job through their database of vacancies
- Giving tips on how to write an interesting CV that will catch employers' attention, no matter the role
- Organising mock interviews, so you can hone your technique and familiarise yourself with the recruitment environment
- Writing your startup business proposal – if you're going down the self-employment route
- Researching placement opportunities and applying for creative opportunities
The team will continue to support you throughout your placement year and beyond, providing you with help for up to 5 years after your graduate.
Modules
Each module on this course is worth a certain number of credits.
In each year, you need to study modules worth a total of 120 credits. For example, four modules worth 30 credits each or two modules worth 45 credits each and one module worth 30 credits.
What you'll study
Start date: September 2027
Core modules
Fashion students work together in mixed groups to explore how visual concepts, garments, and brand identities are developed and communicated.
Shared lectures establish fundamental creative direction concepts, industry roles, visual storytelling techniques, and brand communication frameworks. seminars split by discipline:
- On garment development, silhouette exploration, and studio-based making
- In computer labs on branding, image-making, and adobe-based digital communication.
The module culminates in a collaborative project where paired fashion students from diverse disciplines produce an integrated outcome combining physical design work with a branding or communication response. this structure mirrors real industry workflows and develops students' ability to work across creative and strategic roles.
This module provides an essential introduction to the global fashion system, tracing its historical development and examining the contemporary forces shaping the industry today. students explore how design, marketing, production, communication, and consumption interact across global, cultural, and economic contexts.
The module takes a broad and critical view of the fashion landscape, introducing key debates such as sustainability, digital transformation, fast fashion, cultural identity, labour ethics, and global supply chains. through case studies and contemporary examples, students analyse the challenges and opportunities facing the sector and reflect on their own emerging role within it.
By the end of the module, students develop a foundational understanding of how the fashion industry operates globally and how historical and current issues impact creative practice, communication, and responsible future decision-making.
This module explores how marketing operates in a global context, introducing key principles such as customer value, branding, consumer behaviour, and ethical decision-making in today's connected world.
You'll examine how cultural, ethical, and regulatory factors shape marketing across international markets, including data privacy and advertising standards. the module also focuses on integrating offline and digital channels to deliver consistent brand messaging.
Through practical activities and real-world examples, you'll build confidence applying marketing concepts to global business challenges and future careers.
You'll explore how key external factors influence business strategy, decision-making and overall performance of international businessses. students will examine how different business functions, such as marketing, finance, operations, and human resources, interact and align to achieve organisational goals.
Through this integrated understanding, learners will develop the analytical and contextual awareness needed to examine how businesses operate and compete effectively in a globalised world.
Core modules
You’ll analyse global supply chain alongside circular economy principles and you’ll be equipped to devise recommendations advancing sustainability - whether production transparency or material innovation. Through persuasive writing geared to shifting consumer behaviours, the module enables you to mobilise insight for positive impact - preparing for advocacy or editorial roles aligned with industry progress.
Through a series of practical assessment activities, students will gain hands-on experience in creating and implementing digital marketing strategies tailored to engage audiences online and using various social media platforms.
This module offers a strong practical orientation and enables students to develop essential digital marketing skills while building a portfolio of evidence that showcases their ability to thrive in the workplace.
You'll enhance your knowledge in research, project management, problem-solving, and critical thinking as you take on practical challenges relevant to the fashion industry.
We'll encourage you to innovate, collaborate, and push your creative boundaries in response to a live brief.
You'll develop practical skills and innovative thinking, enabling you to create a resolved body of work.
You'll also design and develop promotional materials that align with current market trends and with the context of the live brief.
The final assessment artefact on this module is linked to work undertaken by students on the non-credit bearing module Employability and Professional Development.
Optional modules
Through a study exchange overseas, you'll manage tasks and projects relevant to your course, working independently or collaboratively as part of a team.
The experience enables you to showcase your talents on a global stage while reflecting on your personal growth. With enhanced employability prospects, you return home with a new perspective to inform your practice.
You'll be introduced to branding models and shown how brands can be responsibly and actively managed to build brand equity.
Join a team of creative students and do a project together. Try new things and see how they can help you.
You’ll also grasp how to use your skills with others. Sometimes you’ll be a leader, sometimes a helper. Talk about your ideas and learn from them. You’ll make something to show what you learned and share it with others.
This module helps you gain new skills and understand other fields. You’ll be a smart and creative person, ready to solve real-world problems.
Explore event theories and planning models as you develop theoretical knowledge and hands-on skills for successfully planning, marketing and executing events.
Through group projects that mirror the way you'll work in industry, you’ll explore a range of event types and tailor your marketing plans to suit their needs — whether for business, cultural, or sporting events.
You’ll choose learning tasks that add up to 60 hours, like internships, volunteering, research, or remote study that match your career plans. Workshops will help you make meaningful goals and think about what you’ve accomplished. Through this, you’ll grow the knowledge, skills, and qualities you need to thrive in the workplace.
By looking at your growth through active participation and reading, you’ll become a perceptive, eager job-seeker who stands out.
You’ll examine communication techniques and crisis response protocols through an ethical lens — making sure to balance transparency, advocacy and strategy.
You’ll recommend improvements to reputation management processes by considering lobbying, campaign development and metrics to evaluate effectiveness.
As a team, you will embark on a journey of entrepreneurship, starting with ideation and ending with the launch of your product or service. You will analyse complex factors influencing a successful launch, conduct thorough research to assess feasibility and gain valuable insights into marketing, manufacturing, and sales strategies.
