About this course
You'll learn the clinical and professional skills you need to become an audiology healthcare professional. The first 3 years of this integrated audiology master's programme follow our BSc Audiology. The fourth year develops your scientific and leadership skills. We are the only UK university with in-house audiology and auditory implant clinics.
Hearing loss, deafness, tinnitus and balance problems are major health issues and have an impact on quality of life. You’ll learn to manage these conditions and support patients while developing academic, professional and employability skills.
The integrated master's in audiology teaches you about the biopsychosocial and technical foundations of audiology, as well as broader scientific, technical, healthcare and professional skills you’ll need to practice as an audiologist.
Throughout MSci Audiology, you’ll attend practical sessions in our dedicated skills laboratory and clinics. You’ll also go on a 27-week clinical placement.
You’ll also get to explore in depth an aspect of clinical practice of your choice and you’ll do master's-level experimental research in a field of audiology that interests you. When you graduate you'll become a master of clinical audiology.
This integrated master's degree in audiology is excellent preparation for PhD-level study and, depending which modules you choose, will help you build towards clinical scientist registration through the British Academy of Audiology’s Higher Training Scheme.
This programme is recognised by the National School of Healthcare as a Practitioner Training Programme (PTP).
The course is also accredited by
- the British Society of Hearing Aid Audiologists, allowing you to work as a hearing care assistant after year 1
Foundation year
If you have not studied the required Science subjects for this course, you may be eligible to apply for and enter through our Science Foundation Year.
We regularly review our courses to ensure and improve quality. This course may be revised as a result of this. Any revision will be balanced against the requirement that the student should receive the educational service expected. Find out why, when, and how we might make changes.
Our courses are regulated in England by the Office for Students (OfS).
Learn more about these subject areas
Course location
This course is based at Highfield.
Awarding body
This qualification is awarded by the University of Southampton.
Download the Course Description Document
The Course Description Document details your course overview, your course structure and how your course is taught and assessed.
Entry requirements
For Academic year 202526
A-levels
AAB including a science-related subject (minimum grade B)
A-levels additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Offers typically exclude General Studies and Critical Thinking. Applicants who have not studied A-level an accepted science subject can apply for the Science Foundation Year.
A-levels with Extended Project Qualification
If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: ABB, including a science-related subject (minimum grade B) plus grade A in the EPQ
A-levels contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Diploma
Pass, with 34 points overall with 17 points at Higher Level, including a minimum of 5 at Higher Level in a science-related subject
International Baccalaureate Diploma additional information
Accepted science subjects include biology, chemistry, mathematics (Analysis and Approaches at grade 5 or Applications and Interpretation at grade 6), physics and psychology. Applicants who have not studied an accepted science subject at Higher Level can apply for the Science Foundation Year.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
D in the BTEC National Extended Certificate plus AA from two A levels including a science-related subject.
We do not accept the BTEC National Diploma or the BTEC National Extended Diploma.
Applicants with a BTEC National Diploma or the BTEC National Extended Diploma in Applied Science or Health and Social Care should consider the BSc Audiology (B610)
Additional information
Accepted A-level science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Access to HE Diploma
Applicants with an Access to HE Diploma should consider BSc Audiology (B610)
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H1 H2 H2 H2 H2 H2 including a science-related subject
Irish Leaving Certificate (first awarded 2016)
A1 A2 A2 A2 A2 A2 including a science-related subject
Irish certificate additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of Southampton’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
D3 D3 M2 in three Principal subjects including one science subject
Cambridge Pre-U additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. Cambridge Pre-U's can be used in combination with other qualifications such as A levels to achieve the equivalent of the typical offer, where D2 can be used in lieu of A-level grade A* or grade D3 can be used in lieu of A-level grade A. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Welsh Baccalaureate
AAB from 3 A levels including a science-related subject (minimum grade B) or AA from two A levels including a science-related subject (minimum grade B), and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate
Welsh Baccalaureate additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Offers typically exclude General Studies and Critical Thinking. Applicants who have not studied A-level an accepted science subject can apply for the Science Foundation Year.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 6.5
- reading
- 6.0
- writing
- 6.0
- speaking
- 6.0
- listening
- 6.0
We accept other English language tests. Find out which English language tests we accept.
