Advances in medical care and technology now mean many more children are living with complex healthcare needs and life-limiting illnesses. The aim of the programme is to provide you with the knowledge, skills, training and education to work in caring for children and young people with complex health needs in a hospital and community setting. This interdisciplinary MSc is part of a suite of specialist programmes in childhood studies developed in conjunction with the School of Social Sciences, Education and Social Work.
This course will appeal to people working in relevant organisations including, children's nurses, allied health professionals involved in caring for children and young people, as well as those working for charities or non-governmental organisations.
Caring for Children and Young People with Complex Needs highlights
Student Experience
The MSc in Caring for Children with Complex Health Needs is flexible and designed to meet the needs of local and international professionals. The programme is delivered via a blended format of online and face-to-face learning and there are two exit points for this course.
Career Development
Graduates of this programme go on to leadership positions, developing evidence based improvements in the delivery of healthcare for children and young people with complex conditions.
Student Experience
Modules on this programme are delivered in a blended format, using online resources and tutorials, combined with interdisciplinary workshops where students from differing backgrounds can come together and share expertise and reflect on their experiences.
Student Testimonials
"The MSc (Taught) Caring for children and young people with complex health needs has helped me acquire advanced skills and training in caring for children with complex needs which is my current area of nursing practice. I have developed transferable skills critical in pursuing leadership roles in my area of practice. Although challenging most times, the part time nature of the course allowed me remain in full time employment, giving me an excellent opportunity to develop time management skills. I learnt to multitask, juggling between family, work and studies.
The excellent support of the academic staff and supervisors especially during the process of writing a dissertation was a great motivation. I developed skills in academic writing, critical thinking and research, which I now apply in my work and clinical learning environment.
Additionally, I have developed excellent communication skills and ability to effectively structure arguments and question ideologies in caring for children and young people with complex health needs." Josephine Egbon, Ireland
The MSc programme includes two short compulsory modules, which run across three programmes that relate to childhood studies in the University, and three core modules. Further optional modules will enable students to choose a range of substantive health-related modules and provides the opportunity to choose modules from the associated programmes in the Schools of Social Science, Education and Social Work and the School of Psychology. Students will also undertake their own research in the dissertation module.
Learning opportunities associated with this course are outlined below:
Learning Environment
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
On the MSc in Caring for Children and Young People with Complex Health Needs we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Teaching is across a combination of morning, evening and afternoon classes using a blended learning approach of face to face and online teaching. While many of the modules are taught online, this will include weekly scheduled online tutorials through group video calls.
Examples of the opportunities provided for learning on this course include; lectures, practical experiences, E-Learning technologies, Self-directed study and added value qualifications to enhance employability.
Assessment
Assessments associated with the course are outlined below:
Modules are assessed by a variety of methods, for example, written assignments, exam, project reports, and contributions to online forums. Students will have the option of undertaking research work to submit as part of their dissertation. The award of MSc requires the accumulation of 120 M points from the taught modules and a 15,000-20,000 word dissertation, equivalent to 60 M points.
The MSc will be awarded with Distinction to a student who achieves a dissertation and average mark both exceeding 70 per cent.
What our academics say
'This programme reflects a changing landscape with increasing numbers of children and young people living with
a diverse range of needs. With a strong interdisciplinary focus, this programme provides advanced skills training and
education for those caring for children and young people and supporting them and their families' Dr Fiona Lynn
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Perspectives of family centred health & social care
Overview
Providing the opportunity to enhance knowledge and skills in working within a collaborative/family centred approach within their professional practice and workplace and will address theoretical aspects of family centred care (FCC); antecedents and attributes of FCC; models of service provision, empowerment in decision-making, negotiation, facilitating choice, partnership practices- involvement and participation, information giving, advocacy, client/family teaching and education. Technologies and their impact on information giving/client education. Policy direction in FCC. Racial, cultural and socioeconomic diversity, professional issues responsibility/accountability. Interpersonal communication.
Learning Outcomes
Develop an in depth comprehensive understanding of the historical development and current policy context of family centred approaches.
Through advancement of knowledge, develop a critical understanding of the attributes of family centred practices and their influence on modern health care.
Develop a conceptual and theoretical understanding of the components of family centred care.
Develop a critical awareness of the professional challenges in implementing a family centred approach in health care.
Critically analyse the current evidence for best practice and evaluate its implementation.
Critically reflect on own and others' roles and responsibilities.
Skills
Knowledge and understanding - Demonstrate a critical knowledge and understanding of theories, principles, concepts,frameworks and policies relevant to a family centred care; appreciate the role of the practitioner in managing family centred care situations.
