The programme aims to inform and to equip students with the necessary skills to function in modern food sector industries.
This programme addresses specific needs of the food sector industries, which are experiencing significant knowledge loss due to an ageing workforce and increasing personnel retirements. Although automation within the sector has been significant in recent decades, there remains a lack of knowledgeable personnel with specific technical expertise. In addition, there is a growing demand for skills and knowledge that are required to develop entrepreneurial skills to enable individual start-up of new food & drink businesses.
The content of the modules has been selected to address up to date key issues relating to food science and technology. These are areas that are not only within the Innovate UK and Biotechnology and Biological Sciences Research Council remit, but also considered a priority within the European Union Horizon 2020 programme relating to up-skilling of staff working within the Food & Drink Sector Industries. A further objective of this programme is to provide participants with the knowledge and skills that will enable them as managers and leaders to make more informed, higher level decisions that will enhance competitiveness, innovation and new market opportunities, whilst responding to global challenges and consumer needs. The programme delivery method, modular contents and assessment procedures, combined with the various learning support tools have been selected to facilitate entry or return to higher level study. Collectively these will help support and stimulate a desire for new knowledge and further upskilling for the benefit of the UK food and drink sector industries.
The new knowledge and skills provided to participants will enable them to identify relevant innovation opportunities for the implementation of new technologies and assist them in the identification of new market opportunities. Consequently, this will enable more informed and strategic decisions in the workplace that will prove beneficial to them and their employers. In particular, study of the modules will provide an improved awareness and understanding of the key concepts and related issues in advanced areas of food science and technology; especially those with potential for significant impact on the operation and performance of the food supply chain.
The assessment procedures used will encourage the application of new knowledge and skills that will be of benefit to future employers. The use of reports, posters and oral presentations will further develop communication skills; a development need frequently identified by our industrial partners. The BSc programme will enhance the scientific leadership and management performance of the participants, which in turn will help ensure greater industry responsiveness to global challenges and consumer needs.
Specific aims include:
To understand the principles of food science & technology and new developments
To gain practical experience of new developments in the food industry
To develop an in-depth understanding of current issues in the food sector industries
To focus on an integrated approach to new technological developments relevant to the food sector industries
Graduates with a (Hons) degree in Food Science and Innovation will have an understanding of the characteristics and composition of major food materials; the microbiology, nutritional quality, chemistry, physical properties and eating qualities of food; and the impact of food storage and processing. In particular, they will be able to identify and respond to technological and economic challenges encountered in food chains; evaluate developing technologies and where appropriate, apply them to commercial practice; understand the appropriate legislation, identify and evaluate public concerns on food safety; evaluate the wider consequences of food chain activities and minimise any harmful effects on the environment or on populations. In addition, new product development (NPD) and Food Innovation are key, whilst industry relevant areas such as communication, entrepreneurship, and team and project management are embedded in the programme. Graduates will have well-grounded knowledge and understanding of the key scientific disciplines relevant to food science and technology identified in section 27.
FHEQ Level 4:
biochemical, chemical, physical and biological factors underlying the synthesis and processing of food materials, physical properties of foods (RC4442 Food Materials and Product Manufacture) .
risks to health of microbial and chemical contaminants in food, quality assurance programmes, quality management systems (RC4443 Food Safety in Manufacturing)
underpinning food chemistry and microbiology, methods of analysis and detection of molecules and enumeration of microorganisms (RC4444 Food Science and Composition).
principles and practice of food preservation systems, appropriate packaging systems (RC4445 Food Preservation).
principles of the food business environment, the impact of management principles, food legislation (RC4447 Business Management and Law).
