Course Structure

Hosted by the internationally renowned Centre for Children’s Rights, this MSc builds on existing specialisms across children’s rights law, policy and practice. A blended learning approach has been adopted which includes a mixture of face-to-face and online learning, traditional lectures, workshops, condensed modules, online discussion forums and guest speakers.

In addition to the core and optional modules listed on the Modules tab, you may choose modules from the School of Social Sciences, Education and Social Work.

The MSc is awarded to students who successfully complete 120 CATS points from the taught modules and a 15,000 word dissertation (60 CATS points).

Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Teaching Times

Combination of block and weekly teaching.

Learning and Teaching

Learning opportunities available with this course are outlined below:

• Contact hours

  20 CATS modules generally involve 20 contact hours per semester, 10 CATS modules generally involve 10 contact hours per semester. Contact hours often include a blend of face-to-face lectures/ workshops and online sessions.

• Learning and Teaching Methods

  A combination of face-to-face sessions and online learning formats.

• Virtual Learning Environment

  Canvas is the university’s VLE (Virtual Learning Environment). You will be introduced to Canvas at the start of the course. You will have a unique username and password. You will have a Canvas site for each module which will work a little like a website where you can click on information to download or view it. For each module, the Canvas site will include: recorded audio/ visual lectures; readings (some of which are downloadable); video links; useful web links; discussion forums; activities. This is also where you will submit your coursework and receive feedback.

Assessment

Assessments associated with this course are outlined below:

• There are no written examinations. A variety of assessment methods will be used including assignments, audits, research proposals, policy briefings and participation in workshops. Students will have the option of undertaking research work for external organisations to submit as part of their dissertation.

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=LSfCd4Ycb70

Modules

• Year 1

  Core Modules

  Children's Rights and Participation (20 credits)

  ×

  Children's Rights and Participation

  Overview

  The module will introduce students to children’s right to participation as enshrined in Article 12 of the United Nations Convention on the Rights of the Child. It will locate this right within the broader critical and theoretical discourse on children’s participation and the perceived extent and limits of children’s autonomy.
  
  The module will contextualise the right by drawing on children’s right to participate in decision making processes in relation to, for example, policymaking, medical decisions, and research processes. It will also explore how effective the right to participation is for different groups of children such as young children, children with disabilities.

  Learning Outcomes

  Students will be able to:
  -understand the key conceptual components of Article 12 UNCRC, and the importance of related UNCRC articles
  - Understand and engage with theoretical debates on the right to participation and the tensions surrounding the perceived extent and limits of children’s autonomy
  - Critically evaluate the extent of children’s active involvement in a range of decision-making processes.
  - Identify the challenges to participation for different groups of children and young people

  Skills

  Students will be able to:
  - Provide a rationale for children’s involvement in decision-making processes
  - Use Article 12 UNCRC as a benchmark against which to evaluate practice
  - Identify ways and strategies of actively involving children
  - Undertake independent legal and policy research on children’s involvement in decision-making processes

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7290

  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

  36 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  An Introduction to Research Methods: Children, Young People and Education (20 credits)

  ×

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

  Overview

  This introductory research methods module 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

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7250

  Teaching Period

  Both

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Foundations of Children's Rights (20 credits)

  ×

  Foundations of Children's Rights

  Overview

  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

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7219

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Childhood and Youth Research in Practice (10 credits)

  ×

  Childhood and Youth Research in Practice

  Overview

  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

  1. An appreciation of the practical and methodological issues involved in carrying out research with children and young people in a chosen discipline / field.
  2. Critical understanding of some 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 deal with ethical and methodological issues in research with children and young people.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  EDU7217

  Teaching Period

  Autumn

  Duration

  6 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Perspectives on Childhood and Youth (10 credits)

  ×

  Perspectives on Childhood and Youth

  Overview

  This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes on childhood and youth. It brings together students and academic staff from a range of areas to familiarise students with diverse disciplinary perspectives on children and young people.

  Learning Outcomes

  On successful completion of the module, students will be able to:
  • Critical understanding of the range of perspectives used to study childhood and youth.
  • Understanding of conventions for critical review of academic articles.

  Skills

  Students will be engaged in processes allowing them to:
  • Develop skills of critically analysing argument, methodology, evidence and use of literature as appropriate.
  • Develop skills to write within an identified disciplinary context, drawing on inter-disciplinary perspectives in order to develop criticality.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  SOC9047

  Teaching Period

  Autumn

  Duration

  6 weeks

  Pre-requisite

  No

  Core/Optional

  Core

  Optional Modules

  Youth Justice and Desistance (20 credits)

  ×

  Youth Justice and Desistance

  Overview

  Improving institutions of justice and reintegration are core goals of sustainable development (see SDG 15 – Peace, justice and strong institutions). This course will approach the subject of desistance from crime among young people from a developmental perspective. A particular emphasis will be placed on the impact of the youth justice system on pathways into and out of criminal engagement among young people. The module will cover theories of age and crime and the invention of “maturational reform” as a criminological concept, then move on to a review of contemporary research and theory on desistance from crime, including differences by demographic group and national context, and youth work practices that can support and sustain desistance (as well as those that exacerbate patterns of offending).

  Learning Outcomes

  On successful completion of the module, students will be able to:
  • Understand the relevance of desistance/ youth justice to sustainable development
  • Critically assess the relationship between age and crime
  • Demonstrate an understanding of theories and debates in desistance studies
  • Critically analyse empirical research around the modelling and testing of desistance theories
  • Assess the impacts (positive and negative) of youth justice policy to patterns of desistance
  • Plan, design and execute an empirical analysis of a desistance related issue in a 2,400 word final essay

  Skills

  Students will be engaged in processes allowing them to:
  • Understand the relationship between theory and research
  • Understand how both theory and research can impact policy and practice development
  • Develop skills in the critical evaluation of youth policy and practice
  • Develop research and organisational skills by using library resources and electronic resources
  • Develop and enhance skills in critical thinking and analysis
  • Develop oral skills through participation in workshops and group work tasks
  • Develop analytical skills in weekly learning logs involving the assessment of weekly readings.
  • Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  SOC9070

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Economic Impact of Childhood Interventions (10 credits)

  ×

  Economic Impact of Childhood Interventions

  Overview

  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.

