Course Structure

Students may enrol on a full-time (1 year) or part-time (2**-3 years) basis. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.

The MSc is awarded to students who successfully complete six taught modules (120 CATS) and a 15,000-word dissertation (60 CATS) or ABA Portfolio (60 CATS), as well as audit 'An Introduction to Research Methods: Children, Young People and Education' online module in Semester 2.

** the 2-year part-time study route is subject to specific University regulations.

Course Details

Students may enrol on a full-time (1 year) or part-time (2 or 3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester. The MSc is awarded to students who successfully complete six taught modules (120 CATS) and a 15,000-word dissertation (60 CATS) or ABA Portfolio (60 CATS), as well as audit 'An Introduction to Research Methods: Children, Young People and Education' online module in Semester 2. Students may exit with a Postgraduate Diploma in Applied Behaviour Analysis by successfully completing 120 CATS points from taught pathway modules. Please note that unfortunately this course is not eligible for a Tier 4 visa. Indicative Number of Modules per Semester Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester. Modules (all 20 CATS points) - with assessment method in brackets: Assessment in Behaviour Analysis (weekly multiple-choice tests and final essay) Behaviour Change and Education and Supervising Others (weekly multiple-choice tests and final essay) Concepts and Principles of Behaviour Analysis (weekly discussion forum posts and summative multiple-choice exam) Ethical and Professional Conduct (weekly discussion forum posts and final essay) Evaluation in Behaviour Analysis (weekly discussion forum posts and final essay) Fundamental Elements of Behaviour Change (weekly discussion forum posts and summative multiple-choice exam) Students are expected to audit 'An introduction to Research Methods: Children, Young People and Education' online module in Semester 2. Indicative Proportional Mix of Time in Classes, Tutorials/Seminars/Labs, and Private Study in a Teaching Semester 15- or 17.5-hours online delivery, 5- or 2.5-hours face-to-face seminar per 20 CATS point module.

Teaching Times

Online content is available on a weekly basis and students can flexibly choose when to complete tasks within weekly deadlines specific to each module. Half or full-day on-campus workshops take place once per semester for each module.

Career Prospects

Introduction
Most students are already in relevant jobs and the job market is healthy for behaviour analysts at present. Professionals behaviour analysts have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings.

Typically, behaviour analysts work in the 'helping' professions (psychologists, teachers, speech/language therapists, occupational therapists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status and there is a demand for BCBAs in Europe and worldwide, especially in North America.

Teachers as well as allied health professionals should find this degree beneficial for their workplace.

Employment after the Course
There is a shortage of professional Behaviour Analysts worldwide. Upon completion of the course, students will be able to work in educational and clinical settings serving diverse populations, such as individuals with developmental disorders, students with learning difficulties, children/adults with behaviour problems and related difficulties.

An analysis of the demand for BCBAs in the USA provided details on the most frequent job roles. For information, visit:
https://www.bacb.com/wp-content/uploads/2017/09/151009-burning-glass-report.pdf

Learning and Teaching

Learning opportunities available with this course are outlined below:

Assessment

Assessments associated with this course are outlined below:

Facilities

The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.

Explore the teaching and social spaces in our School through our 360 Virtual Tour:
https://youtu.be/PJeiF24bjxE

The Graduate School
https://www.youtube.com/watch?v=aJ_BwOtjXAE

Prizes and Awards

• Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.

Resources

You can watch a recording of a recent webinar at the link below:
https://www.youtube.com/watch?v=0qWd9wk0o5I

Modules

• Year 1

  Core Modules

  Ethical and Professional Conduct (20 credits)

  ×

  Ethical and Professional Conduct

  Overview

  This module develops the “Ethical and Professional Conduct” as described in the scientific discipline of behaviour analysis. The content of this module is based in the BACB Professional Disciplinary and Ethical Standards and the BACB Guidelines for Responsible Conduct for Behaviour Analysts (www.bacb.com).
  
  This module is delivered on a blended format (online and on-campus seminars). There are weekly online discussions and active student participation is required. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.
  The module is applicable to students of ABA inclusion, ASD, SEN, as well as other areas of pedagogy and education studies who meet the pre-requisites.
  The online teaching for this module is delivered through the Queen’s Online Virtual Environment. Students have access to this module though their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module it appears under My Modules.

