Current information: Borders have become a key site and central concern of global security practices and theory, from the Mexican-United States border to the Mediterranean ports of the EU. The many facets of borders are introduced and analysed in this programme: they are understood as containers of identity, sites of power, and points of weakness where the mobility of people (e.g. terrorists, migrants) and things (e.g. drugs, weapons) can disrupt prevailing forms of security. This programme aims to help students navigate this complex terrain by providing a firm grounding in critical border studies. At the core of this programme is the chance for students to apply their academic insights within a work-based environment with borders/security professionals through the Borders Internship module.
Please Note: Due to external international funding deadlines, International Applicants must apply by Friday 31st January 2025 at 4pm GMT for consideration. The closing date for non-UK/Irish UK/Irish/EU/EEA (or late International Student not applying for consideration of international funding) applicants is Friday 28th March 2025 at 4pm GMT. This is due to a limited number of internships available for this course.
Applications received after the closing deadline of Friday 28th March 2025 at 4pm GMT, will be regarded as LATE and will be considered only if vacancies exist when all applications received by these closing dates have been processed.
A specialised MA not offered anywhere else in the UK or Ireland.
A dedicated focus on global security as it operates on borders.
An intense semester-long Borders Internship in key political organizations
The chance to shape political policy
Global Security and Borders highlights
Student Experience
A unique opportunity, not offered anywhere else in the UK or Ireland, to study the crucial interaction of global security practices and borders as sites of power, identity and politics.
The chance to apply theoretical insights in the real world through the Borders Internship module where you will also learn key transferable employability skills.
Internationally Renowned Experts
Research-led teaching by world leading experts who have been awarded grants by UK and EU funding bodies to undertake research on the interaction of borders and security.
Industry Links
The opportunity to feed into contemporary policy debates both directly with professionals through the Internship as well as debating with staff who advise governments and security sector actors.
This programme has the particular benefit of an Internship module where students will learn to manage their time and acquire transferable skills in a work-based environment.
Student Experience
The School's active research environment, including internationally renowned guest speakers, staff seminars and reading groups.
Queen’s is ranked 10th in the UK for graduate prospects (Times & Sunday Times Good University Guide 2024).
16% of the Queen’s student population are international students (Queen’s Planning Office, 2023).
Queen’s ranked 18 in the world for international outlook (Times Higher Education World University Rankings 2023).
Queen’s is ranked in the top 75 universities in Europe for Teaching Excellence (Times Higher Education, 2019).
A unique course, not offered anywhere else in the UK or Ireland, through which you’ll critically examine how pressing security issues are increasingly being felt at border sites around the world.
In the first semester, you’ll explore how issues such as migration, security, human rights, technology and sovereignty converge at key border sites. The curriculum responds to current transformations in global politics, and addresses entrenched problems through contemporary case studies.
In the second semester, you will engage with these issues first-hand on an intense semester-long Borders Internship. Students will spend 10 weeks in a government department or local organisation crafting policies that address borders, security and conflict. You will produce a substantial Briefing Paper for your organisation, and present this work to wider audiences. During the summer, students will work exclusively on their independent MA dissertation.
HAPP Dr Heather Johnson’s research focuses on irregular migration and asylum seekers, border security, and the practices of resistance, solidarity and protest of non-citizens. She is interested in developing new understandings of mobility and non-citizenship, and particularly in new methods for engaging with these issues.
Email: h.johnson@qub.ac.uk
Natural and Built Environment A cultural and political geographer with particular interest in critical perspectives on security, processes of border making, geographies of embodiment, critical cultural analysis and feminist and queer theory. Research examines the use of border making technologies in the Israeli control over the occupied Palestinian territory. Dr Amir also researches political activism and the securitization of public spaces. Prior research projects included analysis of modes of embodiment and the political and social implications of the new reproductive technologies.
Email: m.amir@qub.ac.uk
HAPP Cathal McCall is Professor of European Politics and Borders. He has published widely on the theme of European Union cross-border cooperation and conflict transformation. Currently, he has a specific interest in bordering, debordering and re-bordering on the island of Ireland.
Email: c.mccall@qub.ac.uk
HAPP Professor David Phinnemore’s research interests are focused on European integration and cover in particular processes of EU treaty reform and their impact on the EU, the political dynamics underpinning EU enlargement and the EU’s relations with European non-member states.
Email: d.phinnemore@qub.ac.uk
HAPP Prof Lisle’s research engages with a number of contemporary debates in International Relations, International Political Sociology and beyond, most notably around issues of difference, mobility, security, travel, visuality, governmentality, biopolitics, materiality, technology, practice and power. My earlier work explores the relevance of cultural and visual artifacts (e.g. contemporary travel writing, museum exhibits, photographs, art, war films) to world politics, and argues that the cultural realm tells as much about International Relations as the official documents usually privileged in this context.
Email: d.lisle@qub.ac.uk
SSESW Professor of Political Sociology at Queen’s University Belfast and a Senior Fellow of the UK in a Changing Europe thinktank, where she leads a major ESRC-funded project on the topic of the future and status of Northern Ireland after Brexit. She is an Eisenhower Fellow (2019) and a Fellow in the Senator George J. Mitchell Institute for Global Peace, Security and Justice at Queen's University.
Professor Hayward is an internationally recognised expert on Brexit and Northern Ireland/Ireland, particularly with respect to the Irish border. She was appointed to the technical expert panel of the UK government’s Alternative Arrangements Advisory Group on Brexit (2019) and has given written and oral evidence before several parliamentary committees in the UK, Ireland and EU.
Email: k.hayward@qub.ac.uk
Teaching Times
Teaching takes place at a variety of times from 9-8pm Monday – Friday.
Learning and Teaching
In general, there is an average of six hours contact teaching hours per week for the first semester. In the second semester, as well as two hours contact on an Elective module, the Borders Internship module will involve three days of a work-based placement per week for 10 weeks, as well as dedicated supervision with a member of academic staff.