Working together on pitch presentations, you will discover your strengths as an entrepreneur or team member. This module provides transferable skills essential to thrive in creative industries, whether you plan to launch your own company or seek employment with top organisations. You will develop the mindset and abilities to spot opportunities and act on them, which will benefit your career.
Core modules
You'll align different methods with your professional aspirations. You'll be challenged to manage independent inquiry and industry evaluation – conceptually resolving an ethical brief with your original vision, that resonates with target demographics.
Visually communicating outputs in an impactful showcase event, your distinct perspective promises to enrich as you transition between critical observer and shaper immersed in fashion’s creative opportunities.
Within a series of practical workshops, students will learn about key tools and technologies that can be used to engage an audience and how to identify, understand and evaluate key digital marketing metrics. Students then use this knowledge to critically evaluate a case study data set and make practical, responsible and ethical recommendations for the organisation.
This module has a strong practical focus and seeks to further develop cognitive, practical and transferrable digital marketing skills.
It addresses UoP Hallmarks 1, 4, 5, 6, 7, 8, 9, 10 and 11.
In this module, you’ll evaluate practices against influential theories, and articulate perspectives on sustainability, ethics and innovation challenges.
Pursuing independent research aligned with personal interests, you’ll have the opportunity to demonstrate analytical skill - from methodological aptness to referencing integrity.
This module will prepare you to participate in and lead nuanced conversations progressing system change.
In this module, you’ll research trends in a niche market, and be challenged to devise branding, and products that respond to consumer needs.
Synthesising business knowledge with original ideas, you’ll craft vision-led proposals encompassing strategy and sustainability.
This module incorporates a Marketing Simulation game that allows you to test your marketing knowledge and compete with peers in groups to see who can most successfully run a business.
You'll use this opportunity to develop a strategic approach to planning business development and then reflect on the outcomes to build their understanding of marketing strategy.
Between your second and third years, or after your third year, you can study abroad, or do a paid or self-employed work placement. You'll get a taste of another culture or apply your knowledge and skills to professional practice—both of which will enrich your overall studying experience and CV.
To find out more about:
- Placements – check out our placement year section
- Study abroad – go to our study abroad year information
You'll have to take one of these optional modules to complete your course.
Optional modules
You'll align different methods with your professional aspirations. You'll be challenged to manage independent inquiry and industry evaluation – conceptually resolving an ethical brief with your original vision, that resonates with target demographics.
Visually communicating outputs in an impactful showcase event, your distinct perspective promises to enrich as you transition between critical observer and shaper immersed in fashion’s creative opportunities.
In this module, you’ll evaluate practices against influential theories, and articulate perspectives on sustainability, ethics and innovation challenges.
Pursuing independent research aligned with personal interests, you’ll have the opportunity to demonstrate analytical skill - from methodological aptness to referencing integrity.
This module will prepare you to participate in and lead nuanced conversations progressing system change.
In this module, you’ll research trends in a niche market, and be challenged to devise branding, and products that respond to consumer needs.
Synthesising business knowledge with original ideas, you’ll craft vision-led proposals encompassing strategy and sustainability.
Within a series of practical workshops, students will learn about key tools and technologies that can be used to engage an audience and how to identify, understand and evaluate key digital marketing metrics. Students then use this knowledge to critically evaluate a case study data set and make practical, responsible and ethical recommendations for the organisation.
This module has a strong practical focus and seeks to further develop cognitive, practical and transferrable digital marketing skills.
It addresses UoP Hallmarks 1, 4, 5, 6, 7, 8, 9, 10 and 11.
This module incorporates a Marketing Simulation game that allows you to test your marketing knowledge and compete with peers in groups to see who can most successfully run a business.
You'll use this opportunity to develop a strategic approach to planning business development and then reflect on the outcomes to build their understanding of marketing strategy.
Changes to course content
We use the best and most current research and professional practice alongside feedback from our students to make sure course content is relevant to your future career or further studies.
Therefore, course content is revised and regularly reviewed. This may result in changes being made in order to reflect developments in research, learning from practice and changes in policy at both national and local levels.
Study abroad year
Between your second and third year, you can choose to study abroad at one of our partner universities in Europe, Asia, Australia or North America. All classes are delivered in English and you'll still be able to get both your tuition fee and maintenance loans. You may also qualify for a government travel grant.
"Students that go abroad are more likely to obtain first-class honours [and] more likely to be in graduate employment than their non-mobile peers."
Universities UK International: 'Gone International, Rising Aspirations', 2019
Teaching
Teaching on this course includes:
- lectures
- seminars
- interactive and flipped teaching media
- collaborative learning sessions
There are also non-timetabled activities, including:
- industry talks
- personal tutoring
- project supervision
Teaching staff have extensive academic and industry experience, with close links to local businesses, creative communities, and contacts within large national and international fashion companies.
How you're assessed
You'll be assessed through:
- essays
- reports
- group presentation/pitch
- exams
- online tests
- portfolio
- exhibition
You can test your skills and knowledge informally before you do assessments that count towards your final mark.
You'll receive formative feedback in most of your taught modules – including from your peers and tutor – and be assigned a supervisor as part of your Final Fashion Project. You'll also receive verbal feedback throughout your course in supervised seminar sessions and student feedback consultation hours.
Written feedback is provided when you submit your coursework. You can also ask module coordinators for guidance and advice on improving your performance in each module.
How you'll spend your time
One of the main differences between studying at school or college and university is the level of control you have over your learning.
We use a blended learning approach, combining face-to-face teaching with independent study. You’ll take part in lectures, tutorials and lab sessions, alongside guided self‑study in your own time. Throughout your course, you’ll be supported by academic staff and our virtual learning environment, Moodle.