  Learning Outcomes

  The BACB Professional Disciplinary and Ethical Standards cover ethical and professional ways of obtaining and maintaining certification, using the BACB trademark and implementing interventions based on the science of Behaviour Analysis.
  The BACB Guidelines for Responsible Conduct for Behavior Analysts include recommendations on the appropriate conduct of a Behaviour Analyst, responsibilities to clients, behaviour assessment, individual behaviour change programs, teaching and supervision, the workplace, the ethical responsibility to the field, colleagues and the society and research issues.

  Skills

  On successful completion of this module students will have specific skills that will allow them to practise in a professional manner, resolve conflicts, consider ethical implications and seek advice from other professionals when unable to decide how to act in the most ethical and professional manner.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7230

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  An Introduction to Research Methods: Children, Young People and Education (online) (0 credits)

  ×

  An Introduction to Research Methods: Children, Young People and Education (online)

  Overview

  This introductory research methods module (online version) is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.

  Learning Outcomes

  By the end of the module students will be able to:
  
  1. Critically discuss the historical development and philosophical underpinnings of educational research
  2. Identify the key ethical issues involved in educational research
  3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
  4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach

  Skills

  On successful completion of this module students will have gained the following:
  i) Key skills
  - Develop critical, analytical and creative thinking and problem solving skills
  - Enhance communication and ICT skills
  ii) Subject specific skills
  - Understand a range of research approaches in education
  - Ability to select an appropriate research design to an education-related research problem
  iii) Employability skills
  - Awareness of the relevance and applicability of research in the educational setting
  - Insight into the transferability of research skills to other areas of teaching and learning

  Coursework

  0%

  Examination

  0%

  Practical

  100%

  Credits

  0

  Module Code

  EDU7257

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  ABA Portfolio (Autism Specialism) (60 credits)

  ×

  ABA Portfolio (Autism Specialism)

  Overview

  This module covers three distinct but interrelated topics:
  1- Educational research methods including quantitative and qualitative methods (i.e., auditing module EDU7257 An Introduction to Research Methods: Children, Young People and Education);
  2- Issues related to children with autism;
  3- Issues related to adults with autism.

  Learning Outcomes

  Evaluation of research methods in education and appreciation of the differing perspectives that underpin quantitative and qualitative methodologies.
  Criticality with regards to the diagnostic criteria for Autism Spectrum Disorder.
  Reflection of professional practice with regards to the range of individual differences in children and adults with autism.
  Reflection of professional practice with regards to the implications of autism on the individual, their nuclear and extended family, quality of life, education, and employment prospects.

  Skills

  On successful completion of this module students will have subject specific skills
  1. Identifying and assessing the needs of children and adults with autism
  2. Translating assessment results into appropriate Individual Education Plans/Care Plans/Future planning
  3. Translating theory into practice
  They will also have generic, transferable skills such as
  1. Critically analyse and apply creative thinking to problems,
  2. Communicate effectively, both in writing and ‘virtually’,
  3. Work as a member of an interdisciplinary team.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  EDU7900

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Evaluation in Behaviour Analysis (20 credits)

  ×

  Evaluation in Behaviour Analysis

  Overview

  This module develops “Measurement (including data analysis) and Experimental Design” as described in the scientific discipline of behaviour analysis. The content of this module is based in the BACB Fourth Edition Task List (www.bacb.com).
  The module content is delivered online. Students have online access to this module through Queen’s Online Virtual Environment and their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module, it appears under My Modules. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  Students who successfully complete this module will gain a thorough knowledge of methods of measurement and evaluation in Behaviour Analysis according the BACB Tasklist (4th edition)
  This module includes learning to define behaviour and environmental variables in observable and measurable terms, designing individualized behavioural assessment procedures, measuring existing behaviour-environment relations, using assessment procedures that alter environmental antecedents and consequences, organizing, analysing and interpreting observed data, making recommendations regarding behaviours that must be established, maintained, increased or decreased, identifying motivators (preference and choice assessments, observations), conducting reinforcer assessments and repeating assessments based on ongoing data evaluation.