Students should expect to spend 10-12 hours of independent study for every two hours in seminars and lectures, spread across the course of the semester. However, the second semester Borders Internship involves a more complex mix of work-based learning and supervision.
Cognitive Skills
Develop advanced analytical, reasoning, literacy and communication skills.
Solve problems, process and prioritise a wide variety of information, and express sophisticated arguments and positions in oral and written form.
Enhance their knowledge of relevant methodological and theoretical approaches to key issue areas relating to global security and borders.
Identify and articulate advanced level arguments relating to global security and borders in oral and written form.
Knowledge and Understanding
• engage in relational thinking by acknowledging how pressing issues of global security are revealed most clearly in the operation of borders, and how borders expose the contingency of state sovereignty and the international system;
• demonstrate an advanced awareness and understanding of the foundations of Critical Security Studies and Border Studies within International Relations;
• understand how Critical Security Studies and Border Studies relate to different theoretical approaches to global security and borders within International Relations; acknowledge the diversity of critical approaches and identify key tensions between them;
• recognise the interdisciplinary influences on Critical Security Studies and Border Studies and acknowledge how these inform its development;
• understand how critical theories of global security and borders translate into different practices at border sites, even when those sites are radically dispersed;
• apply contemporary academic debates about global security and borders to contemporary bordering practices;
• critically engage in debates on key developments in the politics of global security and borders;
• reflect upon the ethical and political implications and developments in global security and borders;
• engage in depth with a wide range of key issues in a theoretically informed way;
• pursue independent, creative and critical thinking through both written work and group debate and discussions.
Subject Specific Skills
• understand the key and evolving debates in Critical Security Studies and Border Studies;
• critically engage with arguments relating to global security and borders, including contemporary bordering practices, the ethical and political implications of efforts to increase the security of borders; and moments where border security fails.
Transferable Skills
Acquire and develop advanced subject-specific skills, as well as organisational, professional and career development skills that will be beneficial in further research, education and employment.
One of the MA's core modules – the double-weighted PAI7097 Borders Internship – is key to providing transferable skills relating to employment.
• Students will undertake a dedicated 10 week site-specific Borders Internship at a non-HE institution for 3 days a week for 10 weeks. This will be supported by a preparatory workshop. The host institutions are both governmental and non-governmental (3rd sector), and all are directly engaged in the work of global security and borders. The confirmed host institutions for the borders internship will change every year, depending on need, availability and student numbers. These will normally be finalised by September before the students begin the programme. Host institutions we routinely work with include:
- Dept. of Foreign Affairs, Ireland
- The Executive Office, Stormont (Good Relations)
- Cyber Crime Centre, PSNI.
- The Equality Commission
- UK Visas & Immigration
- Irish Central Border Area Network
- Pivotal
- Cooperation Ireland
To ensure that the learning outcomes on the programme are met, the Borders Internship module will provide the following additional assurances:
• A fair and transparent allocation of internships to students involving the student's preferences, student ranking by entrance grades and achievement, and an interview with relevant staff.
• A comprehensive model of supervision and monitoring (see next column) including regular one-on-one meetings with an academic supervisor, peer group mentoring and dedicated onsite supervision by a host mentor.
• A dedicated effort, by the course convenor, to ensure that all visas for Tier 4 students undertaking internships in the Republic of Ireland are acquired in advance.
• A concentrated effort by the course convenor and host mentor to ensure that any required security clearances are undertaken in advance of the internship starting.
• A comprehensive risk policy to ensure that alternative arrangements can be made if an internship does not work out, runs into difficulty or breaks down.
Assessment
Each module has its own assessment structure. At Postgraduate level, these are almost all continuous assessment and can include the following:
The assessment breakdown for the CORE modules on this programme is as follows:
HAP7001 Approaches to Research Design: 2 Portfolio Entries + Research Design
PAI7037 Global Security and Borders: 1 Blog Portfolio + 1 Essay
PAI7097 Borders Internship: 1 Briefing Paper + 1 Learning Log
PAI9099 Dissertation: 1 15,000 word dissertation
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.
This new Module will offer students the opportunity to undertake a work placement for a total of 2 days per week (including half days as necessary) for 12 weeks (24 days total) in a host organisation. Assessment will be via a learning log, policy brief and academic paper, thus allowing students to use their workplace project more laterally in the achievement of Module requirements.
Learning Outcomes
On successful completion of this module, students will have significantly developed their administrative knowledge and capacity; acquired a clear understanding of the work, organisation and operation of the host institution; produced a body of work that is both academically sound and, ideally, of practical utility for the host institution; and developed and acquired a range of skills including working within a team setting and complying with the norms and ethical standards of a professional working environment. Students will also have learned to locate their applied experience with academic interests and concerns.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Professional and career development skills
• Communication Skills
• Teamwork
• Diversity
• Self-Reflexivity
• Time Management
Technical and practical skills
• Information Technology
• Regulations and standards
Organizational skills
• Efficient and effective work practice
• Clear organisation of information
• Organisation and communication
• Enterprising thinking
This module aims to introduce key approaches to research design, while also introducing some of the contemporary debates in research in the social sciences and humanities. It will also provide students with an introduction to some of the key practical research skills they will find of use when designing and conducting their academic research. These skills are also those which students will find necessary as they continue their academic and research career.
Students will have a high degree of choice across workshops, enabling them to tailor the module content to their pathway of student and personal research goals. The workshops will address five key areas: Fundamentals of Research; Debates; Philosophy of Science/Epistemology; Qualitative Methods; and Quantitative Methods.
The broad aims of the module are to:
• Introduce students to the diversity of research approaches and debates;
• Heighten awareness of methodological issues facing researchers in the social sciences and humanities;
• Develop an awareness of interdisciplinarity and its potentials and challenges in research;
• Encourage students to develop their research skills through the selective use of this reading guide and their own search for appropriate literature on research design topics that are of interest to them.