Most timetabled teaching takes place during the day, Monday to Friday. Optional field trips may include evening or weekend activities. There is usually no scheduled teaching on Wednesday afternoons.
A typical week
We recommend you spend at least 30 hours a week studying for your degree.
In your first year, you’ll spend roughly 17 hours weekly in timetabled teaching activities, such as:
- lectures
- seminars
- course meetings
The rest of the time you’ll do independent study, alone or in a group with others from your course. Your activities will include:
- reading
- research
- software and application practice
- coursework
- project work
You'll probably do more independent study and have less scheduled teaching in years 2 and 3, but this depends on which modules you choose.
Most timetabled teaching takes place during the day, from Monday to Friday. You may occasionally need to go to University and attend course events in the evenings. There’s usually no teaching on Wednesday afternoons.
Life beyond the classroom
Hear directly from our University of Portsmouth marketing students, who are part of the UoP Marketeers Social Media Team, on the Student Talk Podcast. They share their experiences of university life, from settling in and making friends to balancing study and social activities.
For a taste of what to expect, listen to StudentTalkPodcast: Episode 6 | Sixth Form to Freshers – The Gist, where students discuss the transition to university and share their top tips for making the most of your first year.
Listen now and discover what life as a student is really like.
Student Talk Podcast: Episode 6 | Sixth Form to Freshers - The Gist
University of Portsmouth Marketing students host Student Talk podcast and share their experience of university life. In this episode they talk about what to expect during the transition into university and how to survive those first few weeks.
0:00 This I really am scared this mic is going to start falling off in a minute. Oh, don't worry. I'm experiencing that. Do you know how to fix them now?
0:07 I know how to fix the mic. Mhm.
0:11 Hey guys, welcome back to the student talk. Never mind. Hey guys.
0:19 Hey guys.
0:20 Welcome back to the student talk podcast. We got Yay. This episode is going to be a um
0:29 little discussion between us two and our behind thescenes person at the moment. Hello again.
0:36 Yes. Um about how we transitioned, how we found the transition between um college to uni.
0:43 Yeah. At this time uh obviously UKCAST UKcast applications are closed and a lot of you are receiving your offers, accepting your offers and maybe wondering or worrying about that transition from college to university.
0:54 So, we're going to be talking about that today.
0:56 Yeah. We're here to sort of give you some advice or at least explain to you guys like how it was from our perspective and hopefully it helps you
1:04 out and you're not going to be feeling so anxious or stressed about starting uni soon. Yeah.
1:10 Um, so what did you actually do in college so we can sort of see how different it was compared to?
1:16 I did a extended diploma course in creative media, film and TV.
1:20 Right. I did um marketing B tech, business B tech, no business CEK and then um IT B techch. Ben, what did you do in college?
1:30 I did a technical diploma in digital media um content creation and Alevel music,
1:38 right? Um so we have variety.
1:41 A variety. Yeah, we have a bunch of different courses.
1:45 Yeah, I think a lot of us all have different pathways to kind of get in.
1:48 So how did you find your course and like the structure of your course compared to uni?
1:55 It was very different. So my course was a more practical course. So we did all we would I think the most work we would do is the paperwork kind of side of
2:02 things like risk assessments research, right?
2:05 And then we'd go straight into production. So we'd make ether like a short film or like a music video kind of thing.
2:11 Um so we didn't have anything. We didn't have exams, we didn't have essays, we didn't have like lecture seminar kind of things. the things we learned were kind
2:19 of more we were shown it and then they're like you can use this kind of thing. It wasn't like a learning about like the four Ps of marketing or like theory like kindus.
2:29 So going from that to coming to uni and having to write essays and audits and
2:37 all of this research, all of the essay reports we have to do, all the theory. It was quite different for you. It was very different.
2:44 Yeah. See I did um a bet courses and what that means it was 40% exam work and
2:52 then 60% course work. So I had both I had the theory to learn through and then have an exam um for to sort of prove
2:59 that I've learned it or I understood it and then I had the practical element of doing the coursework and sort of putting
3:07 in practice what I learned through the theory. And to be fair I think that's my favorite way to learn and it's I haven't done a single exam since GCSE years.
3:17 I've done how many did I do? I done one, two, three, four, five exams throughout college.
3:26 Wow.
3:26 Yeah. Um, and to be fair, it was not too bad. It was It was all right. It was all right. Um, I don't like exams. I'm not
3:35 going to lie. I It's probably my worst like my Yeah, I It's my worst method of testing
3:42 my knowledge. I really weirdly prefer them.
3:45 I actually don't mind them. I I I test quite well. Like even though I don't I don't really like the exams. I don't like studying for them. Yeah.
3:52 But even like without studying, I I'm normally managed to get through them pretty easily. I think I'm just quite good at understanding the content.
3:58 Yeah. I get good grades, don't get me wrong. Like I used to study for them and I used to get good grades. It's just I had this method of learning mechanically
4:05 for exams. So I used to actually like memorize the theories. most of it I understood but some of it like the more
4:12 technical sides of things maybe I didn't understood so like I didn't understand so well but I memorized it and so I did
4:19 good um in exams but it went like right on my mind after until I had to apply it through the coursework
4:27 I prefer like I quite like enjoy like the actual whole thing of like studying all the textbooks all that kind of thing I hate that
4:35 I know that I'm so much more of a practical learner Like with my with my media thing, we'd learn the theory, we'd
4:43 write a plan of how we're going to use that in like our short films, and then we'd actually go out and do it. So then I I like understand the concept and I
4:51 understand how to do it, why to do it, and because that because of that, I'm much better at explaining it.