  Skills

  On successful completion of this module students will have subject specific skills such as being able to evaluate interventions to determine if they are behaviour analytic, review and interpret relevant articles from the behaviour analytic literature, systematically arrange independent variables to demonstrate their effects on dependent variables, use withdrawal, reversal and alternating treatments (i.e., multi-element, simultaneous treatment, multiple or concurrent schedule) designs, use changing criterion designs, use multiple baseline designs, use multiple probe designs, use combinations of design elements, conduct a component analysis (i.e., determining effective components of an intervention package) and conduct a parametric analysis (i.e., determining effective parametric values of consequences, such as duration or magnitude).

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7229

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Behaviour Change in Education and Supervising Others (20 credits)

  ×

  Behaviour Change in Education and Supervising Others

  Overview

  Behavioural issues and problem behaviours in the classroom often hinder academic achievement. A well-managed classroom and school enhances pupil and staff experience. Managing the classroom effectively is an important skill for teachers and related staff. Specific teaching techniques complement this knowledge for boosting students’ learning.
  This module introduces teachers and other education professionals to behaviour analysis and its application to effective teaching and class-room management. The module focuses on the most common behaviour issues and problems that a teacher faces in and outside the classroom, including children with mild behaviour problems. Humane, positive-only procedures are developed that reduce or eliminate discipline problems as well as enhancing skills, problem-solving, and creativity in students.
  We will explore basic principles of behaviour that help understanding behaviour in its context and developing whole class-based behaviour management strategies and methods as well as working with individual children. The focus is on practical steps that teachers can take in any classroom setting to improve performance and reduce disruptions. It includes topics that teachers frequently encounter such as functional analysis, functional assessment, and behaviour support plans. It addresses from a behaviour analysis framework recent advances in Tag teaching, Precision Teaching, and verbal behaviour. Exercises provide quick checks on basic concepts and problem-solving exercises.
  The module content is delivered online. In addition it entails a one-day on-campus block seminar at the end of term. This seminar allows students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  On successfully completing this module, students will:
  Identify and understand the context and contingencies governing pupil behaviour;
  Develop effective positive classroom management procedures;
  Carry out functional behavioural assessment and develop individual behaviour change procedures for ‘mild’ behavioural problems;
  Design and use effective performance monitoring and reinforcement systems;
  Design and use systems for monitoring procedural integrity and evaluating the effectiveness of the program;
  Establishing support for behavioural services from persons directly and indirectly involved with teaching.

  Skills

  On successfully completing this module, students will:
  Plan for and identify evidence-based intervention procedures;
  Implement and monitor their effectiveness,
  Supervise others and keep data-based monitoring strategies for behaviour change strategies.

  Coursework

  75%

  Examination

  25%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7228

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Concepts and principles of behaviour analysis (20 credits)

  ×

  Concepts and principles of behaviour analysis

  Overview

  This module introduces students to Principles and Concepts of Behaviour Analysis. The content is based on the BACB task list (4th Edition) Concepts and principles of behaviour analysis (www.bacb.com).
  This module includes an introduction on how to explain and behave in accordance with the philosophical assumptions of behaviour analysis, on how to define and provide examples of behaviour analytic-concepts such as mentalism, response and stimulus equivalence, on how to distinguish between verbal and non-verbal operants and on measurement.
  The content will be applicable to students of ABA, inclusion, ASD, and other SEN, as well as other areas of effective education studies.
  The module is delivered on a distance format. Students have access to online teaching through the Queen’s Online Virtual Environment and their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module, it appears under My Modules. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  Ability to explain and behave in accordance with the philosophical assumptions of behaviour analysis, such as the lawfulness of behaviour, selectionism, determinism, empiricism, parsimony and pragmatism; to be able to identify environmental explanations of behaviour (as opposed to mentalistic); to distinguish radical behaviourism as opposed to methodological and structuralism behaviourism; to distinguish among conceptual analysis of behaviour, experimental analysis of behaviour, applied behaviour analysis and behavioural technologies.
  Define and provide examples of behaviour analytic-concepts, such as response and stimulus equivalence; to be able to distinguish between non-verbal operants and verbal operants, such as tacts and mands; to be able to define and apply some Measurement Concepts, such as the advantages and disadvantages of using continuous and discontinuous measurement procedures and the measurable dimensions of behaviour.

  Skills

  To view behaviour as the interaction of a person and the environment and describe it in scientific terms (not mentalistic), to identify evidence-based scientific practice, to identify and explore the extensive range of social situations in which practical application of behaviour analysis is relevant, to identify misrepresentations of behaviour analysis that interfere with effective practice in helping people change behaviour.