Learning Outcomes
On successful completion of this module, students will have:
• obtained a clear understanding of some central issues and methodological debates that are basic to social science and humanities research;
• been introduced to interdisciplinarity in research, and developed an understanding of how it relates to their own work;
• communicated this understanding in an analytically rigorous manner through assessed written work;
• demonstrated the kind of methodological awareness that will allow them to pursue their own research or coursework in an analytically rigorous and self-critical manner.
• been equipped with the intellectual capacity to defend a particular approach to their own research;
• started to make preparations for a research dissertation.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The research and writing of a 15,000-word dissertation on any chosen aspect of Politics or International Studies. Submission date 15th September.
Learning Outcomes
To encourage students to engage in independent and original research.
Skills
Students are allocated an individual supervisor, with whom they work closely throughout the research, drafting and writing of their dissertation. The skills required for ongoing research, organisation of a thesis and professional writing and presentation of a dissertation are all acquired, and monitored, through liaison with the supervisor.
The module will examine the key theoretical approaches, debates and issues that constitute Border Studies, and place these in a wider context of global security. Students will critically assess some of the main texts in Border Studies and analyse their relation to established theoretical traditions within International Relations and Security Studies. It will critically address mainstream accounts of sovereign borders and statehood by developing a much more comprehensive approach in which mobilities, flows, contradictions, circulations, re-directions and interruptions are understood to constitute contemporary borders. It will introduce students to the major and emerging theories of borders, contextualize those within prevailing security dynamics, and illustrate those studies with multiple examples from contemporary global borders. Some of the topics we will engage with are: sovereignty; bordering / debordering; regular and irregular migration; security technologies; the differences between freight and human traffic; data collection and circulation; visa regimes; citizenship; nationalism; mobility and travel; disruption and delay; interoperability; efficiency and risk management;
Learning Outcomes
Upon successful completion of the module students will:
- Demonstrate an awareness and understanding of different theoretical engagements with border studies and security, and acknowledge the diversity of critical approaches.
- Understand how theories of borders, sovereignty and security translate into different practices at border sites, even when those sites are radically dispersed
- Be able to apply critical concepts about borders, security and mobility to contemporary bordering practices.
- Critically engage in debates on key developments in the politics of borders and security studies.
- Be able to reflect upon the ethical and political implications and developments in borders studies and security.
- Be able to engage in depth with a wide range of key issues in a theoretically informed way.
- Pursue independent, creative and critical thinking through both written work and group discussions.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The module explores Ireland’s international experience, from the past to present, with a focus on three key relationships: that with Britain, with North America and with Europe. Through multi-method research, it explores common themes of empire, colonialism, emigration, diaspora identities, economic development, and culture. It examines the intersection of these themes at key moments in Ireland’s recent past such as the 1990s, when the Celtic Tiger economy, peace process, and global popularity of U2 and Riverdance all demonstrated the importance of the Irish diaspora. It also involves comparative examination of different diaspora experiences: how the Northern Ireland conflict affected the Irish in Britain; how Irish America contributed to that conflict, but also its resolution; and how the experience of female or Protestant migrants from Ireland had been markedly different from that of male and Catholic migrants respectively. The course looks at how Irish foreign policy continues to be shaped by its colonial past, particularly its role in the UN and peace-keeping operations. However, it questions the integrity of Ireland’s claimed neutrality, and considers how the Ukraine conflict fundamentally challenges its stance. The course looks particularly at the shock of Brexit, the ongoing challenges that it creates for both parts of Ireland, but also the possibilities which it creates for their reunification. Similarly, it reflects on how Brexit is reshaping Irish approaches to a changing EU order. In addition, the course reflects on the implications of globalisation and the role of the “New Irish” and other identities in Ireland that are now reshaping its international image. It concludes by considering the challenges of contemporary geopolitics, including climate change cyber security, the Covid pandemic, , and how Joe Biden’s election might be considered the last hurrah for Irish America, whilst a Chinese century unfolds.
Learning Outcomes
On successful completion of this module students will:
• demonstrate an awareness and understanding of Ireland’s place in the changing international order, from its integration into the British Empire to its embrace of an EU future without the UK;
• appreciate the continued importance of the UK relationship, particularly with respect to Northern Ireland, but also how the EU and the US still provide balancing forces to this relationship;
• be able to compare and contrast the very different experiences of the Irish diaspora, particularly in Britain and North America, and how female and Protestant migrants from Ireland have also had markedly different experiences from that of male and Catholic migrants respectively;
• be able to critically examine different conceptions of “diaspora”, plus related notions of identity such as “hybridity” and “authenticity”;
• understand how Irish foreign policy is shaped by its colonial experience, but is also is idealised in its presentation, and is facing increased challenges;
• identify patterns in the spread of Irish culture, from the “exile” of its greatest writers to the Continent, to the success of its musicians, filmmakers and actors in Britain and the US;
• critically interrogate the global phenomenon of St Patrick’s Day as an economic and cultural “soft power” project, with effective branding by the Irish government and private companies helping it to shut down Fifth Avenue and light the Great Wall of China up in green;
• understand the contemporary challenges of globalisation for Ireland, with the need to integrate “New Irish” ethnic minorities, and continue its economic progress through the dual shocks of Brexit and the coronavirus pandemic;appreciate the ongoing political challenges that Brexit creates for both parts of Ireland, but also the possibilities which it creates for both their economic future and possible reunification;
• understand how international responses to issues like climate change and global tax evasion, and also the rising power of internet and social media-based companies, pose particular challenges for Ireland’s political future;
reflect on the future of global Ireland given power shifts both within and away from the US, political change and continued challenges for the EU, and the need for new international alliances.
