Newcastle University

HISTORY

Newcastle University (Officially, the University of Newcastle upon Tyne) is a public research university located in Newcastle upon Tyne in the North-East of England. The university can trace its origins to a School of Medicine and Surgery (later the College of Medicine), established in 1834, and to the College of Physical Science (later renamed Armstrong College), founded in 1871. These two colleges came to form one division of the federal University of Durham, with the Durham Colleges forming the other. The Newcastle colleges merged to form King’s College in 1937. In 1963, following an Act of Parliament, King’s College became the University of Newcastle upon Tyne.

Newcastle University is a red brick university and is a member of the Russell Group, an association of prestigious research-intensive UK universities. The university has one of the largest EU research portfolios in the UK. Newcastle attracts over 20,000 students from more than 120 different countries.

Teaching and research are delivered in 24 academic schools and 40 research institutes and research centres, spread across three Faculties.

The university has its origins in the School of Medicine and Surgery, which was established in Newcastle upon Tyne in October 1834, when it provided basic lectures and practical demonstrations to around 26 students. In June 1851, following a dispute among the teaching staff, the School split into two rival institutions. The majority formed the Newcastle College of Medicine, and the others established themselves as the Newcastle upon Tyne College of Medicine and Practical Science. By 1852, the majority college was formally linked to the University of Durham. It awarded its first ‘Licence in Medicine’ (Lic.Med) in 1856, and its teaching certificates were recognised by the University of London for graduation in medicine. The two colleges amalgamated in 1857 and renamed the University of Durham College of Medicine in 1870.

Attempts to realise a place for the teaching of sciences in the city were finally met with the foundation of the College of Physical Science in 1871. The college offered instruction in mathematics, physics, chemistry and geology to meet the growing needs of the mining industry, becoming the Durham College of Physical Science in 1883 and then renamed after William George Armstrong as Armstrong College in 1904. Both these separate and independent institutions later became part of the University of Durham, whose 1908 Act formally recognised that the university consisted of two Divisions, Durham and Newcastle, on two different sites. By 1908, the Newcastle Division was teaching a full range of subjects in the Faculties of Medicine, Arts, and Science, which also included agriculture and engineering.

Throughout the early 20th century, the medical and science colleges vastly outpaced the growth of their Durham counterparts and a Royal Commission in 1934 recommended the merger of the two colleges to form King’s College, Durham. Growth of the Newcastle Division of the federal Durham University led to tensions within the structure and on 1 August 1963 an Act of Parliament separated the two, creating the University of Newcastle upon Tyne.

COURSES

Teaching schools within the university are based within three faculties. Each faculty is led by a Provost/Pro-vice-chancellor and a team of Deans with specific responsibilities.

Faculty of Humanities and Social Sciences ·         School of Architecture, Planning and Landscape ·         School of Arts and Cultures ·         Newcastle University Business School ·         Combined Honours Centre ·         School of Education, Communication and Language Sciences ·         School of English Literature, Language and Linguistics ·         School of Geography, Politics and Sociology ·         School of History, Classics and Archaeology ·         The Language Centre ·         Newcastle Law School ·         School of Modern Languages

Faculty of Medical Sciences ·         Newcastle Biomedicine ·         School of Biomedical Sciences ·         School of Dental Sciences ·         School of Medical Education ·         Postgraduate Institute for Medicine and Dentistry ·         School of Psychology

Faculty of Science, Agriculture and Engineering ·         School of Agriculture, Food and Rural Development ·         School of Biology ·         School of Chemical Engineering and Advanced Materials ·         School of Chemistry ·         School of Civil Engineering and Geosciences ·         School of Computing Science ·         School of Electrical and Electronic Engineering ·         School of Marine Science and Technology ·         School of Mathematics and Statistics ·         School of Mechanical and Systems Engineering

 

ENTRY REQUIREMENTS

Newcastle University welcomes applications from students from a wide variety of backgrounds who can show the motivation, ability and potential for university study.

Entry standards are relatively high, with most courses asking for ABB or higher at A level (or equivalent). Offers of places on any degree are made on the basis of individual achievement, ability and potential to succeed.

In addition to considering evidence of ability such as exam performance, the university also looks at other evidence in UCAS applications that indicate potential to succeed on a degree programme.

Check on their website for the most up-to-date course and entry requirements information.

ACADEMIC STRENGTHS

Their research active, academic staff are leaders in their fields. Studying in a cutting- edge research environment means that undergraduate students benefit from the knowledge of some of the leading experts in their areas.

They have worked with employers to define a set of skills which students will need in life beyond university, and this knowledge underpins the development of degree programmes and extra-curricular activities.

Their award-winning ncl+ initiative provides opportunities for students to develop employability skills through activities outside of their degree, such as working as a student ambassador or writing for the University newspaper.

The career development module enables students to count their work experience, volunteering activities or part-time employment towards academic credit for most courses.

TEACHING STANDARDS

Their commitment to teaching quality and improving the student experience is reflected through their results in national student satisfaction surveys. Newcastle University was rated as one of the top institutions in the country in the 2015 National Student Survey. They achieved 91% overall satisfaction. The results place them joint 1st in the Russell Group for student satisfaction. Overall satisfaction levels for students on pathway programmes at their INTO centre are 94%. This is the highest level at any of INTO’s eight centres in the UK. The score reflects students’ satisfaction with their living and academic experience, and the centre’s support services. With all UK universities, they are monitored by the Quality Assurance Agency for Higher Education, and their research is assessed through the Research Excellence Framework. Newcastle University Business School holds triple accreditation, putting it in the top 1% of business schools worldwide. Many of their degrees are developed with, and accredited by professional organisations.

CAREERS GUIDANCE

94.1% of Newcastle’s 2014 UK/EU graduates progressed to employment or further study within six months of graduating, above the national average of 93.2%. The award-winning Careers Service is one of the best, largest and most innovative in the UK. Advice and support includes one-to-one sessions with a professional careers adviser, drop-in CV checks, academic modules, online resources and skills development workshops covering topics such as how to succeed at interviews. Careers service staff also work closely with academic schools, contributing to teaching in degree programmes and providing tailored workshops. The Graduate Connections online networking tool enables current students to access careers-related knowledge and experience from past graduates. Newcastle graduates benefit from careers support and business start-up support for up to three years after graduation. Students with entrepreneurial ideas are supported by a dedicated team of business advisers and a programme of workshops. They also have access to dedicated workspace facilities. 35 new businesses were set up by their students and graduates in 2014–15, generating 48 new jobs.