If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Ignite your Journey scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
Non-academic entry requirements
An application should provide evidence of:
• A clear and strong motivation to study audiology
• A caring and compassionate approach
• Personal values and attitudes that align with those of a health care professional
• Realistic insight into the role of an audiologist
All offers are made on the condition that applicants pass an Occupational Health check.
All applicants must also pass a Disclosure and Barring Service (criminal record) check at the start of the course.
For Academic year 202425
A-levels
AAB including a science-related subject (minimum grade B)
A-levels additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Offers typically exclude General Studies and Critical Thinking. Applicants who have not studied A-level an accepted science subject can apply for the Science Foundation Year.
A-levels with Extended Project Qualification
If you are taking an EPQ in addition to 3 A levels, you will receive the following offer in addition to the standard A level offer: ABB, including a science-related subject (minimum grade B) plus grade A in the EPQ
A-levels contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme, as follows: ABB including a science-related subject (minimum grade B)
International Baccalaureate Diploma
Pass, with 34 points overall with 17 points at Higher Level, including a minimum of 5 at Higher Level in a science-related subject
International Baccalaureate Diploma additional information
Accepted science subjects include biology, chemistry, mathematics (Analysis and Approaches at grade 5 or Applications and Interpretation at grade 6), physics and psychology. Applicants who have not studied an accepted science subject at Higher Level can apply for the Science Foundation Year.
International Baccalaureate contextual offer
We are committed to ensuring that all learners with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise a learner’s potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
International Baccalaureate Career Programme (IBCP) statement
Offers will be made on the individual Diploma Course subject(s) and the career-related study qualification. The CP core will not form part of the offer. Where there is a subject pre-requisite(s), applicants will be required to study the subject(s) at Higher Level in the Diploma course subject and/or take a specified unit in the career-related study qualification. Applicants may also be asked to achieve a specific grade in those elements. Please see the University of Southampton International Baccalaureate Career-Related Programme (IBCP) Statement for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
BTEC
D in the BTEC National Extended Certificate plus AA from two A levels including a science-related subject.
We do not accept the BTEC National Diploma or the BTEC National Extended Diploma.
Applicants with a BTEC National Diploma or the BTEC National Extended Diploma in Applied Science or Health and Social Care should consider the BSc Audiology (B610)
Additional information
Accepted A-level science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Access to HE Diploma
Applicants with an Access to HE Diploma should consider BSc Audiology (B610)
Irish Leaving Certificate
Irish Leaving Certificate (first awarded 2017)
H1 H2 H2 H2 H2 H2 including a science-related subject
Irish Leaving Certificate (first awarded 2016)
A1 A2 A2 A2 A2 A2 including a science-related subject
Irish certificate additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Scottish Qualification
Offers will be based on exams being taken at the end of S6. Subjects taken and qualifications achieved in S5 will be reviewed. Careful consideration will be given to an individual’s academic achievement, taking in to account the context and circumstances of their pre-university education.
Please see the University of Southampton’s Curriculum for Excellence Scotland Statement (PDF) for further information. Applicants are advised to contact their Faculty Admissions Office for more information.
Cambridge Pre-U
D3 D3 M2 in three Principal subjects including one science subject
Cambridge Pre-U additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. Cambridge Pre-U's can be used in combination with other qualifications such as A levels to achieve the equivalent of the typical offer, where D2 can be used in lieu of A-level grade A* or grade D3 can be used in lieu of A-level grade A. Applicants who have not studied an accepted science subject can apply for the Science Foundation Year.
Welsh Baccalaureate
AAB from 3 A levels including a science-related subject (minimum grade B) or AA from two A levels including a science-related subject (minimum grade B), and B from the Advanced Welsh Baccalaureate Skills Challenge Certificate
Welsh Baccalaureate additional information
Accepted science subjects include biology, chemistry, mathematics, physics and psychology. A pass in the science Practical is required where it is separately endorsed. Offers typically exclude General Studies and Critical Thinking. Applicants who have not studied A-level an accepted science subject can apply for the Science Foundation Year.
Welsh Baccalaureate contextual offer
We are committed to ensuring that all applicants with the potential to succeed, regardless of their background, are encouraged to apply to study with us. The additional information gained through contextual data allows us to recognise an applicant's potential to succeed in the context of their background and experience. Applicants who are highlighted in this way will be made an offer which is lower than the typical offer for that programme.