Skills
The module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Comparative Analysis: ability to understand commonalities and divergences across the cases and themes examined
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates across the various disciplinary fields examined
Professional and career development skills
• Interdisciplinarity and multi-method learning: ability to use a variety of intellectual sources, from political speeches to poetry, song lyrics and film criticism, in order to analyse the overlapping themes of the module
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Presentational and Advocacy Skills: ability to present your ideas and arguments before a group of peers and respond to questions in a convincing fashion
• Teamwork: ability to work with others in a team, negotiate conflicts and recognise different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Time Management: ability to negotiate diverse and competing pressures and cope with stress
Organizational skills
• Preparatory Skills: always being well prepared for seminars (e.g. completing required reading)
• Time Management: effective use of study time, meeting coursework deadlinesIndependent Research: making good use of the library and the materials available
This module examines the problem of social injustice in contemporary, plural societies. The first half of the module explores some of the main philosophical assessments of social injustice. Students will first be introduced to key critiques of liberal theory as a response to the structural disadvantages associated with difference (including race, gender, sexual-orientation, religion, and class, among others). Here, liberal policy approaches to difference (including toleration, uniform treatment, and non-discrimination), will be critiqued alongside liberal modes of justification for their failure to deal appropriately with the disadvantages suffered by affected groups.
The second half of the module discusses the practical implications of both social injustice and its potential solutions. Precise topics vary year-on-year, but may include discussion of some of the following questions: Is unfettered freedom of speech a necessary feature of or a hindrance in the fight for social equality? What role does historical injustice play in the ongoing oppression of marginalised groups? Is the recognition of difference the appropriate response to cultural domination? How has social media changed the shape of social justice movements? Is civil disobedience a legitimate response to injustice, and must it always be ‘civil’ in nature?
Learning Outcomes
On completion of this module students:
• Should demonstrate a critical understanding of key debates about social injustice.
• Should be able to explain some of the central critiques of liberal theory as a way of dealing with structural oppression.
• Should be familiar with debates surrounding the role of historical injustice as it pertains to ongoing marginalisation.
• Should have a critical understanding of the changing nature of social justice movements.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing.
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning.
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module offers students the opportunity to address core issues in Politics via the comparative study of federations and regionalised and devolved states. Across Europe and beyond, territorial reforms have transformed the shape, governance, and politics of the traditional nation-states that dominated the post-war era. These changes have often, though not always, been the result of increasing demands for territorial autonomy and increases in regional identity among voters.
Comparative Territorial Politics explores this territorial challenge across a range of topics, including multi-level governance, nationalism and constitutional politics, political parties and elections across levels, territorial finance, and multi-level policy challenges.
Learning Outcomes
1. Understand the meaning of different forms of territorial governance, especially devolution, federalism, multi-level governance, as well as of concepts such as regionalism and nationalism.
2. Critically assess theoretical perspectives and empirical analyses on the development of regionalism and multi-level government in a comparative perspective.
3. Place Northern Ireland devolution in a comparative perspective by drawing comparisons with devolution across the UK and with other forms of territorial government in other multi-level and multi-national states.
4. Understand the multi-level dynamics that shape politics and policy in at the sub-state level
5. Effectively apply the comparative method
6. Develop research and analytical skills that facilitate independent learning
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The modern era is distinguished by the emergence of divergent interpretations of the nature of freedom, individual, social, and political. This course is devoted to exploring the nature of these different conceptions and the theories of freedom associated with them. Benjamin Constant famously contrasted the liberties of the ancients, i.e. collective political freedoms, with the liberties of the moderns, i.e. individual freedoms. Berlin’s canonical contrast between negative and positive liberty, while partly inspired by Constant, approaches the analysis of freedom in a different way, foregrounding the contrast between ‘freedom from’ and ‘freedom to’. Recent work on freedom, however, challenges these accounts by reviving an older, republican, conception of freedom as freedom from domination. Where libertarian theories typically consider the state to be the primary threat to freedom, the non-domination account understands the state to be a potential bulwark against domination by other social actors. In this way, its concerns overlap with those of the critical theorists who are similarly concerned with obstacles to freedom in social relations more generally, reflected in theories of alienation and disciplinary power. This course will combine analytical and genealogical approaches to the problem understating the complexity of freedom in the modern world. Topics will vary from year to year but may include: liberal and libertarian conceptions of individual freedom, the relation between individual and political freedom, populist and constitutionalist conceptions of collective freedom; freedom as non-domination and the problem of structural domination; dimensions and theories of autonomy: moral, social, and political; alienation and disciplinary power.
Learning Outcomes
1. Students will be familiar with the standard theoretical analyses of the nature of freedom, i.e. negative liberty, autonomy and non-domination. 2. Students will be familiar with the historical development of different currents of thought about freedom in the modern era. 3. Students will be familiar with debates about interpersonal and structural accounts of domination, alienation and oppression. 4. Students will be familiar with debates about the different dimensions of freedom: personal, social, and political and their relations to one another.
Skills
Intellectual skills * Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner. * Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments. * Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field. Professional and career development skills * Communication Skills: ability to communicate clearly with others, both orally and in writing. * Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning. * Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development. * Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance. Organizational skills * Efficient and effective work practice: demonstrate ability to work efficiently to deadlines. * Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information. * Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way. * Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module provides a critical examination of the policies, theories, politics, and practices that comprise the field of international or ‘Global’ Development. This module is not only concerned with mainstream policies and practices, but also with the processes of resistance that result from the pursuit of ‘Development’ projects across diverse polities and geographical contexts. Interdisciplinary in nature, this module provides a comprehensive overview of the field. It engages with literatures and debates across International Political Economy, Human Geography, Business Management, International Relations, and Development Studies.