FHEQ Level 5:
principles and methods for new food development and sensory evaluation to assess food quality and preference (FS5003 New Product Development).
roles and underpinning principles of food nutrients for nutritional value enhancement (FS5001 Principles of Food Functions).
principles of advanced techniques and methods used in food analysis for healthy and safe food choices. (FS5002 Food Analysis and Texture).
key scientific principles of specialist food processing and packaging and nanotechnology (FS5004 Advances in Food Processing and Packaging; FS5006 Food Nanotechnology).
real experience in food research and in food business operation (FS5007 Experiential Learning / FS5008 Work Based Learning for Food Science and Innovation).
FHEQ Level 6:
specialisms in the area of food science and innovation (FS6007 Advances in Functional & Bioactive Foods; FS6006 Food Innovation).
up to date technological and economic challenges encountered in food chains (FS6004 Food Business Innovation & Entrepreneurship);
evaluation of developing technologies and public concerns on food safety (FS6005 Food Safety, Quality & Integrity; FS6006 Food Innovation; FS6004 Food Business Innovation & Entrepreneurship),
advanced technologies to minimise harmful effects on the environment or on populations (FS6005 Food Safety, Quality & Integrity; FS6008 Advances in Packaging Technology).
Thinking and cognitive skills are expected to develop across the three years of study, with progression from and emphasis on clear description and understanding at Level 4, to demonstration of analytical and critical skills by the end of Level 6. The ability to reason scientifically, to synthesise information and data from various sources, to analyse, evaluate and interpret theories, and to formulate and test hypothesis will be demonstrated.
FHEQ Level 4:
find, read and understand food science specific texts, including primary sources, and reference using an appropriate format (all modules)
interpret basic data sets (RC4446 Consumer Behaviour and Market Research)
analyse data using appropriate level tests of relationship, association and difference (RC4446 Consumer Behaviour and Market Research)
be able to write reports in a standard scientific format (RC4444 Food Science and Composition).
FHEQ Level 5:
the ability to synthesise material across a range of sources, to apply general principles in food practice and to increase the power of analysis (all modules)
the ability to analyse data using complex tests of relationship and difference, and text-based analysis (FS5005 Research Methods for Food Science)
development of in depth knowledge and the ability to synthesise information across a range of disciplines (FS5001 Principles of Food Functions; FS5002 Food Analysis and Texture).
development of creativity and problem solving (FS5003 New Product Development; FS5005 Research Methods for Food Science; FS5007 Experiential Learning; FS5008 Work Based Learning for Food Science and Innovation).
FHEQ Level 6:
demonstrate an advanced ability to synthesise information across a range of sources, to innovatively apply the principles underpinning food practice and to further increase the power of analysis (all modules)
use a range of techniques of enquiry to address complex problems creatively (FS6006 Food Innovation; FS6009 Dissertation).
the ability to systematically apply knowledge and understanding to critically address multidisciplinary problems (FS6005 Food Safety, Quality & Integrity; FS6006 Food Innovation; FS6007 Advances in Functional & Bioactive Foods; FS6008 Advances in Packaging Technology).
demonstrate the development of decision making skills in complex and unpredictable contexts and to plan and execute research or development work, evaluate the outcomes and draw valid conclusions (FS6004 Food Business Innovation & Entrepreneurship; FS6009 Dissertation).
Students will demonstrate the ability to plan, conduct and report research and deal with statistical analysis of data in the study of this programme. Students will also develop practical skills through experimental work and food manufacturing practicals in the food processing halls at Level 4 and through work experience within the chosen specialism module and dissertation project at Level 5 and 6.
FHEQ Level 4
planning, conducting and reporting on investigations, including the use of secondary data (RC4446 Consumer Behaviour and Market Research).
collecting and recording diverse types of information generated by a wide range of methodologies and summarising it using appropriate qualitative and/or quantitative methods (RC4446 Consumer Behaviour and Market Research).
food processing and analysis practical skills (RC4442 Food Materials and Product Manufacture, RC4444 Food Science and Composition, RC4445 Food Preservation).
appreciating the need for professional codes of conduct in relation to health and safety and food safety (RC4443 Food Safety in Manufacturing, RC4444 Food Science and Composition).