Cognitive skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues; Develop creative and original responses to problems and issues; Critical analysis/discernment and application of knowledge to practice.
Transferable skills - Deal with complex health and social care issues, addressing problems in creative and innovative ways; participate in complex health and social care decision making; communicate effectively with clients and carers; ability to apply practice, scholarly and research evidence to health and social wellbeing; use a range of resources to support and enhance work; generate original ideas and articulate these clearly.Make informed judgements on new emerging issues not addressed by current professional practice.
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes set up under the auspices of the Improving Children’s Lives Initiative. It brings together students and academic staff from a range of areas to familiarize students with diverse disciplinary perspectives on children and young people.
This intensive day and half will incorporate a range of contributions providing an introduction to:
• Cross disciplinary approaches to understanding the lives of children and young people, and responding to their diverse needs
• Sociology of childhood
• Youth Studies
• Psychobiological approaches
• Children’s Rights
• Health approaches/ interventions
Learning Outcomes
• Critical understanding of the range of perspectives used to study childhood and youth
• Understanding of conventions for critical review of academic articles
Skills
• Develop skills in critically analysing argument, methodology, evidence and use of literature as appropriate
• Develop the skills to write within an identified disciplinary context, drawing on
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes set up under the auspices of the Improving Children’s Lives Initiative. It brings together students and academic staff from a range of areas to showcase research, highlighting different issues and looking at a variety of projects using both qualitative and quantitative methods.
1. Evolution of research practice with children and young people
2. Show case research examples from Psychology
3. Show case research examples from Nursing
4. Show case research examples from Sociology
5. Show case research examples from Education
6. Workshop on ethics and research governance.
Learning Outcomes
• An appreciation of the practical and methodological issues involved in carrying out research with children and young people in a chosen discipline / field
• Critical understanding of the ethical issues involved in research with children and young people
Skills
• Identify and justify a research question within a specific discipline
• Identify key ethical considerations in relation to a research question and / or research population
• Demonstrate ability to suggest realistic and informed strategies to ensure research proposal is ethical.
Applied Research Methods and Statistics in Healthcare
Overview
Searching the literature effectively; design and critical appraisal of randomised controlled trials, non-equivalent group designs, and observational studies; basic steps and analysis for randomised controlled trials; correlation, causation and validity; survey and questionnaire design; sampling theory, sample size and statistical power; prevalence and incidence; choosing a statistical test; SPSS: data entry and coding, descriptive statistics, presentation of data, hypothesis testing, probability, introduction to confidence intervals, correlations, simple logistic regression, inferential statistics, t-tests, ANOVA and post-hoc analysis
Learning Outcomes
The aim of this module is to develop the student’s ability to critically evaluate quantitative research studies in terms of their design, methods, analysis and interpretation.
At the end of this module students will be able to:
1. Critically analyse factors which influence the choice of research design
2. Critically evaluate the reliability and validity of quantitative research studies
3. Demonstrate competence in using and interpreting parametric and non-parametric statistics
4. Interpret the results of quantitative research studies
5. Search the literature for evidence to support clinical practice
Skills
Students will have the opportunity to learn how to carry out basic operations using SPSS Statistics software.
Subject identification and selection, systematic review of literature, consideration of current knowledge including key national and international papers, identification of the limitations of work, application of appropriate methods, conduct a concept analysis, selection of theoretical frame work, formulation of empirical evidence.
Learning Outcomes
Students will be able to: systematically review the literature; conduct a search using appropriate data base and index's; construct a body of work containing evidence of critical thinking, rational and cogent argument and debate based on international, national and local evidence reflecting current ideas; disseminate key findings that emerge from the investigative study.
Skills
Writing, publishing, formulating argument and dissemination of emerging thoughts.
The aim of this module is to reach one single goal: to allow the student to develop a research proposal using qualitative methods. The research proposal can be based on a title of the student’s choice – or based on a selection we offer (see workbook 3). The module is designed to assist the student through the process of developing a research proposal in a step by step manner, one step per week. We begin by exploring some of the theoretical and epistemological bases of interpretive qualitative research and how these compare and contrast with the epistemological bases of quantitative research. In this lecture and workbook, we also invite careful consideration of how these two methodological approaches may be combined. We then guide the student through the various stages in creating a high quality qualitative research proposal from crafting an appropriate question, to conducting a literature review, to decisions about sampling and recruitment, data collection methods, and data analysis methods to considerations of ethics and responsibilities, and to write-up. Ultimately, the course acts as key preparation for the development of a student’s MSc. dissertation and further real world research proposals that you might undertake as part of your work or further study.
Learning Outcomes
By the time you have completed this module you should be able to produce a high quality research proposal to conduct a qualitative research study.