Students will examine the colonial origins of the development regime, the pursuit of "development" alongside US power and hegemony in the mid-20th century, the role of "modernisation" discourses and "state-led" forms of development, development as a vehicle towards neoliberal capital accumulation, radical and post-modernist understandings on the means and ends of development, the rise of "new" actors and discourses such as Chinese and Indian "South-South Cooperation", the growing privatization of global development, and the ecological limits to the pursuit of development alongside "post-growth" alternatives.
This module will be particularly of interest for those seeking work in international development, international organisations, or non-governmental sectors.
Learning Outcomes
* Students will possess an advanced understanding of the current state of international development both as a field of practice and area of academic debate and inquiry. * Students will be able to apply and interrogate a range of concepts from across International Political Economy, International Relations and Human Geography.
* Students will understand not only heterodox critiques of mainstream international development practices and discourses, but they will also receive balanced insights into the practical challenges and bottlenecks faced by practitioners in the field.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner * Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments * Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field Professional and career development skills * Communication Skills: ability to communicate clearly with others, both orally and in writing * Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Technical and practical skills * Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organisational skills * Efficient and effective work practice: demonstrate ability to work efficiently to deadlines * Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information * Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way * Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Policy analysis and evaluation: From theory to practice
Overview
How do we choose between policy alternatives? How effective are the solutions implemented in a country in response to new policy problems? What are the methods and tools one can best apply to evaluate policies? What factors should be accounted for when evaluating the effects of policy changes? These are the big questions this Module seeks to answer. In times of growing mistrust in experts, evidence and institutions, understanding what policy solutions are effective and appropriate to address policy challenges could help build better systems and processes of government to improve citizen’s lives.
In this Module, students will have an opportunity to bring theory and practice together. By drawing on the key approaches to policy analysis the course will strengthen students’ understanding of processes and challenges associated with each stage of the policy-making process. By emphasizing the critical role of evaluation, the Module will allow student to learn about the tools and skills necessary to effectively evaluate policy changes using empirical cases. Taken together, the constitutive parts of the Module will provide students with the skills necessary to identify, analyze and assess policy measures and their suitability and effectiveness in addressing emerging challenges.
Specifically, the topics that may be covered in this Module include ( but not limited to):
- Policy analysis: What is it and why we need it?
- Analyzing polices: Approaches and their limitations
- Approaches to policy evaluation: Experimental approaches, Responsive and Realist evaluation
- Evaluation Quality: Understanding criteria & indicators
- Explaining policy change
Learning Outcomes
- Strengthen understanding of the policymaking stages
- Acquire practical skills in identifying policy goals, targets, instruments, outcomes and outputs.
- Develop a thorough understanding of methodological approaches applicable to policy evaluation and analysis.
- Foster a better awareness of the role contextual factors have influencing policymaking and evaluation.
- Engage with the empirical evidence and facilitate students’ ability to use it appropriately and systematically in policy evaluation and analysis.
Skills
The students will learn how to
o Critically assess theoretical arguments relevant to policy analysis and evaluation.
o Recognize and explain strengths and shortcomings of the extant approaches to policy analysis and evaluation
o Evaluate the effectiveness of policy solutions
o Identify and compare policy measures and their effectiveness/appropriateness
o Produce a well-justified assessment of policy measures and their prospective reforms
o Advance communication skills an learn how to interact and convey information to difference audiences
This module will examine the role of diplomacy and influence in shaping international affairs. Students will be introduced to theories of persuasion and diplomacy and examine a range of case studies highlighting the role of communication in diplomacy. Students will be introduced to the dynamics of persuasion in international affairs, both in terms of coercion and attraction. Sessions will also cover the role of social media in diplomacy, the impact of Artificial Intelligence and the role of the visual in diplomacy. Tutorial Sessions will cover a range of shifting topics reflecting developments in diplomacy, including the following:
1. Introduction to the course – what is diplomacy?
2. Theories and Concepts of diplomacy and its evolution
3. Understanding persuasion and influence in international affairs
4. Public diplomacy, foreign policy and political communication
5. Soft power and nation branding – useful concepts?
6. Case Study 1: The public diplomacy of the JCPOA
7. Case Study 2: The War in Ukraine
8. Case Study 3: Israel and Hamas
9. Artificial Intelligence as a threat to diplomacy
10. Summing up: the future of diplomacy
Learning Outcomes
1. Students will aware of the major theories of diplomacy and ways to study influence in international relations.
2. Students will understand how the practice of diplomacy has evolved over time and how this has impacted international affairs
3. Students will develop tools to analyse diplomatic initiatives and policy development
4. Students will understand how the rapid development of the internet has affected diplomacy
5. Students will be introduced to narrative analysis and its role in diplomacy
Skills
Intellectual skills
• Managing, Understanding & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage and use such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments in the context of theoretically informed knowledge
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT to source data and produce coherent information
• Data management: ability to source timely and relevant information from international organisations and databases
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This course brings together students interested in the interaction between non-state actors, such as organised interests, and policymakers.
Lobbying is a highly professionalised activity that is important for policymakers. Scholars do not fail to stress the importance of the information lobbyists supply in political process. Without it, many modern-day democracies could not fully function. This does, however, not mean that corruption is absent in lobbying. Even when the profession of lobbyist is carried in an ethical way, scholarly work showed that business often wins. In a democracy in which corporate lobbying has a strong influence on public policy, special interests tend to prevail over diffuse ones, with obvious negative consequences on inequality and participatory democracy. This course seeks to explain the role of interest groups in political systems, across interest group type and mobilization strategy.