  Coursework

  25%

  Examination

  75%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7225

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Fundamental elements of behaviour change (20 credits)

  ×

  Fundamental elements of behaviour change

  Overview

  This module focuses on the “Fundamental Elements of Behaviour Change” and “Specific Behaviour Change Procedures” as described in the scientific discipline of behaviour analysis. The content of this module is based on the BACB Fourth Edition Task List (www.bacb.com).
  “Fundamental Elements of Behaviour Change” include positive and negative reinforcement, schedules of reinforcement, prompts, modelling and imitation, shaping, chaining, task analysis, discrete trials and free operant arrangements, verbal operants, positive and negative punishment, schedules of punishment, extinction, combinations of reinforcement, punishment and extinction, response-independent (time-based) schedules of reinforcement and differential reinforcement.
  “Specific Behaviour Change Procedures” include interventions based on antecedents, operations, and discriminative stimuli, discrimination training procedures, instructions and rules, contingency contracting (e.g., behavioural contracts), independent, interdependent and dependent group contingencies, stimulus equivalence procedures, behavioural contrast effects, the matching law and factors influencing choice and high and low probability request sequences.
  The module is delivered on a distance format. Students have access to online teaching through the Queen’s Online Virtual Environment and their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module, it appears under My Modules. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  In line with the course content, students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will develop and describe basic principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will identify and describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will apply these procedures in a theoretical setting to achieve behaviour change.

  Skills

  On successful completion of this module students will have the following subject specific skills (1) Describe in scientific terms the fundamental elements of behaviour change procedures (2) Design a specific behaviour analytic procedure and to achieve behaviour change.
  They will also have generic, transferable skills such as (1) Critically analyse and apply creative thinking to problems, (2) Communicate effectively, both in writing and ‘virtually’, (3) Work as a member of an interdisciplinary team.

  Coursework

  25%

  Examination

  75%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7226

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Assessment in Behaviour Analysis (20 credits)

  ×

  Assessment in Behaviour Analysis

  Overview

  This module introduces students to “Identification of the Problem”, “Intervention and Behaviour Change Considerations”, and “Behaviour Change Systems”. The content is based on the BACB Fourth Edition Task List (www.bacb.com).
  “Identification of the Problem” includes learning how to review records and available data, how to consider biological variables that may be affecting the client behaviour, how to conduct a preliminary assessment in order to identify the referral problem, how to explain behavioural concepts using everyday language, how to describe and explain behaviour, how to provide behaviour analysis services in collaboration with others who support and/or provide services to one’s clients, how to limit practice within one’s limits of professional competence in applied behaviour analysis, how to obtain consultation, supervision, training, or make referrals as necessary and how to determine and make environmental changes that reduce the need for behaviour analysis services.
  “Behaviour Change Systems” includes learning how to use self-management strategies, token economy procedures and other conditioned reinforcement systems, Direct Instruction, precision teaching, personalized system of instruction (PSI), incidental teaching techniques, functional communication training procedures and augmentative communication systems.
  The content will be applicable to students of ABA, inclusion, ASD, and other SEN, as well as other areas of effective education studies who have undertaken pre-requisite modules.
  The module content is delivered online. Students have access to online teaching through the Queen’s Online Virtual Environment and their personal QOL websites (https://home.qol.qub.ac.uk/) where they log on using their QOL username and password. For students who are registered for this module, it appears under My Modules. This module entails on-campus block seminars. These seminars allow students to have direct access to discussion and elaboration with tutors and student colleagues.

  Learning Outcomes

  Review records and available data (steps include ID client, receive request, ID referral problem, behavioural rating scales, checklists, interviews), consider biological variables that may be affecting the client, conduct a preliminary assessment of the client in order to identify the referral problem, explain behavioural concepts using everyday language (lay terms), describe and explain behaviour using behaviour analytic (non-mentalistic) terms, provide behaviour analysis services in collaboration with others who support and/or provide services to one’s clients, practise within one’s limits of professional competence in applied behaviour analysis, obtain consultation, supervision, training, or make referrals as necessary and determine and make environmental changes that reduce the need for behaviour analysis services.
  
  “Behaviour Change Systems” includes learning how to use self-management strategies, token economy procedures and other conditioned reinforcement systems (e.g., TAG Teach), Direct Instruction, precision teaching, personalized system of instruction (PSI), incidental teaching techniques, functional communication training procedures and augmentative communication systems.