4:57 I think I I like a club balance mix because like college, we only did like the film stuff like we only did practical. We kind of do a bit of mix in
5:05 uni now of like stuff between like content creation. Yeah.
5:08 And stuff. But I just prefer like knowing the knowledge, but also just I think it's just the stress of having an
5:15 exam. I just it's just like adrenaline rush.
5:19 Yeah, I get what you mean. Um I don't mind them. They're not my favorite. Like I said, I don't like them, but when I have to do them, I don't mind them.
5:29 Yeah.
5:30 I like the whole like aesthetic of learning for an exam, like the textbooks and all that you said. Um, but I if I was to like actually memorize something
5:38 and have it stuck in my head and like be able to explain it to someone else, I'd have to learn it through like a mix of theory and practice.
5:46 Yeah.
5:47 Cuz I that's why I like uni. So in uni for our course um specifically cuz that's the only experience we have. Um
5:55 we have a mixture of lectures where we get taught the theory and they explain it to us by using a lot of like real
6:02 life examples which I think is quite helpful cuz that's when they really put into perspective and then um we have the coursework after
6:10 to sort of make sure that we understood the theory and were able to explain it well uh by meeting the criteria that we
6:19 have to meet, you know. So, I I personally enjoy the way we're taught at uni. Um, but that's because I'm also a practical learner,
6:28 like Ben said. Um, so, you know, it works for me. Definitely different to college. Oh, for sure.
6:35 Yeah. But about Yeah, still good.
6:38 It's Yeah, it's a good like balance compared to some courses that you might have done in college. For you, it was very different. I know we talked about um essays being a big new thing for you.
6:51 Yeah. How was that?
6:52 Didn't know what an essay was until I came to uni apparently.
6:55 Um, well, it's the thing is all in college, we didn't do any essays. We just did like obviously like we had like a pre-production document. Yeah.
7:02 And then like research and production kind of stuff. It was all kind of the same similar format. Coming to uni and one of the first assignments we had to do was to write an essay and I had no
7:10 idea how I had no idea what I was doing because we didn't do it. There was no essays in like secondary school apart from like the you might do like an
7:17 English like language like essay, but there's no proper essays we've ever done. So coming and having to do a 1500
7:24 word essay with references, research was rough.
7:29 It was a lot for sure. Um I didn't do an essay before, but I had to write reports like in my second year of business. Um
7:38 like in my second year of college in business, that's what I meant to say. I did a 37 page report that my my teacher
7:46 had to read through and I only say that because those were the exact words he said to me. He was like,
7:53 "You wrote 37 pages. You know I have to read those, right?" And I was like, "I do."
8:00 minutesUm I did get a distinction which is equivalent to an A on it. So I did write them well. And I was like, "Oh, so um
8:09 for our final measure project, we had to like the whole massive document for like research and everything." I think mine was like 40 pages. Oh, dear God.
8:16 And like a good a couple pages of like Harvard referencing. Mhm.
8:19 And he I sent it to him. His reply was just like, you know, that GIF as like the gift was just like a completely blank face.
8:27 Yeah.
8:28 He he just replied the team chat with just that lovely. Yeah. Um do did you have any similar experiences? I I had a a big
8:37 like workbook, but it wasn't really like essay based or like report based. It was just a big workbook of what we'd worked through the whole year. Yeah.
8:43 Um but there was no references or anything.
8:46 Um I did I did have to write a few essays like in the exams I I'd have to speedrun like a couple of words for an essay, couple of paragraphs.
8:54 Mhm.
8:55 Um obviously no referencing. So getting to uni the essays are definitely very different.
9:01 Yeah. Because also with the college essays, it was more based on my opinion.
9:05 Whereas now in uni, you just have to go through and like build an argument based off what other people are saying. Yeah. Which I do find quite difficult.
9:12 But like once you get the method down, it is you can work around it.
9:18 Yeah, you get used to it. But I agree with you. Like in college it was mainly like even for for me in business when I
9:25 had to do research on a business I had to like obviously learn the theory that I had to like implement but I had to say
9:34 the justification was my opinion. So it was why I think this would work why I think this is good. Yeah.
9:41 Uni you have to do a lot of research as like Ben said you have to do a lot of research based on what other people say which is fair enough. I mean they're
9:49 researchers, they're professors, they're people that know what they're about, but it's not so much about your own opinion, especially in year one. Like you don't
9:56 have an opinion in year one. In year two that gradually changes, so you know, just so you know, like you can sort of
10:04 infer things from certain like theories that you've already learned about and you have more knowledge due to the coursework that you've done. So you sort
10:11 of it's not a balanced mix between your opinions and the theory and the research. there's more research still, but you can still put some of your ideas
10:20 in like it's not so restrictive in terms of that.
10:25 Um, but yeah, no, I agree with both of you. My first essay was that we had an AI essay to do. So, it was um an essay
10:33 about the usage of AI in businesses in marketing.
10:39 It was not fun. That's my verdict. It was I hated it. I'm sorry. like it was the first thing that we had to do coming
10:46 to uni. It was due like a month after the first week, no after the first day, sorry. um which
10:55 doesn't sound um like a short amount of time but when you are getting used to learning what references are like uni style references
11:04 and um getting used to the research um methods that we have to use so like the library resource and everything
11:14 was spiraling six assignments due at the same time. Yes.
11:17 And half of them are essays that you've never done before.
11:20 Yeah. So it was interesting. Um, we don't want to scare you off though because there is like a lot of support offered to you when you come to uni.
11:30 Like please worried about the referencing. I think a good six or seven of my classes were literally just fully about referencing.
11:39 Exactly. In the first week they would give us lots of examples.