The components of these learning outcomes can be broken down as follows. By the time you have completed this module you should:
(i) be able to identify the main methodological/epistemological components of qualitative research and how they compare and contrast with quantitative research;
(ii) be able to critically reflect upon the relevance of qualitative research methodologies in understanding health and healthcare, including for examining issues / problems which arise in the course of your work / practice / research interests;
(iii) have developed skills for retrieving and reviewing qualitative research literature and assessing the quality of qualitative research studies;
(iv) be able to critically reflect upon your ethical role and responsibilities as a researcher, including in relation to any role you might have as a practitioner;
(v) be familiar with sampling and recruitment strategies for qualitative research;
(vi) be familiar with a number of qualitative methods of social research (data collection);
(vii) be familiar with strategies for analysing qualitative data;
(viii) demonstrate an ability to time plan a qualitative research study.
Skills
The module also offers graduates an opportunity to develop a range of transferable skills.
By the end of the course, participants should be able to:
• explore the usefulness of research in healthcare settings;
• develop enhanced problem-solving skills in relation to the challenges posed by real-world research in healthcare/educational or social work environments;
• demonstrate self-awareness of skills required to work with groups and to facilitate communication in groups (through electronic discussion groups);
• develop communication skills in writing a qualitative research proposal;
• strengthen possibilities for networking amongst researchers across different disciplines;
• strengthen possibilities of communication within a multi-cultural learning environment.
Skills
The module also offers graduates an opportunity to develop a range of transferable skills.
By the end of the course, participants should be able to:
• explore the usefulness of research in healthcare settings;
• develop enhanced problem-solving skills in relation to the challenges posed by real-world research in healthcare/educational or social work environments;
• demonstrate self-awareness of skills required to work with groups and to facilitate communication in groups (through electronic discussion groups);
• develop communication skills in writing a qualitative research proposal;
• strengthen possibilities for networking amongst researchers across different disciplines;
• strengthen possibilities of communication within a multi-cultural learning environment.
Enhancing care and practice for children with complex health care needs
Overview
This module explores the current challenges in managing care to children/young people with complex needs, international perspectives of caring for children with complex needs, care of the neonate with complex needs, concept of health-related quality of life, mental health issues, caring for children with complex motor disability, life-limiting illnesses in childhood, assessing and managing symptoms in verbal and non-verbal children, transition to adult services, end-of-life caring, loss and bereavement, complex ethical issues, and managing professional practice. By means of enhancing care and practice of children and young people with complex health needs, students will develop a rich and considered understanding of current research evidence for the provision of evidence-based and evidence-informed care and practice.
Learning Outcomes
To enable the students to:
• Critically analyse and reflect upon the individual assessment and management of children, young people with a range of complex health care needs
• Through advancement of knowledge, develop a critical understanding of the issues experienced by children and young people with a range of complex health care needs and their families
• Develop a critical awareness of the professional challenges in enhancing care to children with complex health care needs from a broad international perspective
• Critically analyse the current evidence for best practice in caring for this group of children and their families and evaluate its implementation
• Critically reflect on own and others’ roles and responsibilities
Skills
Knowledge and Understanding
Demonstrate a critical knowledge and understanding of theories, principles, concepts, frameworks, policies and practices relevant to caring for children and young people with complex health needs and their families.
Cognitive Skills
Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues. Critical analysis/discernment and application of knowledge to practice.
The student will be introduced to the principles of Evidence Based Practice (EBP) where students will reflect upon their practice; topic of inquiry: framing searchable questions and searching for the evidence; critical appraisal of a randomised controlled trials; critical appraisal of systematic reviews and qualitative study.
Learning Outcomes
By the end of this module the student will be able to, demonstrate competency in:
1 Critically appraise the role of evidence-based practice in Cognitive Behavioural Psychotherapy.
2 Discuss and understand the skills and knowledge that will allow participants to incorporate evidence based practice into clinical decision-making.
3 Critically review searchable questions arising from clinical problems and issues.
4 Appraise appropriate sources of information for relevant questions.
5 Critically appreciate and utilise skills in searching electronic databases.
6 Discuss the skill necessary to appraise research using relevant frameworks.
7 Implement critically reviewed evidence in the clinical setting to address patient problems or clinical issues.
Skills
Students will demonstrate skills of critical thinking, applied reflection and analytical and interpretative skills.
Knowledge and understanding - Demonstrate a critical overview of related subject areas, including critical understanding of principal theories and investigative concepts; critical knowledge and understanding of the subject in relation to the area of practice; critical thinking skills and discursive techniques; evaluate the arguments of others and present robust arguments and defence of position; demonstrate originality and creativity in the development and application of knowledge, understanding and practice.