The course is structured around a set of seminars – these seminars focus on interactive discussion of the assigned materials and media coverage of contemporary news events while blending with some lecture materials. Given the seminar format, students are expected to keep up-to-date with the readings and topical issues in the arena. The reading list includes required material to be discussed during the weekly seminars and provides additional recommended materials that may be of particular use for the larger written assignments. Students are nevertheless expected to go beyond the list of required and recommended readings for their main written assignment (see below). This will prove the students’ ability to access sources independently from what dictated by the course contents. There is one core reading each week (typically articles published in academic journals, book chapters, newspaper articles). These are selected in a way to encourage a diverse, lively discussion. The required and recommended readings may provide accessible examples for you to draw on in class, in your discussion points or in the completion of your continuous assignments. The seminars are ‘participatory’, in the sense that the opinion of students is sought directly and consistently. Attendance at the seminars is compulsory as it links to credit for the Participation/Discussion Points set out below. The final part of the module sets up a simulation game around the creation of a global framework to make lobbying more responsible and sustainable.
Learning Outcomes
On completion of this module:
- Students will be able to assess and understand the role of non-state actors in political processes and various policy fields.
- Students will be able to apply diverse frameworks to understand key cases and patterns in Europeanization and globalization, and, more specifically,
- Studies into practices of interest representation, related to basic differences between types of
- Actors such as business interest associations, firms, social movement organizations, bureaucratic actors.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organisational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This module introduces students to the range of important issues relating to the phenomenon of
global terrorism and responses in terms of the global war on terrorism.
The key debates that students will engage with will include: the emergence of transnational terrorism structures, transnational terrorism case studies, state and transnational state responses to terrorism including international actors such as the UN, NATO and other regional organisations.
The study of these debates will lead to the investigation of particular groups, state actors, themes and responses which will culminate in a student-led simulation exercise.
Overall the module aims to equip students with an understanding of the key discourse and examples as they pertain to contemporary terrorist challenges and responses at a global level.
Learning Outcomes
At the end of the module students should
- Have acquired a good understanding of the basic concepts underlying the module;
- Have an in depth knowledge of a variety of manifestations of violence and terrorism and;
- Be able to critically discuss different responses to terrorism, situated on a spectrum from domestic to international measures.
Skills
The module provides students with opportunities to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module offers students the opportunity to address core issues in Politics via a focus on the UK’s relationship with Europe in a time of flux. It is built around three broad themes: understanding, negotiating and delivering Brexit.
The first part of the module focuses on explaining the UK’s past relationship with Europe, it’s nature as an ‘awkward partner’ in European integration and the outcome of the 2016 Referendum (“understanding Brexit”). It introduces students to theories of Euroscepticism, ideas of British ‘exceptionalism’ and the study of elections, referendums and public opinion.
The second part of the module engages with the on-going Brexit negotiations, in terms of trade, citizens’ rights and borders. It introduces students to the politics of trade and negotiation dynamics. It considers and explain changes to both the UK and EU positions in the negotiations.
The third part of the module focuses on Brexit delivery - the administrative challenges of taking back control and the constitutional challenges of repatriating competences for central and devolved governments. It introduces students to studies of multi-level governance and devolution and theories of implementation, enforcement and good governance.
Learning Outcomes
By the end of the module participants:
- Should be able to demonstrate a critical understanding of the UK’s relationship with the EU
- Should understand debates about explanations of the EU referendum outcome and challenges for delivering Brexit
- Should be able to understand how different theories and approaches in political science can help make sense of the UK’s changing relationship with Europe
- Should have developed basic blog writing skills and basic policy brief writing skills
Skills
Students will advance their:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Politics and Political Economy of Energy and Low Carbon Energy Transitions
Overview
This module will take as it’s starting the concept of ‘Carbon Literacy’, its definition, measurement and development. Students will study policy making, governance and institutional structures at International, national, regional and local levels through the selection of relevant case studies. They will gain an understanding of the spectrum of carbon literacy and the challenges of identifying knowledge and capacity building needs for stakeholders, policy and decision makers at all levels, from global to local and individual.
Learning Outcomes
On successful completion of this module each student should have gained knowledge of:
• The emergence of carbon literacy and its role in the creation of a low carbon society;
• The conceptual and interdisciplinary dimensions of carbon literacy as a communication and policy language and tool;
• The scientific and normative components of carbon literacy in theory and practice;
• The positive and negative dimensions of carbon literacy in relation to communication and policy relevance; and
• The relationship between carbon literacy and existing frameworks for understanding and devising policies for the green economy.
Skills
The module provides students with opportunities to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module encourages students to examine the centrality of gender and sexuality in shaping political dynamics at the local, national and global level. It approaches the topic drawing upon feminist political thought; strategies for political mobilization and change; and feminist analyses of contemporary global politics. The module outlines the contribution of feminist scholarship in challenging understandings of politics and international relations as gender-neutral and draws attention to the, often neglected, experiences, agency and political claims of women and other minoritised groups. We will consider key contemporary issues such as transnational feminism, queer politics and social justice; feminism and global governance; reproductive justice; nationalism, populism and anti-gender politics; international security; borders and migration; feminism and the politics of crisis, feminist and queer visions for life. Students will have the opportunity to discuss theoretical perspectives and empirical examples as entry points to the gendered complexities of global politics.
AIMS:
This module is designed to provide you with the conceptual tools and study skills for developing your own critical appraisal of gender politics in an intersectional and transnational perspective. At the end of this module, you will have enhanced your skills to critically interrogate different dimensions of the political through the application of feminist intersectional lenses. Crucially, I also hope that you will feel empowered to apply this mode of thinking to analyse intersections between gender and other inequalities and to reflect on your own position in learning, knowledge production and politics.
Learning Outcomes
On successful completion of this module, students will be able to: analyse and explain the causes of gender inequalities in the public/private realm;
understand how gender interacts with race, class, sexuality and nationality to produce divisions of power and resources, as well as processes of violence and exclusion.
discuss and assess different feminist perspectives.
apply feminist theories to analyse key issues in global politics and current political problems.
think critically about narratives and practices of politics and international relations.
independently develop a small research project of their choice.
Skills
Communicate ideas to others in a clear and concise manner, in oral and written form.\nPursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.\nDiscuss issues that challenge dominant perspectives in an informed manner.\nEngage in small group activity.