FHEQ Level 5
devising, planning and undertaking laboratory or other investigations in a responsible, sensitive and safe manner, paying due diligence to risk management; ethical and data protection issues; rights of access; relevant health and safety regulations; legal requirements and the impact of investigations on the environment (FS5007 Experiential Learning/ FS5008 Work Based Learning for Food Science and Innovation).
effectively organizing teamwork and participating in a team situation (FS5003 New Product Development; FS5007 Experiential Learning/ FS5008 Work Based Learning for Food Science and Innovation).
clearly reflecting on and evaluating own performance as an individual or as part of a team (FS5003 New Product Development).
FHEQ Level 6
effectively planning their own work and setting realistic targets for research and investigation (FS6009 Dissertation).
critically identifying individual and collective goals and responsibilities (FS6004 Food Business Innovation & Entrepreneurship).
clearly identifying and effectively work towards targets for personal, academic and career development (FS6004 Food Business Innovation & Entrepreneurship; FS6009 Dissertation).
demonstrating the competence, behaviour and attitude required in a professional working life, including use of initiative, leadership and team skills (FS6004 Food Business Innovation & Entrepreneurship; FS6006 Food Innovation).
Students will demonstrate progressive improvement in communication skills as they move through the programme.
FHEQ Level 4:
receiving, evaluating and responding to a variety of information sources (electronic, textual, numerical, verbal, and graphical) (all modules)
demonstrating ability to communicate accurately, clearly, concisely, confidently and appropriately to a variety of audiences in written, verbal and graphical forms (all modules)
contributing constructively to group discussions (all modules)
considering, appreciating and evaluating the views of others (all modules)
FHEQ Level 5:
communicating fluently and effectively with members of a team (FS5003 New Product Development)
demonstrating oral communication suitable for an academic and professional audience (FS5003 New Product Development; FS5008 Work Based Learning for Food Science and Innovation)
demonstrating an ability to write a concise information report to support an oral presentation (FS5003 New Product Development; FS5008 Work Based Learning for Food Science and Innovation) and a range of reports (FS5005 Research Methods for Food Science; FS5007 Experiential Learning; FS5008 Work Based Learning for Food Science and Innovation).
FHEQ Level 6:
effectively communicating subject specific knowledge in written work for an academic audience (all modules).
effectively synthesising the information and present to audience in oral and poster presentation (FS6004 Food Business Innovation & Entrepreneurship; FS6008 Advances in Packaging Technology)
The programme will develop specialist skills and knowledge and combine food science, technology and nutrition with the objective of creating innovative food products whilst ensuring that they are safe, wholesome and nutritious. This will also help address future issues such as, prevention and treatment of chronic disease, malnutrition, resource depletion and food fraud. New product development (NPD) is a key element, whilst industry relevant areas such as communication, entrepreneurship, and team and project management are embedded in the programme.
The programme is of benefit to individuals looking to enhance careers in the many areas of the food supply chain. It will be of particular benefit to individuals with an interest in areas such as new product development, food processing and manufacturing and the food service industries. It will help participants advance career prospects, inspire creativity and innovation, enable them to network with peers and collaborate with industry leaders.
The programme will be delivered at Reaseheath College (Level 4) and Institute of Food Science and Innovation, University of Chester (Level 5 and 6).
In Year 1 (Level 4), students will gain an overall understanding of the challenges facing the food industry and develop valuable ‘hands-on’ skills in food processing from 6 core modules.
In Year 2 (Level 5), students will gain the understanding of principles of food functions and develop techniques and skills in new product development and in food testing for healthy and safe food choices from four core modules. Students will obtain experience in food research and in food business operations and may build on knowledge in advanced technology or processing with a choice of two optional modules, FS5004 and FS5006. Students will also choose between completing a work-based (FS5008) or experiential learning module (FS5007).