11:43 Yeah. Um, do you remember them? You seem a bit confused. Pardon?
11:48 You seem a bit confused. Do you remember when we had to do the whole like LinkedIn reference APA7 style and then
11:54 like the whole like um DBP module was the first part of it was about referencing.
12:02 Yeah. Yeah. It didn't help.
12:04 Oh, okay. There's a lot of formats that you have to consider when referencing which is a bit scary at first when you
12:12 hear about it, but there is support on the library website. So, and also we have academic skill tutors that we could
12:19 book in with or librarians that we could book in with um to help us out or live chats on the library website to help us
12:27 out. So, you're not alone. If you speak about it and you ask for help, there is going to be someone to help you. If you
12:36 sit quietly like in your little corner stressing about it, it's not going to be better because you're not magically going to learn how to do it just from
12:44 stressing out about it. So please ask for help. I did and I'm not ashamed to say it. Like I genuinely went to Claire Blesser and I was like how do I do this?
12:52 That's another big thing for me as well with college uni is cuz college I did the one I had the one course. So it was Monday to Friday 9 to 4 I come in and do the same stuff
13:01 every single day. Whereas uni you come in you have a set timetable and you have like first year we had like six different classes.
13:09 Yeah.
13:10 Different like modules you had lectures you had seminars.
13:13 So you're with different people. It was you got set settled into a routine that was quite familiar and then yeah uni can
13:19 be quite um not hectic but a lot can happen in a week and you don't expect you don't even know when a week gone by.
13:26 Yeah because a lot of thing can a lot of things can happened.
13:30 Yeah that's that's the thing that took uh that god can't speak that's the thing that took me the longest to get used to.
13:38 Uh like I was so shocked when I learned there was six modules and I was going to be doing all them all at once. Yeah.
13:44 I thought like in uh college I was just doing the two subjects similar to you just doing the one and we just work through that all like
13:52 do the um coursework stuff, do the exam stuff like side by side and then in uni doing all six of it. Yeah.
14:00 minutesIs it's definitely getting used to. See, for me it was all right with the whole like having
14:09 more modules to do at once because I did three courses, three different ones. But the only thing that was a bit of a shock was having to do work at the same time.
14:19 So for the two different modules, we have to sort of split our time between certain assignments because they do happen to have like the same due dates
14:28 or like be um handed in in the same week or very close together. So you do have to really know how to manage your time which you learn with time.
14:39 So it's not going to be great unless you're like really organized from the start and you're really on it.
14:44 But that wasn't me. I think another big thing as well for me that was like a big change um is at university the whole
14:53 like idea behind note takingaking and like taking notes cuz obviously again you go from a classroom setting where you're kind of learning the stuff and
15:01 you might take notes like like secondary school like you write down all the stuff that's more like you kind of have to uni you kind of have to figure out the
15:09 best way to take notes for it to go in and then like have to apply them because a lot of times I go to the lectures or the seminars I'm taking notes and I never look at them again or like at
15:18 least not as like the thing's about to be due in.
15:20 Yeah, I totally agree. Cuz when you're in class, you feel the need to like take notes cuz you're like, "Oh my god, my life actually depends on it." And then you realize you're kind of just
15:28 typing what's on the screen and you're not actually like none of it's actually working. Um the thing that I did realize when I caught myself like genuinely
15:36 copying the PowerPoint um sometimes you do fall behind on note takingaking in class because they move at a pace like
15:44 lecturers will move at a pace that's quite um rapid cuz they do have to have they do have to get through a whole
15:51 PowerPoint and explain everything quite well. So they don't really have the time to either go back although they do ask.
15:59 So, don't be afraid to speak up of like, "Oh, I didn't quite get that. Can you go over it again?" Cuz they're lovely about it. But, um, what's it called? They
16:08 don't have the time to spend too much like time. I I'm repeating myself constantly, sorry. Um, on a certain
16:17 slide and speak slowly because they do have quite a few things to get through.
16:22 But I try to write down like what the teacher is saying, not what's on the slide. And that's quite fast, like hard to do because you
16:30 have to type quite fast. And I'm still trying to get used to it. But they give you some details or like some examples
16:37 that are not on the slide that might be more useful cuz you can always find the um lectures on Moodle after if you
16:45 didn't get all the information written down. I kind of if I like I find it sometimes I find it quite easier to like not easier but like the way to get it
16:53 more in is instead of typing it all out is actually get a pen and paper and actually just hit notes by hand because then you're actually you're more likely to get what's going in versus screen just typing.
17:03 Yeah. And it's kind of it doesn't go through one year and out the other cuz sometimes I'm like I I don't know if this happens to you
17:10 but I literally type away and I'm like I don't even know if these are words at this point. Like I'm just typing. I know I'm typing something.
17:16 You've got to be very selective of what notes you take because like if especially if you're going to actually write them down, obviously you can't write everything down. You've got to like you got to take it in and write down what you've taken in.
17:25 Yeah. Yeah. Exactly. Reward it in a way that you understand it because at the end of the day it's your notes. You're the one reading them. They should make sense for you.
17:35 Um but it's quite good because all the lectures get uploaded to um our platform that we use for us is Moodle. So um we
17:43 can find them and we have the opportunity to ask our lecturers about like anything for an email. So
17:50 it's asking the lectures. You can always ask in the seminars as well.
17:53 Yeah, exactly. Um oh opinions on seminars cuz we didn't have this in college. I know for a fact you guys
18:01 didn't either. Like I don't that's the entire classroom time was like a massive seminar I guess but like was it was like self-directed study. It wasn't even like
18:08 Yeah. I the idea of seminars I think is good. Is that all you have to say?