This module provides a themed examination of the changing politics of the world economy, through the lens of the sub/inter-discipline, known as International Political Economy. International Political Economy (IPE) has become the accepted academic term for the analysis of the exercise of economic power and the politics of economic policy and capitalist development placed in a global context. This module introduces students to theories and concepts in International Political Economy related to the exercise of power and authority. It then goes to analyze a number of key topics and issues relating to the power and politics of economic organization and management including: the future of United States supremacy; the politics of money and finance; theories of development; the politics and policy of economic development in developing countries; problems of underdevelopment; the politics of global civil society; the global politics of energy policy and climate change; and the political economy of environmental sustainability.
Learning Outcomes
Upon completion of this module, students should be able to:, understand the main theoretical, ideological and normative interpretations of and claims relating to globalisation; understand the ways in which globalisation is reconfiguring political, cultural and economic processes; pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking; communicate ideas to others in a clear and concise manner, both orally and in written form.
Skills
Students will develop key intellectual skills such as critical analysis, creative thinking, problem solving; communication, e.g., oral, listening and written, working with others, improvement of learning and performance, managing information They will also cultivate employability skills such as research and communication skills, independent learning (organising and prioritising ideas), critical/independent thinking, co-operative endeavour (e.g. tutorial based teamwork). Subject specific skills include: listening/analytical/literacy/presentation skills; comparative methods, textual analysis, developing cogent arguments, ability to participate in a tolerant and supportive learning environment
This module examines concepts of ethnicity, national identity, multiculturalism as they relate to contemporary conflict. Students will be provided with a detailed and critical analysis of the political and constitutional options in societies beset by ethnic conflict, with particular emphasis being given to mechanisms directed at and institutions involved in management of and accommodation after the conflict. By examining theories of ethnic conflict the module introduces students to issues underlying conflicts across the globe including nation building and rights of minorities, territorialisation of ethnicity, partition and secession management, and kin-state involvement as well as socio-political integration as mechanisms to avert and/or resolve ethnic conflicts. The module introduces students to debates about the construction and salience of ethnicity as a source of conflict. We conclude by critically examining how these debates inform approaches to ethnic conflict management and which implications they have for practical solutions of ethnic conflicts.
Learning Outcomes
• explore different and contrasting meanings of ethnicity, ethnic conflict and nationalism and their connotations;
• examine the roots of ethno - nationalism and its impact on society, as well as the relationship between ethnic and other divisions in society;
• analyse the role of ethnicity as a source of internal and international conflict in the post - Cold War world;
• furnish students with basic intellectual skills (e.g. critical thinking, analysis, problem solving) in relation to nationalism and ethnicity;
• understanding the key concepts in the field of the study of nationalism and ethnic politics and appreciation of the relationship between ethnicity and sources of conflict in societies;
• develop a sufficient understanding of different methods of conflict regulation in ethnically diverse societies, paying particular attention to the role of political institutions in conflict management,
• be aware of the context and practicalities of management, territorial management of divisions, whether by means of federalism, ‘re-scaling’, or partition or consociationalism as a means of conflict-management;
Furthermore students will acquire a set of civic skills, including:
• Sensitivity and appreciation of cultural diversity and how to handle diversity and conflict based on group identities;
• Learning how to live with and tolerate other cultures in multicultural environments;
• Developing an understanding of different forms and consequences ethnic conflict can take;
• Relating to diversity in interpretations of the meaning of ethnicity and assess the role of diversity management and multiculturalism in this respect;
• Understanding ideas and impact of institutionalised power relations on perceptions of good citizenship and democracy in multi-ethnic societies
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
• Understanding of dynamic and changing nature of conflict resolution and management;
• Understanding a range of conceptual components associated with conflict management, including intervention, peace-building and reconstruction;
• Processing, summarising and presenting facts/information including critical reflection, in oral and written format;
• Pursuing intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field of conflict management
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing through related assignments. Resolve or manage communication conflicts.
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning through class simulation on conflict management
• Time Management: ability to negotiate diverse and competing pressures; cope with stress during class simulations; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways. Conflict management skills are particularly effective in managing life and work related challenges
The module will examine the key theoretical approaches and practical issues and debates that have defined the evolution of Security Studies. They will engage the changing definitions of security and approaches to understanding security. It will address both ‘domestic’ and ‘international’ security and the ways in which these are increasingly connected in both theory and practice. Moreover, it will introduce students to the inter-disciplinary nature of engagements with security (from politics to geography to technology). It will engage theorising in application by introducing students both to the major concepts and theoretical assumptions of understandings of security and showing how these play out in debates and practices of security. Students will be introduced to the core concepts and differences between ‘traditional’ rationalist theories of security and the emergence and development of varieties of critical security studies. They will then examine key issues in security that may include: The state, sovereignty and internal securities; uncertainty, the security dilemma and risk; regimes, regions and security communities; non-proliferation and disarmament; theorising war; migration and borders; surveillance and security; cyber-security; environmental security: beyond energy and resource conflict; Poverty, food, and human security; gender and security; and others. Students will therefore engage critically with the intersections of theory and practice; domestic and international; and state and human securities; and be able to understand contemporary transformations of security in relation to power, sovereignty, mobilities, and technology.
Learning Outcomes
Upon successful completion of the module students will:
- Demonstrate an awareness and understanding of different theoretical engagements with security and the diversity of critical approaches.
- Understand how theories of security translate into different political practices of security.
- Be able to apply critical security concepts to contemporary security practices.
- Critically engage in debates on key developments in the politics of security.
- Be able to reflect upon the ethical and political implications developments in security theory and practice.
- Be able to engage in depth with a wide range of security issues in a theoretically informed way.