Cognitive Skills - Apply a constant and integrated approach to critical analysis, evaluation and synthesis of new and complex ideas, information and issues; identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues;
Develop creative and original responses to problems and issues; Critical analysis/ discernment and application of knowledge to practice.
Transferable skills - Demonstrate an ability to engage in critical debate at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making and deal with complex professional issues in ways that demonstrate reflective, autonomous and evidence based performance; appropriate use of information technology to access national and international databases; retrieval of pertinent information; critical analysis /discernment and application of knowledge to practice; self-reflection and a strengthening of the therapeutic interaction; utilise assessment skills and decision making in clinical practice.
Introduction to the theory of child welfare economics, methods and perspectives for the economic evaluation of childhood interventions. Evidence of costs and benefits of interventions from pre-conception to adolescence on short term and long term, life-long development. Economic impact of early identification and implementation of appropriate childhood interventions in a range of settings. Practical approaches to the preparation of cost-benefit analyses for child health, psychological, educational and social care interventions.
Learning Outcomes
To enable the students to:
• Comprehend basic principles of child welfare economic theory
• Identify the most contemporary issues of child welfare economics
• Develop an in depth understanding of the economic impact of childhood interventions targeted at meeting the health, psychological, educational or social care needs of children and their families.
• Critically appraise methods of economic evaluation used to determine the impact of childhood interventions.
• Apply concepts from child welfare economics and cost-benefit analysis for promoting and implementing effective childhood interventions.
• Critically appraise the perspective of government policy and the role of economic analysis in shaping policy.
Skills
Knowledge and Understanding
Demonstrate a critical knowledge and understanding of theories, principles, concepts, frameworks, policies and practices relevant to child welfare economics, critical awareness of current issues affecting resource allocation to children’s services.
Cognitive Skills
Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues, critical analysis/discernment and application of knowledge to practice.
Transferable Skills
Contribute to complex resource allocation decisions, ability to apply practice and research evidence to child health and social wellbeing, use a range of resources to support and enhance work, generate original ideas and articulate these clearly, offer informed judgements on new emerging issues.
Disabled children and young people have only recently begun to be recognised as rights-holders. This module aims to provide students with a rich and considered understanding of children’s rights discourse as it applies to disabled children and young people’s lives. Students will be introduced to key theoretical perspectives and understandings of disability, and their criticisms, before examining the ways in which international human rights law has addressed the particular experiences of disabled children and young people. Students will gain an understanding of the complexities and diversities of disabled children and young people’s lives with respect to: education, health and social care, poverty, and transitions. By locating these thematic areas within the context of the United Nations Convention on the Rights of the Child (1989) and the United Nations Convention on the Rights of Persons with Disabilities (2006), students will also be able to outline how rights discourse specific to disabled children and young people has changed over time. The module will also draw on contemporary research and highlight childhood disability research methods As such, it is designed to help students consider the relationship between ‘rights talk’ and ‘rights in practice’.
Learning Outcomes
• be familiar with different theoretical perspectives on disability.
• understand and evaluate the ways in which these perspectives are reflected in international human rights law with respect to disabled children.
• gain a critical understanding of the lived experiences of disabled children.
• be able to identify and distinguish between the principal rights accorded to disabled children in the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities.
• be able to assess the strengths and weaknesses of rights discourse for disabled children.
Skills
Skills developed will include:
• Analytical, evaluative and interpretive skills;
• Independent learning and thinking;
• Critical reflection;
• Applied learning;
• Communication skills
Successful leading for health and social care professionals
Overview
This module will provide students with skills and knowledge to achieve improved patient health and social well being and delivery of quality services in health and social wellbeing contexts.; it will address concepts and theories of leadership and management; personal leadership development; dealing with challenging situations through effective leadership; developing leadership in fellow workers; valuing diversity; team working, motivating and collaborating with others and recognising organisational cultures, networks and power
Learning Outcomes
Advanced knowledge and systematic understanding of concepts, theories and principles related to leadership and management
Advanced knowledge and systematic understanding of communication, motivation, team working, diversity and power within health and social wellbeing services
Ability to critically appraise evidence regarding the drivers for and nature of effective personal, team, organisational and global leadership
Advanced knowledge and systematic understanding of organisational systems, cultures and policies in health and social wellbeing services
Critical application of evidence to potentially challenging situations within health and social wellbeing leadership contexts
Critical application of leadership development to self and other health and social wellbeing staff
Skills
Knowledge and Understanding Skills
Demonstrate and develop critical and advanced knowledge and understanding of principal theories, principles, concepts and research related to leadership and management for health and social wellbeing.