18:17 I don't know. It just feels like a classroom. It just feels like college. Yeah.
18:20 Yeah. And it's um I think seminars are going to be probably perceived at as
18:29 more like useful just because they have more time like um a seminar like is usually 2 hours long.
18:38 Yeah. So um they have more time to go through more aspects and details and
18:45 make understand better rather than fast pacing trying to get through the theory to like try and make you understand it. they
18:53 actually go in-depth in certain like topics and um that's your chance to ask for um advice or ask questions and
19:01 obviously genuinely talk to each other because you don't have time to do that in lecture depending on the class like you could
19:09 say lectures is where you learn the theory and the seminars is where you you apply it. Yeah, exactly.
19:14 It's much easier way to learn that way through it.
19:16 Yeah. And um in college that was not a thing. We didn't have lectures. M um the seminars were just our classes
19:24 where we like we did the lecture and the um like application of it. You're right.
19:30 I just I was speaking I was like I clocked you were coughing.
19:34 Um but yeah, so it's a little bit like it's different structure.
19:44 Yeah. Sorry, my brain just had a little like error 44 moment like um it's differently structured. That's what I wanted to say.
19:55 Um compared to college, but um in a way it's more useful.
19:59 Another thing in college we didn't have which we have a bit too much of in university which you have to adjust to.
20:06 Uh group work.
20:08 Yeah. I didn't actually know what you were going to say. didn't know what great work was until I came to uni. College, everything's all individual.
20:16 Um, well, for me it was anyway. And then come to uni and find out I have three group presentations and I've got to actually like work with other people
20:23 like a group assignment. It's it's difficult to adapt to at first.
20:29 From our own experiences, I think we can all say it's not the easiest or the most like ideal kind of situation to find
20:38 yourself in. a lot of the people that are more confident um or like sort of want to get stuff done end up doing all the work.
20:46 And I know it's like the worst thing possible trying to get people to do something that they should be doing naturally.
20:54 If you have to tell someone to do something and do their part of the coursework, do it. Because at some point you're going to get overwhelmed and
21:02 frustrated because it's a group work for a reason. like it's a group project because everyone should play a role in it and everyone has a role in it.
21:10 If you end up doing like three roles at once and someone else helps you out with two, those two people that are doing all the work are going to get overwhelmed
21:17 and the overall grade, even if it turns out to be a good grade. It's just them two that did all the work and like
21:25 should get credit for it. But everyone gets credit at the end of the day. It's your work and your stress. I'm not saying like snitch on people or like do
21:33 some childish thing. Try to talk to them and understand the situation because some people might not do the work because of other reasons that you can't even think of.
21:41 Yeah.
21:41 Um which is like that's the human element of having a conversation with someone and genuinely just trying to
21:47 understand it. But then there's also if there's nothing that really makes them
21:55 like stops them from doing the work, you kind of have to be like, "Okay, right." But you know, you have to do it. Yeah.
22:02 Like we all have to do it. It's not just you and it's not just me. So try to find a way. If not, lecturers always say to
22:13 sort of let them know. I know a lot of people don't like doing that and I don't blame them, but
22:19 if it gets to that, it gets to that. Why don't you enjoy group work, mate? Like, it's just I've not had the best experience with that. I've been in
22:27 groups with people who don't like want to do it. Exactly.
22:30 Who don't show up to meetings who like don't put in the effort.
22:36 And how did you Well, one of them I was project leader for. So I I moved the meeting times to make to try
22:43 and fit their times better and then if that didn't work I I messed them and said do you want me to do help do you need help with the thingy I kept
22:51 notes of all the meetings though I spoke to them individually and still nothing so when it came to it the work did get done eventually I had to do a lot more
23:00 minuteseffort though but on the contribution form I made it clear yeah see and that's not like wrong of you to do that
23:07 because it's literally what happened and that's what lecture want to know. It's not like obviously just like Dan said, he made the effort, he tried, it's just
23:15 it didn't work out the way it should have and you have to understand that that's the consequence to your action,
23:24 you know, like those are the consequences to your action. In uni, for some reason, everyone's shy to speak.
23:31 There's always like two there's like classrooms. Everyone's sat in their little groups and it's like usually like one or two groups to talk and then you got the quiet people like the background characters.
23:39 Yeah, exactly. And um to be fair sometimes it feels like the teacher is genuinely doing like the their lesson by themselves cuz no one really speaks up.
23:50 If you do know the answer, answer like genuinely get used to it.
23:54 I've only started speaking in lectures like this term.
23:57 Yeah, I know what you mean. But it's just even in seminars, seminars are like smaller rooms. So it's even more intimidating cuz there's
24:06 like for some people it's more intimidating. I mean I guess in a lecture you don't feel the need to speak cuz there's too many people and sometimes you might not speak loud
24:13 enough and whatever which I understand but in a seminar there's fewer people like genuinely that teacher is going to ask a question.
24:20 To be fair if I'm with people that I know and I ask a question that I know might not be right or it's a bit dumb. I don't care because I'm with other people
24:28 and they guys hit those guys hit the face either way. So yeah, exactly. Like you have to remember that no one comes
24:36 to uni already knowing the content. If you get something wrong, if someone laughs at you, that's on them. But no
24:43 one's gonna I don't think we had any actual like circumstances where someone answered wrong in a lecture and like a bunch of
24:52 people started laughing because they don't know the answer either. Yeah.
24:56 So it's not like they can really stand up for themselves and say, "Oh yeah, you're dumb and then I'm going to say the right answer." Cuz they're not going to say anything. If they laugh, if it happens that they laugh, that's on them.