Other requirements
GCSE requirements
Applicants must hold GCSE English language (or GCSE English) (minimum grade 4/C) and mathematics (minimum grade 4/C)
Find the equivalent international qualifications for our entry requirements.
English language requirements
If English isn't your first language, you'll need to complete an International English Language Testing System (IELTS) to demonstrate your competence in English. You'll need all of the following scores as a minimum:
IELTS score requirements
- overall score
- 6.5
- reading
- 6.0
- writing
- 6.0
- speaking
- 6.0
- listening
- 6.0
We accept other English language tests. Find out which English language tests we accept.
If you don’t meet the English language requirements, you can achieve the level you need by completing a pre-sessional English programme before you start your course.
You might meet our criteria in other ways if you do not have the qualifications we need. Find out more about:
- our Ignite your Journey scheme for students living permanently in the UK (including residential summer school, application support and scholarship)
- skills you might have gained through work or other life experiences (otherwise known as recognition of prior learning)
Find out more about our Admissions Policy.
Non-academic entry requirements
An application should provide evidence of:
• A clear and strong motivation to study audiology
• A caring and compassionate approach
• Personal values and attitudes that align with those of a health care professional
• Realistic insight into the role of an audiologist
All offers are made on the condition that applicants pass an Occupational Health check.
All applicants must also pass a Disclosure and Barring Service (criminal record) check at the start of the course.
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
Course structure
The course is structured to give you comprehensive training in clinical audiology while developing broader scientific, technical, healthcare and patient-centred communication skills.
You'll take an extended clinical placement, complete an individual project and choose optional modules in relevant topics. In your fourth year of study, you can extend your specialist knowledge and conduct an in-depth research project.
Your first year is studied full time. It's possible to take years 2 and 3 part time, but you must complete your course in 5 to 8 years.
Year 1 overview
Your first year immerses you in the biological, psychological, social and technical elements of audiology.
Your study will include:
- clinical and professional practice in audiology
- audiology clinical placement
- an introduction to professional practice
- basics of audiology
- introduction to hearing science and technology
You’ll take 3 one-week taster placements in the first year to help prepare you for your main placement at the end of your second year.
On successful completion of year 1, you’ll be able to register as a Hearing Care Assistant, allowing you to apply for paid audiology assistant jobs. You could choose to complete your training at this stage, or continue towards the full BSc or MSci qualification.
Year 2 overview
You’ll further develop your scientific, clinical and professional skills, including clinical decision-making and patient-centred communication.
Your study will include:
- clinical and professional practice in audiology
- facilitating effective auditory rehabilitation
- 2 optional modules from across the university
At the end of your second year, you'll start your main 27-week placement, which will continue to the December of your third year.
Year 3 overview
You’ll study specialist areas of audiology and finalise your clinical training.
Your individual project will explore an aspect of clinical practice that interests you and will have a clinical focus. You’ll plan the project and collect information while on placement. Your project supervisor will provide remote support.
You’ll study:
- audiology clinical placement
- an individual project
- paediatric audiology
You'll continue your 27-week placement until December of your third year.
You will also have the opportunity for specialist clinic visits, such as paediatrics and vestibular (balance).
Year 4 overview
Year 4 includes a research methods module and an in-depth research project.
The research project will involve a scientific study, including collecting data and producing a dissertation. In the rest of year 4, there are optional master's-level modules in audiology or from across the university.
Example topics include:
- the physiology and psychology of hearing
- fundamentals of auditory implants
- health management
- statistics
Want more detail? See all the modules in the course.
Modules
The modules outlined provide examples of what you can expect to learn on this degree course based on recent academic teaching. As a research-led University, we undertake a continuous review of our course to ensure quality enhancement and to manage our resources. The precise modules available to you in future years may vary depending on staff availability and research interests, new topics of study, timetabling and student demand. Find out why, when and how we might make changes.
For entry in academic year 2025 to 2026
Year 1 modules
You must study the following modules in year 1:
An Introduction to Professional Practice (Level 4)
At the heart of this interprofessional module is the belief that all health care students should not only share the same core values and skills that underpin their professional practice, but they should also have learning opportunities that enable them t...