Cognitive Skills
Apply a constant and integrated approach to analysis, evaluation and synthesis of new and complex ideas, information and issues so as to make informed judgements regarding leadership and management for health and social wellbeing.
Transferable Skills
Demonstrate an ability to engage in critical debate and communicate clearly and at an advanced level, with an ability to utilise a wide range of resources to support advanced decision making; deal with complex professional issues in ways that demonstrate reflective, self-critical, autonomous and evidence based performance.
The module will introduce students to the international children's rights laws affecting children, with a particular focus on the United Nations Convention on the Rights of the Child. It will locate children’s rights within the broader framework of human rights law and introduce the core
provisions of international children's rights, emphasising the research skills used to identify and
understand major human rights treaties and secondary documentation. It will explain the fundamental principles of children's rights and their implementation and introduce theory and ongoing debates in the field, such as the limits of children's autonomy and the potential tensions between children’s rights and parents’ rights.
Learning Outcomes
Students will be able to:
• find, read and apply international human rights texts
• understand the key human rights provisions which apply to children and how these are implemented in practice.
• develop a critical understanding of the research literature.
• understand and engage with the theoretical debates on children's rights.
• employ international standards to evaluate existing policies and practices in relation to children
& identify areas where change may be necessary in order to comply with international human rights principles.
Skills
Students will be able to:
• Use human rights research data bases to identify and evaluate information of relevance to specific areas of investigation.
• Conduct independent legal research and assess the usefulness of information.
• Explain core principles of human rights law as it affects children.
• Apply human rights law to professional practice, using it as a tool for critical evaluation of practice
Must attend 75% group tutorials. Independent study skills related to independent study; presentation of written work; creativity in written work; group tutorial every 3-4 weeks; individual supervision.
Learning Outcomes
Student contract completed and each students sets his/her own goals and objectives\nPresentation of a piece of critical research based work
Skills
Retrieval and prioritisation of pertinent information and application of knowledge. Skills of critical analysis.
Qualitative Research with Children and Young People
Overview
This module introduces students to some of the key qualitative approaches to carrying out research with children and young people and the realities and practicalities in doing so. The module begins by introducing the main issues and dilemmas in qualitative research with children and young people and moves on to critically interrogate the notion of participatory research. The adaption of ‘traditional methods’ of data collection is discussed alongside methods specifically designed to ‘engage’ children and young people in the research process. The strengths and weaknesses of various methods are discussed and each is illustrated through research examples. Practical tips in designing and ‘doing’ qualitative research are built into the sessions.
Learning Outcomes
On successful completion of the module, students will be able to:
• Evaluate the strengths and weaknesses of a range of research methods used to gain the views and experiences of children and young people;
• Critically evaluate the meaning of participatory research;
• Demonstrate understanding of some of the practical and methodological issues in carrying out qualitative research with children and young people;
• Design a piece of qualitative research to elicit the views of children and young people.
Skills
Students will be engaged in processes allowing them to:
• Apply theory and learning to practical/ research examples
• Develop skills in the critical evaluation of various research methods
• Assess appropriate methods for carrying out research with children and young people
• Design a sample piece of research with children and young people
• Develop oral skills through participation in tutorials and group work tasks
Develop skills in digital literacy through online interactive activities and taking part in discussion forums
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
Normally a 2.2 Honours degree or above, or equivalent qualification acceptable to the University in Nursing, Midwifery, Allied Health and Social Care Services, or related discipline.
Applicants with a 3rd Class Honours degree (or equivalent qualification acceptable to the University) plus level 7 Post Graduate study will be considered on a case-by-case basis.
Applicants who do not meet the entry requirements but have a professional qualification may be considered on a case-by-case basis. Such applicants should contact the Programme Co-ordinator for advice.
Applicants are advised to apply as early as possible and ideally not later than 31st July 2025. 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 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.
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.
If you need to improve your English language skills before you enter this degree programme, Queen's University Belfast International Study Centre offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
There is increasing demand for postgraduates with high-level skills in interdisciplinary research, participatory research methods and knowledge of caring for children and young people with complex health needs. This degree is ideal for professionals involved in caring for and supporting these children/young people and their families within health and social care services and NGOs such as public officials, social workers and allied health professionals. Graduates of this programme progress into management and leadership roles, or continue into a research or education capacity.
Prizes and Awards
Applicants are welcome to apply for the Patricia Napier Scholarship. Details on this and other scholarships can be found here: https://www.qub.ac.uk/schools/SchoolofNursingandMidwifery/Study/Scholarships/
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.
1EU 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 relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
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.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