25:06 They have nothing better to do.
25:08 You know, at the end of the day, like we're all paying a lot of money to be here. Like yes, if if you have the answers, say them.
25:16 Like if you if you're the only person in every class saying stuff and you think like, "Oh, they're going to think I'm a teacher's pet or something." Be the teacher's pet. Who cares?
25:24 It's not a bad thing for the teachers to know your name. It's not a bad thing for the teachers to be saying to you. Let's let's hear from someone else now. Do you know what?
25:30 Yeah, I agree with that. Just because in our year one, we had a girl that um she left to do something else. Still in like
25:39 the same context, just not uni. Um, I'm not gonna name drop her, but I think you might know who I'm on about.
25:45 Every person that I've ever She used to answer a lot in class because she was genuinely very smart and she knew the answer. Every person that I ever heard talk about her was, "She is so smart.
25:57 She's so on it. She is so prepared. She I've never heard anyone say, "Oh, like she talks too much. She thinks she knows
26:04 everything." Or like she doesn't know it all. Never. Because you have to understand you're adults in uni.
26:11 Yeah. I think like the whole like know it all teachers care is like exactly school kind of stuff.
26:15 I think at uni no one really cares like if you have the answer or not. Right.
26:20 Exactly. Or if you say something wrong or if you do answer or not. Yeah.
26:23 Like it's just everyone's going to go by their day as usual. Yeah.
26:30 So stop overthinking because I was guilty of doing that in year one and I know what it's like to be scared to answer and stuff like that.
26:37 You will reach a point where you don't care anymore and you will answer whether you get it wrong or right and you will not care
26:45 still. It will have no impacts on you and once you reach that it is peaceful. It is fun to be at that point.
26:52 You know what it's like with the presentations though. Everyone's still quite quiet. Yeah. Next. Yeah.
26:57 Ah that's another big thing. It's so good that you say that in our course we have to do presentations almost weekly.
27:05 Yeah. um in certain modules in year one, not across all of them, but I don't think I'd ever did a single
27:12 presentation in college. Maybe like one to my teacher privately, but that's two.
27:16 I think I have to do one or two. Yeah, I've done two. Um it was like filmed and it wasn't in front of an audience. It was just the teacher, but it was filmed.
27:26 Yeah, there were two, no actually three cuz one of them was like an interview sort of um context cuz
27:33 we were doing um like learning about the marketing professional. Yeah.
27:38 Um in industry. So yeah, that was part of it. We had to do like a mockup film interview and then I had to do a um
27:48 presentation presenting my research on part of a coursework in business. And
27:55 another one was the second part to that course. I came into college wearing a suit.
28:01 Yeah, I had presentation.
28:02 Yeah, I had to dress quite formally as well. Yeah. Um I didn't even have to. They just said if you want to, you can because it'd be funny.
28:10 Yeah, they gave us the option to, but you know, I took it.
28:15 Um and it was quite different compared to like how many presentation I was used to doing, which was technically none.
28:23 Yeah. like close to none in front of just the teacher to having to present like genuinely present in front of a class full of students that I barely
28:31 knew. Um it was definitely nerve-wracking for me at least. How did you find in year one?
28:37 Uh nerve-wracking at first although I kind of had you kind of have to get used to it because you got to get used industry you got used anyway so you kind of just have to take it and roll with it.
28:46 Yeah, for sure. Did you have to do any presentations until now? Um, yeah. I I did some in in college. The one I wore a suit.
28:54 No, I meant like in uni. Oh, in uni. Yes.
28:59 Yeah. We've had a a couple over the past few weeks.
29:03 The last one we had this week, they literally just like they give you the topic. Mhm.
29:09 Give you the brief and then we just literally had to do it all in that one lesson, right?
29:13 Prepare it and then present it in the same lesson.
29:16 Yeah, it's quite tough. But, you know, chat GBT It does help to give you pointers, doesn't it?
29:24 Yeah.
29:24 Um, we had to do that too in year one for the same module. I know what module you're on about. It was quite a lot of
29:33 um fast work to be fair. I mean, it is a 2-hour seminar, but having to like find
29:40 out the topic there and then and then having to do all the research and make the uh presentation and present it
29:47 is a lot in one lesson. Um, but just like Dan said, you do get used to it. You're forced to get used to it. Yeah.
29:53 So, it's not like you really have a choice. You have to because it's part of your course. Um, for us it is. It's not the same for everybody. But as we do
30:01 marketing, like Dan said, we're going to use in this industry. And he's right.
30:07 Like you have, you have to do marketing like a marketing pitch for like a campaign probably every month or something like that. Yeah.
30:14 So, um, in my experience in year two, I started not to care at all about whether or not I fumble my words. Where am I lingual? That happens quite often.
30:27 So, um, I try to have like a good enough like speech speed and like pronounce the words properly, but it doesn't happen always.
30:36 Yeah. So, I stopped caring whether or not I like pronounced them properly and if I have to go back on my words or not
30:44 as long as I make my point clear. Um, and I stopped shaking when I was in front of the class, which was very fun
30:52 cuz I hate that feeling. Um, it's not something you can control, but you know. Yeah.
30:57 And, um, yeah, it was quite an interesting thing to notice. Um and the last thing that I wanted us to talk
31:04 about which I think would be quite um good to mention would be the difference in the workload
31:12 compared to like um the workload we had in college to uni.
31:16 The workload is like triple plus three in uni. The workload it depends the workload always could be
31:24 difficult depending on what module or course you do depends how many classes you'll have. But like for example with college I had one class my workload was
31:32 like one thing due every like three or four months. It was quite a manageable workload.