Audiology Clinical Placement 1
This module provides an introduction to, and an opportunity to experience, the large diversity of current healthcare services in Audiology. At the heart of the module are the short introductory placements: 3 weeks within audiology services, usually split ...
Biopsychosocial Basis of Audiology
Within this module you will be encouraged to reflect on your role as an audiology healthcare professional and the experiences of hearing impaired people beyond simply considering the changes to the functions and structures of the auditory system. Centr...
Clinical and Professional Practice in Audiology 1
This module will enable you to develop the basic clinical knowledge, skills, attitudes, values and behaviours required of your first stage of clinical training in audiology, including those required for audiology assistant and Hearing Care Assistant (HCA)...
Introduction to Hearing Science and Technology
This module provides you with a deep understanding of the fundamental science and technology underlying clinical hearing assessment and rehabilitation. It will include a foundation in the epidemiology of hearing loss, the biology of the hearing system, th...
Year 2 modules
You must study the following modules in year 2:
Audiology Clinical Placement 2
The module consists of two components: 1.The first part of your main clinical placement, from June to September of Part 2 (including the summer break). Together with Audiology Clinical Placement 3, you must complete 27 weeks of clinical placement. 2...
Clinical and Professional Practice in Audiology 2
This module will consolidate and develop your understanding of, and clinical practical skills related to, audiology techniques, technology and appointment types; your professional and employability skills; your knowledge of methods of clinical investigati...
Facilitating Effective Auditory Rehabilitation 1
The modules Facilitating Effective Auditory Rehabilitation 1 and 2 cover the scientific and clinical foundations of adult audiological assessment and rehabilitation. They build on Professional and Clinical Practice in Audiology 1and Biopsychosocial Basis ...
Facilitating Effective Auditory Rehabilitation 2
The modules Facilitating Effective Auditory Rehabilitation 1 and 2 cover the scientific and clinical foundations of adult audiological assessment and rehabilitation. They build on Professional and Clinical Practice in Audiology 1 and Biopsychosocial Basis...
You must also choose from the following modules in year 2:
Behavioural Neuroscience
The module aims to develop the themes introduced in the Introduction to Psychology Module in semester 1. The module integrates the approaches and findings of biological psychology in an attempt to understand the biological factors that explain why people...
Ethics in Science, Engineering and Technology: Jekyll and Hyde
Starting from the underlying themes in Jekyll and Hyde, wherein a scientific discovery can be seen as having both beneficial (Dr. Jekyll) and detrimental aspects (Mr. Hyde), this module delves into the general area of the ethics and social responsibility ...
Global Health
The global health module is an exciting opportunity to examine the factors associated with emerging and re-emerging infectious diseases such as the recent outbreak of Ebola and Swine Flu that quickly spread around the world, and non-communicable diseases ...
Perception
The module will cover basic topics in perceptual psychology. We will discuss how the visual brain uses information from the two eyes in combination with learnt heuristics and other information sources to construct a perceptual representation of the world....
Psycholinguistics
This module examines different sub-topics in psycholinguistics which help to understand what the relationship between language and the human mind might be.
Social Enterprise
This is an interactive and practical module aiming to inspire students to social enterprise and entrepreneurship by giving them an experiential introduction to human centred design processes. The emphasis in this module is on the translation of knowled...
Year 3 modules
You must study the following modules in year 3:
Audiology Clinical Placement 3
The module consists of two components: 1.The second part of your main clinical placement, from September to the end of semester 1 of Part 3. Together with Audiology Clinical Placement 2, you must complete 27 weeks of clinical placement in total across ...
Clinical and Professional Practice in Audiology 3
This module is designed for undergraduate audiology students to provide a wider context for clinical and professional skills, behaviours, attitudes and values necessary to be a successful audiology professional. It follows on from Clinical and Professiona...
Individual Project
The Individual Project is a learning experience that enables you to carry out research and bring together many of the concepts that you have learnt over the first two years of the course as well as the knowledge and skills learnt during part III. You w...
You must also choose from the following modules in year 3:
Introduction to Paediatric Audiology
The module will provide trainee audiologists as firm background in the issues involved in paediatric audiology, including child, speech and language development, childhood hearing impairment and it’s multifaceted impact, paediatric hearing assessment and ...
Paediatric Audiology
The aim of this module is to develop your understanding of the specialism of paediatric audiology. This module includes problem-based learning, and will also provide you with learning opportunities in a range of generic skills relevant to clinical scienti...