  Skills

  Describe behaviour using scientific/behaviour analytic terms, review data, conduct assessments and identify the problem, identify situations in which one’s own experience indicates that referring the client or requiring supervision may be the most appropriate strategy and use specific behaviour change systems, such as token economy procedures or incidental teaching techniques.

  Coursework

  75%

  Examination

  25%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7227

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Dissertation (60 credits)

  ×

  Dissertation

  Overview

  The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.

  Learning Outcomes

  By the end of the module students will be able to:
  1. Identify and discuss the ethical issues involved in educational research
  2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
  research methods
  3. Choose an appropriate research design and analysis to address a specific research question

  Skills

  Skills
  Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  60

  Module Code

  EDU7999

  Teaching Period

  Full Year

  Duration

  24 weeks

  Pre-requisite

  No

  Core/Optional

  Core

Entrance requirements

Graduate
A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline plus one year of experience in an Applied Behaviour Analysis (ABA) or related context and access to an ABA related working environment.

Applicants with a 2.2 Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least two years of experience in an ABA related context and access to an ABA related working environment.

Applicants with a lower level of performance in an Honours degree or equivalent qualification acceptable to the University may also be considered if they have at least three years of experience in an ABA related context and access to an ABA related working environment.

Applicants with a sub-honours degree level qualification or equivalent qualification acceptable to the University may also be considered if they have at least five years of experience in an ABA related context and access to an ABA related working environment.

Applicants who do not satisfy the above but who are holders of an equivalent approved professional qualification or work experience will be considered on a case-by-case basis.

Closing date for applications: Monday 31st July 2023 at 4.00pm.

Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the Direct Application Portal against the programme application page.

International Students

Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.

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English Language Requirements

Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required. *Taken within the last 2 years.

International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.

For more information on English Language requirements for EEA and non-EEA nationals see: www.qub.ac.uk/EnglishLanguageReqs.

Career Prospects

Introduction
Most students are already in relevant jobs and the job market is healthy for behaviour analysts at present. Professionals behaviour analysts have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings.

Typically, behaviour analysts work in the 'helping' professions (psychologists, teachers, speech/language therapists, occupational therapists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status and there is a demand for BCBAs in Europe and worldwide, especially in North America.

Teachers as well as allied health professionals should find this degree beneficial for their workplace.

Employment after the Course
There is a shortage of professional Behaviour Analysts worldwide. Upon completion of the course, students will be able to work in educational and clinical settings serving diverse populations, such as individuals with developmental disorders, students with learning difficulties, children/adults with behaviour problems and related difficulties.

An analysis of the demand for BCBAs in the USA provided details on the most frequent job roles. For information, visit:
https://www.bacb.com/wp-content/uploads/2017/09/151009-burning-glass-report.pdf

Additional Awards Gained

Students who choose to conduct research, involving participants under the age of 18, will be required to undergo a criminal background check, applicable to the country where the research is conducted, and according to QUB regulations. The price for this will vary depending on the country and students should budget for costs up to £150.

Prizes and Awards

Teachers working on classroom-based dissertation projects may apply for the Northern Ireland Centre for Educational Research (NICER) award.

Graduate Plus/Future Ready Award for extra-curricular skills

In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.

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Entry requirements

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Fees and Funding

Tuition Fees

Northern Ireland (NI) 1	£6,980
Republic of Ireland (ROI) 2	£6,980
England, Scotland or Wales (GB) 1	£8,360
EU Other 3	£19,100
International	£19,100

¹ EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.

² EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.

³ EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.

All tuition fees quoted are for the academic year 2023-24, and relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.

More information on postgraduate tuition fees.

Additional course costs

All Students

Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.

Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.

Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.

If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.

Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.

There are also additional charges for graduation ceremonies, examination resits and library fines.

Applied Behaviour Analysis costs

Students who choose to conduct research, involving participants under the age of 18, will be required to undergo a criminal background check, applicable to the country where the research is conducted, and according to QUB regulations. The price for this will vary depending on the country and students should budget for costs up to £150.

How to Apply

Apply using our online Postgraduate Applications Portal and follow the step-by-step instructions on how to apply.

Apply now

Terms and Conditions

The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.
Queen's University Belfast Terms and Conditions.

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