- Pursue independent, creative and critical thinking through both written work and group discussions.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Belfast/Good Friday Agreement put an end to armed conflict in Northern Ireland and set up institutions designed to govern a society and polity divided along unionist and nationalist lines. As the experience of Northern Ireland shows, governing in such a context is not easy. Stability and cross-community agreement can be hard to reach, which has occasionally led to the suspension of Northern Ireland’s institutions. Yet these institutions have endured despite repeated crises and are heralded by some as examples of post-conflict governance.
The module explores contemporary developments in Northern Irish politics and discusses institutional design and politics in a changing Northern Ireland. It addresses topics such as the development of Northern Ireland’s consociational model of government, how institutions like the Northern Ireland Assembly and Executive perform their functions, how parties and identity shape politics and voting behaviour, North-South relations after Brexit, and Northern Ireland’s place in Europe.
Learning Outcomes
Upon completion of this module, students
- Should be able to understand how Northern Ireland institutions work and how they compare to other devolved institutions
- Should demonstrate a critical understanding of the debates about consociationalism and the role it plays in the stability of Northern Ireland’s institutions and of its community divisions
- Should understand party competition and voting in Northern Ireland
- Should demonstrate an ability to write well, concisely
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This module explores and analyses the modern political development of the Republic of Ireland. It combines historical, economic, political and social insights to provide a sophisticated understanding of the politics of and political economy of the State. It introduces students to key debates on the Irish economic crisis, its democratic politics, north-south relations, Irish –EU relations and the institutions of state.
Learning Outcomes
On successful completion of this module, students will:
• Comprehend arange of perspectives on modern Irish politics, and the points of political competition
• Understand the origins and development of the party system and alternatives to representative methods of democratic change
• Have greater awareness of the role of early 20th century developments on contemporary Irish politics
• Survey Ireland’s development from a European and international perspective
• Understand the dynamic nature of north-south relations from partition to Brexit
• Understand the nature of Irish economic fluctuations since the 1960’s and in particular the consequences for politics of the collapse of the Celtic tiger in the context of international financial crisis.
Skills
To enrich understanding of key debates and themes in modern Irish politics.
The module explores the structure and institutions of the European Union (EU) as well as selected theoretical approaches to the study of European integration. It examines in detail the nature and roles of the EU’s main institutions (i.e. Commission, European Parliament, Council, European Council, European Central Bank, and Court of Justice), and provides a critical assessment of selected EU policies and political challenges facing the EU. In doing so the module explores the decision- and policy-making dynamics within the EU as well as some of the most pressing themes in European governance.
Learning Outcomes
On successful completion of this module, students will:
• have a detailed knowledge of the institutional structure of the European Union
• have an appreciation of the explanatory value of selected theoretical approaches to the study of European integration and EU decision- and policy-making
• be able to critically assess the essential characteristics of the EU’s institutional framework
• have a familiarity with the EU policy base and policy priorities
• be able to identify specific, timely and pressing contemporary issues of relevance to the politics of the European Union
• have detailed knowledge of a selection of salient policy areas
• be able to pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical/independent thinking
Skills
Intellectual skills
• Managing and Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical and Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
The module will evaluate the changing nature of intervention, from unilateral forceful intervention to multi-lateral intervention, to humanitarian intervention, and third party mediation. Focusing on state, intergovernmental and non-governmental actors’ interventions, it will look at various conflict intervention practices in all phases of conflict from conflict prevention to post-conflict peacebuilding.
Learning Outcomes
To acquire an overview, both historical and substantive, of various approaches to analysis of conflicts and of conflict transformation. The content will deal with different theories of conflict origins, conflict process, and conflict transformation, as well as examining the practices of different state and non-state actors after conflicts.
Skills
Emphasis will be placed on the development of analytic skills for identifying different types of conflict and alternative modes of intervention. Special attention will be given to questions of language, moral justification and power.
A minimum of a 2.2 Honours degree (with minimum of 55%) or equivalent qualification acceptable to the University in a Social Sciences, Humanities or Arts subject; or a minimum of a 2.2 Honours degree (with a minimum of 55%) or equivalent qualification acceptable to the University in any subject with relevant professional experience.
Given the highly competitive nature of the selection process for this course, please note that where offers are made, the academic standard required may be higher than the minimum requirement outlined above.
Further criteria may be applied since placements are limited. This may include (but is not limited to) ranking applications on the basis of academic performance, alongside a personal statement.
Please Note: due to external international funding deadlines, international/EU applicants must apply by Friday 31st January 2025 at 4pm GMT for consideration. The closing date for UK/Irish applicants (or late international applicants not applying for consideration of international funding) is Friday 28th March 2025 at 4pm GMT. This is due to a limited number of internships available for this course.
Applications received after the closing deadline of Friday 28th March 2025 at 4pm GMT will be regarded as LATE and will be considered only if vacancies exist when all applications received by these closing dates have been processed.
A deposit is required to secure your place. (This condition of offer will be in addition to any academic or English language requirements).
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 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.
All of the MA programmes offered in the School provide our graduates with the skills to pursue a wide range of careers in the private, public and voluntary sectors. In addition they provide an appropriate basis for those who wish to proceed to Doctoral-level study. Former students on the Global Security and Borders programme have gone on to the following careers:
- Fully funded PhD Programme in the US
- UK Navy
- New York Police Department
- Immigration services in Ireland
- Law School in the US
- Civil Service in Canadian Federal Government http://www.qub.ac.uk/directorates/sgc/careers/
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.
Students will undertake internships located mostly in the Greater Belfast area. Where the internship requires travel outside the Belfast area, the School of HAPP will negotiate with the host institution/provider to cover travel costs.
Terms and Conditions for Postgraduate applications:
1.1 Due to high demand, there is a deadline for applications.
1.2 You will be required to pay a deposit to secure your place on the course.
1.3 This condition of offer is in addition to any academic or English language requirements.
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.