Year 4 modules
You must study the following modules in year 4:
Applied Research Methods
The aim of the module is to equip the student with the knowledge and understanding of what good research is in the area of Audiology and how it is performed, with skills to critically appraise research and with skills to support their research project in ...
Research Project
This module provides the opportunity to gain deeper learning of research and your specialist field.
You must also choose from the following modules in year 4:
Clinical Audiology
The purpose of this module is to provide you with an introductory grounding in audiology, including adult diagnostic assessment, rehabilitation and otology, underpinned by theoretical knowledge and understanding. You will also develop skills in integratin...
Critical Issues in Global Health: Concepts and Case Studies
This module provides a comprehensive overview of current issues and challenges in global health. Using relevant case studies, it will discuss trends and determinants of both communicable and non-communicable diseases, as well as assessing possible effec...
Ethics in Science, Engineering and Technology: Jekyll and Hyde
Starting from the underlying themes in Jekyll and Hyde, wherein a scientific discovery can be seen as having both beneficial (Dr. Jekyll) and detrimental aspects (Mr. Hyde), this module delves into the general area of the ethics and social responsibility ...
Fundamentals of Auditory Implants
The aim of the module is to provide an overview of the core scientific and clinical aspects of auditory implantation. This module is primarily for those taking one of our audiology programmes or taking the module as 'stand-alone' as part of career develo...
Fundamentals of Therapeutic Skills
This module teaches you the fundamental clinical skills needed to engage with adult clients, to help you assess their readiness to change, and to plan appropriate behavioural interventions. You will make use of these skills in workshop based teaching for ...
Introduction to CBT Theory & Skills
The aim of this module is to give you a basic understanding of the principles of CBT assessment, formulation and change methods. The module focuses on generic therapeutic and basic competencies, as well as specific behavioural and cognitive therapy techni...
Leading Others
The overall structure of the Leadership and Management Pathway is supported by three parts: Self Leadership, Leading Others, and Leading Organizations. This module focuses on leading a team. Self Leadership helped you to understand your own leadership s...
Leading and Managing Organisations and Systems
This module focuses on organisational behaviour, and the coordination of organisations to improve health and social care outcomes. The module is divided into five topics that align with the learning outcomes.
Physiology and Psychology of Hearing
The sense of hearing is essential for human communication. In this module we investigate the extraordinary capabilities and limitations of the human sense of hearing. Starting with the outer, middle and inner ear, we will investigate the anatomical and ph...
Policy and Governance in Health and Social Care
This module will enable you to contribute towards the development of policies and the implementation of governance structures and practices within complex organisational settings.
Rehabilitation of Auditory Disorders
The purpose of this module is to provide you with knowledge and understanding of the core concepts related to Adult Auditory Rehabilitation including principles of health psychology and signal processing as well as technical and psychosocial aspects of th...
Self Leadership
The overarching logic behind this module is that leadership grows from the inside out: That a leader first knows, understands, and is able to lead oneself before they can lead others. The module will focus directly on personal values, character, and integ...
Vestibular Audiology
This module provides an in-depth introduction to vestibular audiology. It is primarily intended for those taking one of our audiology programmes or for clinical practitioners in audiology or physiotherapy taking it stand-alone as part of career developmen...
Learning and assessment
The learning activities for this course include the following:
- lectures
- classes and tutorials
- coursework
- individual and group projects
- independent learning (studying on your own)
Course time
How you'll spend your course time:
Year 1
Study time
Your scheduled learning, teaching and independent study for year 1:
How we'll assess you
- coursework, laboratory reports and essays
- essays
- individual and group projects
- written and practical exams
- placement assessment
Your assessment breakdown
Year 1:
Year 2
Study time
Your scheduled learning, teaching and independent study for year 2:
How we'll assess you
- coursework, laboratory reports and essays
- essays
- individual and group projects
- written and practical exams
- placement assessment
Your assessment breakdown
Year 2:
Academic support
You’ll be supported by a personal academic tutor and have access to a senior tutor.
Course leader
Emma Mackenzie is the course leader.
Careers
This master's will prepare you to become an audiologist. When you graduate, you can work as a clinical audiologist in the NHS, the private sector or other science, research and healthcare organisations.