31:37 Whereas you know uni you've got assignments due like you got like three or four assignments due every like two months. Mhm.
31:45 As well as like everything else you've got to do as well.
31:49 It depends. Sometimes it is one like you only have a month in between.
31:54 Yeah. We've got a month. We've got presentation due in a month. This is a group one. Yeah. Um, how did you find it?
32:02 I'm I'm finding it kind of okay to be honest. Like compared to college, I'd say it's similar, maybe a bit more. Mhm.
32:10 Um, with college, um, it was just a lot of like the workbook stuff, you know, going out and filming. Yeah.
32:17 Um, so that took a lot of time because you have to like do a lot of the research about the locations and whatever.
32:23 But with uni, I guess I guess it's less less practical work, more um theory based.
32:29 Yeah, theory based, which I'm I'm hoping it gets more practical.
32:33 It does. Yeah, it does. Yeah.
32:36 Um yeah, that's good that you found sort of like a balance in between the what you had to
32:44 do in college and what you were used to to what you have to do currently in uni.
32:48 To be fair, for me it was quite similar because in uh college doing three courses and them both having like
32:55 coursework and exam work to them most times we used to start like learning about the theory for the exam and then
33:03 we used to start doing the coursework at the same time just because they did go hand in hand and in a way they made it
33:11 easier for us cuz the theory was still fresh in our brain. But it was weird to manage because we did end up like having
33:18 a lot of sort of workload to take home with us even after like I used to finish college at 4 most times like I was in from 9 till 4.
33:30 Um some days I had like half days but I also had I think three full days. So um
33:37 it was a lot to have to do after college as well. So when I came to uni, it wasn't like a surprise. It was just the
33:45 research part that you're not used to probably hits you a little bit. At least it did for me. So I had to learn how to
33:52 manage that along doing two like um assessments at a time because of them being together sometimes.
34:01 But it wouldn't it was fine. But it is definitely a thing that you sort of have to prepare yourself.
34:07 Yeah. you know, like think it's going to be slightly more if not a lot more like it was in your case. You just have to
34:15 think that they offer the support you need and also they um put the deadlines in a way that is helpful enough. So,
34:24 it's not like you're going to have one assignment every week. Yeah.
34:28 And the seminars are technically workshops. So, it's not like they only let you do independent work. Learn how to manage your time because where at
34:37 college you might be in every day at uni you get some days off. So do work in the days off. Yes.
34:44 Um I just that like the college obviously the transition from college to uni is going to be a lot. It will be difficult at first but you've heard our
34:52 experience. You know that it's a natural thing. Hopefully you can relate to some of this stuff and hopefully your
34:59 transition to uni is as smooth as it can be.
35:02 Yeah. Yeah. And just enjoy it. Enjoy the transition.
35:04 It is also we I think this was very like um what's happening inside uni courses and stuff like uni lessons heavy.
35:14 Um uni is also a place to make friends and have fun. You know, ask them. If you if
35:21 you haven't um watched already, um we watched we've done a video in the past on accommodations versus living at home
35:29 and we talked about like making friends at university as well as like you like dorm room like accommodation experience.
35:35 So go check that one out as well if you're worried about that kind of side of things.
35:39 Yeah. And um these episodes go hand in hand. So this is more like the what to expect from the um actually learning point of view and then that is more of
35:47 the social aspect and um yeah we hope it's helpful
35:53 this episode um is helpful to you and um yeah we wish you good luck and we will catch you in the next one.
36:02 Yep. See you later.
36:05 I don't know how to end
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You may have to read several recommended books or textbooks for each module. We endeavour to make all required books accessible online.
You can also borrow most of these online from the Library. If you buy these, they may cost up to £60 each.
We endeavour to be a paperless and sustainable university. As such, files and content is kept electronically on e-databases where possible. Most academics will print the paperwork if required. If you choose to print, photocopy, or bind your work, you may want to budget up to £30 a year for this.
If your final year includes a major project, there could be cost for transport or accommodation related to your research activities. The amount will depend on the project you choose.
You’ll need to cover additional costs, such as travel costs, if you take an optional placement or placement abroad.
These costs will vary depending on the location and duration of the placement, and can range from £50–£1000.
If you take a placement year or study abroad year, tuition fees for that year are as follows:
- UK/Channel Islands and Isle of Man students – £1,505 a year (subject to annual increase)
- EU students – £1,635 a year (including EU Scholarship - subject to annual increase)
- International students – £3,150 a year (subject to annual increase)
The costs associated with your specific destination will be discussed during your second year, as well as possible sources of additional funding.
Apply
Ready to apply?
To apply for BA (Hons) Fashion Marketing, with or without a work placement, you'll need the right UCAS code and our institution code.
- 3 years full-time course code – NW51
- 4 years full-time with work placement course code - NW50
- Institution code – P80
Apply now through UCAS
4 years full-time with work placement
If you'd prefer to apply directly, use our online application form to study without a work placement, or study with a work placement.
If you're new to the application process, read our guide on applying for an undergraduate course.
Applying from outside the UK
As an international student you'll apply using the same process as UK students, but you’ll need to consider a few extra things.
You can get an agent to help with your application. Check your country page for details of agents in your region.
Find out what additional information you need in our international students section.
If you don't meet the English language requirements for this course yet, you can achieve the level you need by successfully completing a pre-sessional English programme before you start your course.
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- Get information about where to live, how to fund your studies and which clubs and societies to join
Admissions terms and conditions
When you accept an offer to study at the University of Portsmouth, you also agree to abide by our Student Contract (which includes the University's relevant policies, rules and regulations). You should read and consider these before you apply.