In Year 3 (Level 6), students will specialise in an area of food science and Innovation with 3 core modules and dissertation project. Choices will be made from areas including food safety and quality or advanced packaging technology.
20 credits will be awarded on successful completion of each module for the achievement of the learning outcomes of the modules, apart from the 40 credit Dissertation undertaken in the final year.The total credits for each level are 120 and the learning outcomes at each level are graded to ensure progression and in keeping with national frameworks. Employability and subject key skills are incorporated across the programme and also delivered in a progressive fashion in keeping with national expectations of graduate capabilities.
Students graduate with BSc Honours on completion of Level 6 having obtained 360 credits (120 per year). Students may obtain an exit award of Dip HE on completion of Level 5 having obtained 240 credits (120 per year). Students may obtain an exit award of Cert HE on completion of Level 4 having obtained 120 credits.
A minimum of 112 UCAS points, including a grade C in ONE subject. The remaining points may be achieved from GCE and/or VCE A/AS Levels, VCE double award, or Level 3 Key Skills certification
The department requires one of the following subjects as essential for entry: A2 Level: Biology, Human Biology, Chemistry, Science, Applied Science, Food Science or Human Nutrition AS Level: Biology, Human Biology, Chemistry, Science, Food Science or Human Nutrition VCE A Level: Science
BTEC National Diploma/Certificate (Applied Science): merit profile
Irish Highers/Scottish Highers: B in 4 subjects including Biology, Chemistry, Human Biology, or Food Science & Nutrition
International Baccalaureate: 24 points, including 4 in Biology or Chemistry
QAA recognised Access To Science course, Open College Units or Open University Credits
Applicants whose first language is not English must have an appropriate level of English proficiency certification. This should include the name and result of any English language test taken, as well as copies of the appropriate certificates.
UKVI Approved SELT Tests
6.0 (Min 5.5 in each sub-skill)
Trinity College London ISE
ISEII - Pass in all 4 components
*IELTS tests must have been taken at a UKVI approved test centre for exams taken on or after 6th April 2016.
We may also accept other country specific English Language proficiency examinations (e.g. WAEC or Indian Standard XII).
QAA Subject Benchmark Statements are derived from:
Food Science and Technology is the understanding and application of a range of sciences to satisfy the needs of society for sustainable food security, quality and safety.
This programme is designed to develop the knowledge and skills required by those who are involved in food supply, manufacture and sale and associated regulatory and advisory work. Graduates with the degree in food science and innovation will have an understanding of the characteristics and composition of major food materials; the microbiology, nutritional quality, chemistry, physical properties and sensory properties of food; and the functions of food to human beings. In particular, they will be able to identify and respond to technological and economic challenges encountered in food chains; evaluate developing technologies and knowledge and where appropriate, creatively apply them to food practice; understand the appropriate legislation; identify and evaluate public concerns on food safety; evaluate the wider consequences of food chain activities; and minimise any harmful effects on the environment and on people.
The courses will be delivered by a joint teaching team of University Centre Reaseheath and Institute of Food Science & Innovation of University of Chester. Members of Reaseheath team have many years of experience in offering distinctive programmes of study at diploma and undergraduate levels. The teaching team at University of Chester has extensive experience in teaching undergraduate, postgraduate and post-experience levels, responsible for the teaching of Levels 5 and 6. Consequently, students encounter a broad range of teaching and learning experiences across all levels of study as befits the subject matter.
Methods of teaching and learning are indicated clearly in each module descriptor and the list that follows describes the variety of approaches used by tutors.
Lectures: These feature in all modules as an effective way of imparting important content, themes and pointers for further study. Additionally, they are supplemented by a variety of other methods of teaching and learning as described below.
Practical classes: The majority of modules at Levels 4 and 5 include practical classes. These provide the opportunity for students to develop their data handling and analytical skills as well as their practical skills (eg. handling equipment). An important aspect of practical work is also the opportunity it offers for group work encouraging working with others. At Level 6, the amount of practical work is limited but those students who do a dissertation normally undertake a practical project involving an empirical study.