We’ll help you create a clinical training and professional development portfolio. This will provide a strong foundation for your career.
You’ll have the opportunity to meet representatives from the NHS, private and charity health sectors, and cochlear implant and hearing aid companies at our annual audiology employability careers event.
Our graduates have taken on roles such as:
- clinical audiologist
- hearing aid dispenser, either in an existing business or independently
- research assistant or research student (PhD)
- scientific advisor to charity
- equipment developer, manufacturer or supplier
- paid or voluntary worker for overseas charities
- educator - for example, within a university or other education provider
- teacher, through a postgraduate certificate in education (PGCE)
- a variety of other science, healthcare and professional careers
Careers services at Southampton
We are a top 20 UK university for employability (QS Graduate Employability Rankings 2022). Our Careers, Employability and Student Enterprise team will support you. This support includes:
- work experience schemes
- CV and interview skills and workshops
- networking events
- careers fairs attended by top employers
- a wealth of volunteering opportunities
- study abroad and summer school opportunities
We have a vibrant entrepreneurship culture and our dedicated start-up supporter, Futureworlds, is open to every student.
Fees, costs and funding
Tuition fees
Fees for a year's study:
- UK students pay £9,250.
- EU and international students pay £28,800.
Your fees will remain the same each year from when you start studying this course. This includes if you suspend and return.
What your fees pay for
Your tuition fees pay for the full cost of tuition and standard exams.
Find out how to:
Accommodation and living costs, such as travel and food, are not included in your tuition fees. There may also be extra costs for retake and professional exams.
Explore:
Bursaries, scholarships and other funding
If you're a UK or EU student and your household income is under £25,000 a year, you may be able to get a University of Southampton bursary to help with your living costs. Find out about bursaries and other funding we offer at Southampton.
If you're a care leaver or estranged from your parents, you may be able to get a specific bursary.
Get in touch for advice about student money matters.
Scholarships and grants
You may be able to get a scholarship or grant to help fund your studies.
We award scholarships and grants for travel, academic excellence, or to students from under-represented backgrounds.
Support during your course
The Student Services Centre offers support and advice on money to students. You may be able to access our Student Support fund and other sources of financial support during your course.
Funding for EU and international students
Find out about funding you could get as an international student.
How to apply
What happens after you apply?
We will assess your application on the strength of your:
- predicted grades
- academic achievements
- personal statement
- academic reference
We'll aim to process your application within 2 to 6 weeks, but this will depend on when it is submitted. Applications submitted in January, particularly near to the UCAS equal consideration deadline, might take substantially longer to be processed due to the high volume received at that time.
Equality and diversity
We treat and select everyone in line with our Equality and Diversity Statement.
Got a question?
Please contact our enquiries team if you're not sure that you have the right experience or qualifications to get onto this course.
Email: enquiries@southampton.ac.uk
Tel: +44(0)23 8059 5000
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PhDs and research degrees
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- A missing link between continental shelves and the deep sea: Have we underestimated the importance of land-detached canyons?
- A seismic study of the continent-ocean transition southwest of the UK
- A study of rolling contact fatigue in electric vehicles (EVs)
- Acoustic monitoring of forest exploitation to establish community perspectives of sustainable hunting
- Acoustic sensing and characterisation of soil organic matter
- Advancing intersectional geographies of diaspora-led development in times of multiple crises
- Aero engine fan wake turbulence – Simulation and wind tunnel experiments
- Against Climate Change (DACC): improving the estimates of forest fire smoke emissions
- All-in-one Mars in-situ resource utilisation (ISRU) system and life-supporting using non-thermal plasma
- An electromagnetic study of the continent-ocean transition southwest of the UK
- An investigation of the relationship between health, home and law in the context of poor and precarious housing, and complex and advanced illness
- Antibiotic resistance genes in chalk streams
- Being autistic in care: Understanding differences in care experiences including breakdowns in placements for autistic and non-autistic children
- Biogeochemical cycling in the critical coastal zone: Developing novel methods to make reliable measurements of geochemical fluxes in permeable sediments
- Bloom and bust: seasonal cycles of phytoplankton and carbon flux
- British Black Lives Matter: The emergence of a modern civil rights movement
- Building physics for low carbon comfort using artificial intelligence
- Building-resolved large-eddy simulations of wind and dispersion over a city scale urban area
- Business studies and management: accounting
- Business studies and management: banking and finance
- Business studies and management: decision analytics and risk
- Business studies and management: digital and data driven marketing
- Business studies and management: human resources (HR) management and organisational behaviour
- Business studies and management: strategy, innovation and entrepreneurship
- Carbon storage in reactive rock systems: determining the coupling of geo-chemo-mechanical processes in reactive transport
- Cascading hazards from the largest volcanic eruption in over a century: What happened when Hunga Tonga-Hunga Ha’apai erupted in January 2022?