  Coursework

  70%

  Examination

  10%

  Practical

  20%

  Credits

  10

  Module Code

  NUR7021

  Teaching Period

  Spring

  Duration

  6 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Youth Justice: Theory, Law and Practice (20 credits)

  ×

  Youth Justice: Theory, Law and Practice

  Overview

  The module covers key areas in youth justice including theories on causes of offending. The emergence of a separate response over time to young people who come into conflict with the law is critically explored. Current system and practice orientations such as prevention and early intervention are explored, as are interventions for young people who are processed through the youth justice system. Here students will learn about different philosophies, orientations and legal frameworks towards youth justice in local and international contexts. Students will be encouraged to critically reflect upon the merits and demerits of the panoply of different approaches towards youth and justice from restoration to responsibilisation, towards risk orientation and welfarism

  Learning Outcomes

  On successful completion of the module, students will be able to:
  • Critically discuss the main theories relating to youth crime;
  • Critically assess the impacts and outcomes of institutional and policy responses to youth crime;
  • Critically apply an understanding of theories to contemporary youth justice contexts.

  Skills

  Students will be engaged in processes allowing them to:
  • Understand how theory relates to policy and practice development;
  • Develop skills in the critical evaluation of youth justice policy and practice;
  • Develop research and organisational skills by using library resources and electronic resources;
  • Develop and enhance skills in critical thinking and analysis;
  • Develop oral skills through participation in workshops and group work tasks.

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  SOC9045

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Childhood Disability and Rights (20 credits)

  ×

  Childhood Disability and Rights

  Overview

  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

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  EDU7223

  Teaching Period

  Spring

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Youth and Social Justice (20 credits)

  ×

  Youth and Social Justice

  Overview

  This module introduces students to key concepts, theories and debates in youth studies, and to contemporary youth issues. It provides an understanding of the ways in which major social science disciplines have conceptualised and studied young people, alongside some of the contemporary issues that affect their lives. The module explores the framing, conceptualisation and theorisation of youth across time, considering the academic and political interest in young people. In doing so, it will consider the relationship between young people, social change and social policy. The module encourages students to apply critical thinking and theory to contemporary ‘youth issues’, and to critically consider institutional and policy responses. A key focus is the consideration of ways in which division and disadvantage are reproduced, and how social justice issues are responded to at policy, practice and societal levels.

  Learning Outcomes

  On successful completion of the module, students will be able to:
  • Critically assess the representation of ‘youth’ and ‘youth problems’
  • Demonstrate an understanding of theories and debates in youth studies
  • Apply theory and critical analysis to contemporary ‘youth’ and ‘youth issues’
  • Demonstrate a critical understanding of social and institutional processes on young people's lives
  • Compile and upload a comment piece

  Skills

  Students will be engaged in processes allowing them to:
  • Understand how theory relates to policy and practice development
  • Develop skills in the critical evaluation of youth policy and practice
  • Develop research and organisational skills by using library resources and electronic resources
  • Develop and enhance skills in critical thinking and analysis
  • Develop oral skills through participation in workshops and group work tasks
  • Develop skills in digital literacy through blog postings and discussion forum activities
  • Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  20

  Module Code

  SOC9044

  Teaching Period

  Autumn

  Duration

  12 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

  Qualitative Research with Children and Young People (10 credits)

  ×

  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

  Coursework

  100%

  Examination

  0%

  Practical

  0%

  Credits

  10

  Module Code

  SOC9049

  Teaching Period

  Spring

  Duration

  6 weeks

  Pre-requisite

  No

  Core/Optional

  Optional

Entrance requirements

Graduate

A 2.1 Honours degree or above or equivalent qualification acceptable to the University in any subject discipline.

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 professional experience in an education, training or relevant context.

Closing date for applications: Wednesday 31st July 2024 at 4pm

Late applications may be considered.

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

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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

There is increasing demand for high-level skills in interdisciplinary research, participatory research methods and knowledge of children's rights. Professionals within children/human rights-focused NGOs, public officials, educators, social workers and health professionals who work with children should find this degree beneficial. The MSc is a good foundation for students wishing to pursue their own research through doctoral study.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.

Previous graduates have been successful in gaining jobs with international and national children’s rights NGOs while others have gone on to pursue doctoral study. Many of our graduates have also undertaken the course as form of professional development within their existing careers in areas such as law, medicine, education, social work and policy development.

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.

Tuition Fees

Northern Ireland (NI) 1	£7,300
Republic of Ireland (ROI) 2	£7,300
England, Scotland or Wales (GB) 1	£9,250
EU Other 3	£21,500
International	£21,500

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.

More information on postgraduate tuition fees.

Additional course costs

Students who choose to conduct dissertation research in Northern Ireland, involving participants under the age of 18 or vulnerable adults, will be required to undergo an Enhanced Disclosure Check with Access NI costing £33. This cost will be incurred in Year 1 for full time students and in Year 3 for part time students.

Students who choose to conduct dissertation research in Northern Ireland, involving participants under the age of 18 or vulnerable adults, will be required to undergo an Enhanced Disclosure Check with Access NI costing £33.  This cost will be incurred in Year 1 for full time students and in Year 3 for part time students.

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.

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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