Seminars: These are used most often in modules at Levels 5 and 6 in which group sizes are relatively small and students tend to be more confident. Selected topics of the module content are chosen to provide the opportunity for more in-depth study and dissemination of ideas. Amongst other key skills, students are able to practice oral communication skills in a relatively informal context. When students have specific queries that have not been addressed during formal teaching sessions, they can contact module tutors directly. In practice, these discussions tend to focus on assessment issues, including feedback on formative essays, the initial drafts of assignments and performance in examinations. A system is in operation whereby students can make appointments to consult tutors.
Work Related Studies All students will be required to undertake work related studies at Level 5 of the programme. There will be choice offered so that students can either do Work Based Learning (organised by the Centre for Work Related Studies) or do Experiential Learning which is organised and staffed by the Institute of Food Science & Innovation.
Intranet-based support materials The University has an intranet (Moodle) available to all students on or off campus. This offers access to a wide range of facilities including Learning Resources, the Library, e-mail and all modular support materials. Online journals and social media are also used to enhance learning.
Directed reading As reading is central to the process of knowledge acquisition in higher education, module tutors provide reading lists to guide their students to appropriate material. Increasingly, these lists include references to the Internet and electronic sources, as well as more traditional book and journal references.
Group work Throughout the programme, teamwork has been incorporated with progression incorporated from one level to the next. In many modules, particularly undertaking practical work in the laboratory, students are encouraged to work in groups and to share ideas. The assessment in some modules is based on group assignments with an individual project report.
Induction Prior to the start of the programme, all students have an Induction Programme which introduces them to the University and the Institute. There are group sessions on, for example, learning to learn, plagiarism, preparing for assignments and using the University VLE (Moodle). The Learning Support Service is also introduced. In the induction week, the students are invested to University of Chester to meet the IFSI staff, visit the library and laboratory.
The University's level related criteria are a key reference when designing modular assessments. Therefore, progression towards more complex and involved assessments, that require greater levels of study autonomy and greater levels of critical analysis, underpins the overall assessment strategy of the programme. Regular and structured formative assessment is a feature of the programme ensuring that students have regular and informed feedback on their learning.
Course Work and Examinations
It is the Institute’s policy to use a variety of assessment processes so that our students can demonstrate their abilities in a variety of assessment modes. Generally, staff choose 50% course work and 50% examination or 75% course work and 25% presentation, except for those modules where this would be inapplicable such as the dissertation module.
We feel that in preparing course work, which can include essays, laboratory work and presentations, students are given time and scope to present their work in a variety of modes particularly where an examination would be inappropriate. However, we are aware that examinations have an important role in summative assessment and give academic credibility (both externally and internally) to our degree programmes.
Reaseheath College and IFSI Professional Training:
In addition, all full time students will complete the Chartered Institute of Environmental Health Level 3 Award in Supervising Food Safety and Level 3 HACCP qualifications. These will be separate, industry recognised qualifications and will be assessed separately to module assessments. Part time blended learning students will be offered the opportunity to complete these additional qualifications but they will not be compulsory. All costs for additional qualifications are funded by Reaseheath College.
The National Skills Academy for Food and Drink Manufacturing has repeatedly identified the need for greater training and provision of food technologists to counteract the effect of skills loss due to an ageing workforce and lack of higher level skills. The market research activities have included consultation with:
Regional business development organisations (Mersey Dee Alliance).