- Characterisation of cast austenitic stainless steels using ultrasonic backscatter and artificial intelligence
- Climate Change effects on the developmental physiology of the small-spotted catshark
- Climate at the time of the Human settlement of the Eastern Pacific
- Collaborative privacy in data marketplaces
- Compatibility of climate and biodiversity targets under future land use change
- Cost of living in modern and fossil animals
- Creative clusters in rural, coastal and post-industrial towns
- Deep oceanic convection: the outsized role of small-scale processes
- Defect categories and their realisation in supersymmetric gauge theory
- Defining the Marine Fisheries-Energy-Environment Nexus: Learning from shocks to enhance natural resource resilience
- Design and fabrication of next generation optical fibres
- Developing a practical application of unmanned aerial vehicle technologies for conservation research and monitoring of endangered wildlife
- Development and evolution of animal biomineral skeletons
- Development of all-in-one in-situ resource utilisation system for crewed Mars exploration missions
- Ecological role of offshore artificial structures
- Effect of embankment and subgrade weathering on railway track performance
- Efficient ‘whole-life’ anchoring systems for offshore floating renewables
- Electrochemical sensing of the sea surface microlayer
- Engagement with nature among children from minority ethnic backgrounds
- Enhancing UAV manoeuvres and control using distributed sensor arrays
- Ensuring the Safety and Security of Autonomous Cyber-Physical Systems
- Environmental and genetic determinants of Brassica crop damage by the agricultural pest Diamondback moth
- Estimating marine mammal abundance and distribution from passive acoustic and biotelemetry data
- Evolution of symbiosis in a warmer world
- Examining evolutionary loss of calcification in coccolithophores
- Explainable AI (XAI) for health
- Explaining process, pattern and dynamics of marine predator hotspots in the Southern Ocean
- Exploring dynamics of natural capital in coastal barrier systems
- Exploring the mechanisms of microplastics incorporation and their influence on the functioning of coral holobionts
- Exploring the potential electrical activity of gut for healthcare and wellbeing
- Exploring the trans-local nature of cultural scene
- Facilitating forest restoration sustainability of tropical swidden agriculture
- Faulting, fluids and geohazards within subduction zone forearcs
- Faulting, magmatism and fluid flow during volcanic rifting in East Africa
- Fingerprinting environmental releases from nuclear facilities
- Flexible hybrid thermoelectric materials for wearable energy harvesting
- Floating hydrokinetic power converter
- Glacial sedimentology associated subglacial hydrology
- Green and sustainable Internet of Things
- How do antimicrobial peptides alter T cell cytokine production?
- How do calcifying marine organisms grow? Determining the role of non-classical precipitation processes in biogenic marine calcite formation
- How do neutrophils alter T cell metabolism?
- How well can we predict future changes in biodiversity using machine learning?