Food and drink sector industry primes (AB World Foods, Sainsbury's, Waitrose, Tesco, Coco-Cola, Marks and Spencer, Muller Dairies, Malvern Instruments, Perkin Elmer, Stable Microsystems) and regional small and medium-sized enterprises
Membership organisations (Institute of Food Science & Technology)
This scoping exercise has confirmed the deficit of specialist skills and knowledge in areas which this programme addresses. Specific requirements identified include the need to respond to consumer demand for clean label products, implement procedures such as ingredient substitution (for enhanced health benefits and replacement of animal derived materials) for the expanding restricted diet markets (halal, kosher, vegetarian, vegan etc.) in the UK and international markets. There is also a need to address the changing demographic and develop niche products either to prevent or control chronic disorders such as obesity or to reduce the risk cardiovascular disease, or to service new and expanding market segments such as the elderly.
The graduates of this programme with the necessary knowledge, skills and understanding obtained a range of food innovation related modules, work based learning and dissertation project, and are able to pursue careers in the area of food science & technology, either in industry or within the regulatory authorities. In addition, the graduates with transferable skills embedded throughout the programme are able to face the career challenge of career to enter other areas of employment (e.g. management, new product development or sensory science). The programme is therefore clearly linked to the University's learning and teaching strategy to increase employer engagement and involvement with curriculum development. This is fully in-line with University corporate objectives to increase employer-driven provision.
Graduates of this BSc programme should be able to:
Deal with complex issues systematically and creatively and communicate findings to specialists and other professional groups;
Demonstrate self-direction and originality in problem-solving across a variety of areas;
Continue to advance their knowledge and understanding and to develop new skills to a high level and possess the necessary qualities and transferable skills at an advanced professional level
Graduate study involves the development of reflective practice, such that the student can modify personal professional activity, critically evaluate scientific information sources and methodologies and possess the ability to perform such activities autonomously.
Typical career opportunities include:
New product development
Technical management and support
Food safety & quality systems
Auditing and regulatory affairs
Business start-up and entrepreneurship
Typical Career Destinations for Graduates with BSc Food Science & Innovation (with reference to Tasty Careers)
Health & Safety Manager
Business Development Manager
Environmental Health Inspector
Public Relations Manager
Supply Chain Manager
Customer Insight Manager
Quality Assurance Manager
Quality Assurance Auditor
The programmes of study in the Institute of Food Science & Innovation fully embrace the University’s commitment to the active promotion of equality of opportunity. The University seeks to ensure that no student is disadvantaged or discriminated against on the grounds of: gender; age; marital or parental status; sexual orientation; racial group (race, colour, nationality, ethnicity or national origins); creed (religious, political or personal beliefs or principles); membership or non-membership of a trade union; and socio-economic background. It also aims to ensure that disabled people and those with special needs do not suffer unfair discrimination and that they are enabled to achieve their full potential as students. The ultimate objective of the programmes delivered are to ensure all aspects of delivery are open to all sections of society and in whose activities all students can participate to the best of their ability. This programme is designed to ensure inclusivity and to ensure that the diverse needs of our students are provided for. At a departmental level all programmes are developed and delivered with the following aspects in mind:
Admission requirements are clearly set out in promotional materials and due consideration is given to a policy of widening access, participation, diversity and equality.
Each module and programme is developed in line with University policy to both promote equality and diversity and encourage all students in the development of their learning.
There is flexibility in materials and delivery of teaching to support students with disability or from culturally diverse backgrounds and the Department works closely with Learning Support in delivering this support through Learning Support Plans.
The induction week activities are designed to integrate all students both academically and socially and to make academic staff aware of any issues. Students are made aware of avenues of support if they a have any issues regarding diversity and equality.
Supportive formative exercises are presented in modules in the first year to give all students an equal chance of succeeding.
Assessments are designed to afford equal opportunity to all students to display their knowledge and skills. The introduction of anonymous marking enhances equal opportunity to all students.
In order to ensure that the needs of all students are met any barriers to access (physical, environmental and curriculum) are identified and removed or reasonable adjustments will be made based on requirements.
All learning materials and teaching and learning sessions are designed to be free from racist, sexist and other discriminatory assumptions and practices.
All lecturers are aware of diversity issues and discharge their PAT roles with knowledge and sympathy and all students are made aware of the Department structures to discuss issues should a concern arise.