- Hydrant dynamics for acoustic leak detection in water pipes
- If ‘Black Lives Matter’, do ‘Asian Lives Matter’ too? Impact trajectories of organisation activism on wellbeing of ethnic minority communities
- Illuminating luciferin bioluminescence in dinoflagellates
- Imaging quantum materials with an XFEL
- Impact of neuromodulating drugs on gut microbiome homeostasis
- Impact of pharmaceuticals in the marine environment in a changing world
- Improving subsea navigation using environment observations for long term autonomy
- Information theoretic methods for sensor management
- Installation effect on the noise of small high speed fans
- Integrated earth observation mapping change land sea
- Interconnections of past greenhouse climates
- Investigating IgG cell depletion mechanisms
- Is ocean mixing upside down? How mixing processes drive upwelling in a deep-ocean basin
- Landing gear aerodynamics and aeroacoustics
- Lightweight gas storage: real-world strategies for the hydrogen economy
- Machine learning for multi-robot perception
- Machine learning for multi-robot perception
- Marine ecosystem responses to past climate change and its oceanographic impacts
- Mechanical effects in the surf zone - in situ electrochemical sensing
- Microfluidic cell isolation systems for sepsis
- Migrant entrepreneurship, gender and generation: context and family dynamics in small town Britain
- Miniaturisation in fishes: evolutionary and ecological perspectives
- Modelling high-power fibre laser and amplifier stability
- Modelling soil dewatering and recharge for cost-effective and climate resilient infrastructure
- Modelling the evolution of adaptive responses to climate change across spatial landscapes
- Nanomaterials sensors for biomedicine and/or the environment
- New high-resolution observations of ocean surface current and winds from innovative airborne and satellite measurements
- New perspectives on ocean photosynthesis
- Novel methods of detecting carbon cycling pathways in lakes and their impact on ecosystem change
- Novel technologies for cyber-physical security
- Novel transparent conducting films with unusual optoelectronic properties
- Novel wavelength fibre lasers for industrial applications
- Ocean circulation and the Southern Ocean carbon sink
- Ocean influence on recent climate extremes
- Ocean methane sensing using novel surface plasmon resonance technology
- Ocean physics and ecology: can robots disentangle the mix?
- Ocean-based Carbon Dioxide Removal: Assessing the utility of coastal enhanced weathering
- Offshore renewable energy (ORE) foundations on rock seabeds: advancing design through analogue testing and modelling
- Optical fibre sensing for acoustic leak detection in buried pipelines
- Optimal energy transfer in nonlinear systems
- Optimal energy transfer in nonlinear systems
- Optimizing machine learning for embedded systems
- Oxidation of fossil organic matter as a source of atmospheric CO2
- Partnership dissolution and re-formation in later life among individuals from minority ethnic communities in the UK
- Personalized multimodal human-robot interactions
- Preventing disease by enhancing the cleaning power of domestic water taps using sound
- Quantifying riparian vegetation dynamics and flow interactions for Nature Based Solutions using novel environmental sensing techniques
- Quantifying the response and sensitivity of tropical forest carbon sinks to various drivers
- Quantifying variability in phytoplankton electron requirements for carbon fixation
- Resilient and sustainable steel-framed building structures
- Resolving Antarctic meltwater events in Southern Ocean marine sediments and exploring their significance using climate models
- Robust acoustic leak detection in water pipes using contact sound guides
- Silicon synapses for artificial intelligence hardware
- Smart photon delivery via reconfigurable optical fibres
- The Gulf Stream control of the North Atlantic carbon sink
- The Mayflower Studentship: a prestigious fully funded PhD studentship in bioscience
- The calming effect of group living in social fishes
- The duration of ridge flank hydrothermal exchange and its role in global biogeochemical cycles
- The evolution of symmetry in echinoderms
- The impact of early life stress on neuronal enhancer function
- The oceanic fingerprints on changing monsoons over South and Southeast Asia
- The role of iron in nitrogen fixation and photosynthesis in changing polar oceans
- The role of singlet oxygen signaling in plant responses to heat and drought stress
- Time variability on turbulent mixing of heat around melting ice in the West Antarctic
- Triggers and Feedbacks of Climate Tipping Points
- Uncovering the drivers of non-alcoholic fatty liver disease progression using patient derived organoids
- Understanding recent land-use change in Snowdonia to plan a sustainable future for uplands: integrating palaeoecology and conservation practice
- Understanding the role of cell motility in resource acquisition by marine phytoplankton
- Understanding the structure and engagement of personal networks that support older people with complex care needs in marginalised communities and their ability to adapt to increasingly ‘digitalised’ health and social care
- Unpicking the Anthropocene in the Hawaiian Archipelago
- Unraveling oceanic multi-element cycles using single cell ionomics
- Unravelling southwest Indian Ocean biological productivity and physics: a machine learning approach
- Using acoustics to monitor how small cracks develop into bursts in pipelines
- Using machine learning to improve predictions of ocean carbon storage by marine life
- Vulnerability of low-lying coastal transportation networks to natural hazards
- Wideband fibre optical parametric amplifiers for Space Division Multiplexing technology
- Will it stick? Exploring the role of turbulence and biological glues on ocean carbon storage
- X-ray imaging and property characterisation of porous materials
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