The Institute of Food Science & Innovation academic staff have expertise in developing programmes and workshops with appropriate application to Food Science & Technology and for which the expertise of visiting lecturers and experts from Industry can be added to ensure fitness for purpose. The Institute of Food Science & Innovation long-standing commitment to work in accordance with the ethics and values of professional and learned bodies places it firmly within the Institutional mission. Across all of its programmes, the Institute of Food Science & Innovation is concerned with the development of innovative approaches to teaching and learning, research and scholarly activity. Students on BSc programmes are supported in their learning by means of a well-established induction and development programme that introduces a wide range of study skills and key skills, thereby contributing towards the University’s commitment to widening access to HE programmes.
The Unique Selling Points of this programme are as follows:
Students will benefit from a two Centre approach of delivery as they will gain experience at University Centre Reaseheath of working in a BRC7 Accredited facility
Both University Centre Reaseheath and the IFSI have strong industrial links
All staff have strong industrial experience
Support facilities are available for students who may wish to start their own business
There are excellent opportunities for industry linked work projects
There is a strong industrial speaker programme available to all students
All IFSI staff are research active and internationally recognized in their respective fields of expertise
The course is focused around innovation of food and drink development
The students will have the opportunity to gain industry standard further qualifications: HACCP, Food Safety and Hygiene Certification
All students will be registered with the IFST as student members
In accordance with University of Chester quality control procedures for new programme development, industrial input is a required component of the Steering and Validation process. Industrial input and review of the content must be demonstrated as this is important to ensure relevance and graduate employability. The following food and drink sector industries or related organisations have been consulted as part of the development process:
AB World Foods
Marks and Spencer
2 Sisters Food Group
Coca Cola UK
Perkin Elmer Corporation
Women in Packaging
New Food Innovation Ltd
C-Tech Innovation Ltd
It is expected that many of these organisations will provide students for participation in these programmes. Specialist delivery of the programme content through provision of visiting lecturers and demonstrators has been offered by several of the organisations and these include Malvern Instruments, Perkin Elmer Corporation and Stable Microsystems. In-kind contributions have been offered in the form of novel ingredients and consumables for laboratory practical work, as well as samples for demonstration purposes. Offers have been received to co-promote the programme through the web sites of the industrial partners, in trade magazines and at workshops and conferences. Several of the industrial partners have offered to promote the programme to their existing customer base. This is considered desirable as it will increase awareness of the programme to individuals who may already routinely use their equipment and will be attracted to the programme by their familiarity with procedures and techniques.
Several food processing and packaging manufacturers have expressed an interest in providing equipment for demonstration purposes (Stephan UK, C-Tech Innovation Ltd). Similarly, offers have been made by analytical equipment manufacturers to provide specialist equipment and personnel to support training activities (Perkin Elmer Corporation; Malvern Instruments). This includes particle tracking and sizing technologies for nanomaterial characterisation.
The University has invested considerable finances in adding to the research expertise in The Institute of Food Science & Innovation. In the forthcoming Research Excellence Framework (REF 2020) (UoA 6; Agriculture, Veterinary & Food Science), our aim is to submit research output that is considered world leading or internationally excellent. We have 8 research students reading for PhD degrees and we aim to significantly increase this number. The research activity in the Institute of Food Science & Innovation has been developed in recent years and there are now a number of PhD students researching in areas such as nanotechnology and rapid diagnostics. Opportunity exists for Level 6 students on the BSc course to work with existing PhD students on their respective dissertation projects.
Furthermore, the Institute has a number of Research Centres, (Functional Foods Research Centre [FFRC], which also incorporates the Medical Foods Research Group [MFRG]; Hrdrocolloids Research Centre [HRC] and Restricted Diets Research Centre [RDRC]. These research centres offer opportunities for students at Level 5 and 6 to engage with externally funded research projects.
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