Law looks at the relationships, interactions and transactions between individuals, government and state at a local, regional, national and international level. With a broad focus and application, the law degree encompasses private and public law alongside wider socio-legal perspectives. You will study key aspects of the law and develop a wide range of transferable skills, relevant to your future career trajectory. Our links with the professions, the wide range of additional opportunities within the school and the development of a highly nuanced skill set helps to create highly sought-after graduates.
Law Degree highlights
Law at QUB is ranked 18th in the UK in Complete University Guide 2021. Law was ranked 5th in the UK for Career Prospects in the Times Good University Guide 2021.
- You will have the opportunity to take part in overseas exchanges with partner universities in Europe, North America and China.
- There are opportunities to study or work abroad, supported by schemes such as Erasmus and Study USA. This can significantly enhance the employability of students and the global opportunities open to them.
- The degree offers students the opportunity to study the modules required for the academic stage of legal qualification. In addition, students are offered the opportunity to explore their interests in final year with modules offered that allow them to specialise in a particular area, or simply receive a more rounded sense of what ‘Law’ is. Many of these modules consider law and law-like interactions on a local, national and international level.
- Law students have the unique opportunity of working with industry leaders through commercial awareness events and other negotiation exercises that offer insight into the legal practice (and services) world but also providing an enhanced skills development experience.
- The Law School at Queen's has a well-established tradition of regular consultation with legal professional bodies and top international law firms that is very beneficial for students.
- Past students have gained work placement with organisations such as the Council of the EU, European Commission, European Parliament, United Nations (UN), Organisation for Security and Co-operation in Europe (OSCE), Council of Europe, and Thomson Reuters.
World Class Facilities
- The £20m School at Queen’s offers students access to world-class facilities such as a fully interactive Moot Court room, a One Button Recording Studio and a wellbeing room.
Internationally Renowned Experts
- Students in the School of Law are taught by world leading experts in the areas of Law, Human Rights, Criminology and Socio-Legal Studies. Our staff have close research links with the professions, government and Civil Society.
- Students can join a number of student led initiatives within the school including the Law Society, the Alternative Dispute Resolution Society, the Women in Law group and the Street Law project. Other initiatives include the Global Skills Project, LawPod, Queen’s Student Law Journal, Lawyers without Borders, the student magazine ‘The Verdict’ and the Mooting Society.
"Choosing to study Law at Queen’s has been the best decision I have ever made. The array of opportunities available for students are fantastic, from volunteering as a Peer Mentor to getting involved in countless clubs and societies. The course gives students the chance to develop their legal knowledge in a supportive and friendly environment whilst being taught by exceptional academics who are leaders in their fields. The degree has been invaluable in setting me apart in the graduate market and I would highly recommend the course to prospective students."
LLB Law Student, 2016-2019.
Course Content The degree offers students the opportunity to study the modules required for the academic stage of legal qualification. In addition, students are offered the opportunity to explore their interests in final year with modules offered that allow them to specialise in a particular area, or simply receive a more rounded sense of what ‘law’ is. Many of these modules consider law and law-like interactions on a local, national and international level. Stage 1 • Legal Methods and Skills - Legal Methods and Skills, as its title makes clear, is designed to introduce students to legal craft—specifically, the craft of case-handling. The course provides students with a staged introduction to case-handling, taking them from the basics of navigation and description, to more advanced skills such as written and oral argument. In so doing, the course also addresses a key question: what is law? Specifically, is law’s essence to be found in its form, its function(s), its key actors and institutions, in some combination of these, or in some other way?
• Constitutional & Administrative Law - Introduces students to the basic institutions and principles of the constitution of the United Kingdom. Examines these institutions and principles in their wider philosophical, historical and political contexts. Introduces a comparative dimension to enable the distinctive features of the constitution to be better understood. Covers the different levels of governance including central government, devolved administrations and supranational institutions and explores the role of non-state actors in the development and workings of the constitution.
• Criminal Law - Elements of Crime Actu Reus Mens Rea Offences against Property Theft, Burglary and Robbery, Criminal Damage, Non-Fatal Offences against the Person, Assault, Aggravated Assault, Sexual Offences, Homicide, Murder, Manslaughter, Inchoate Offences, General Defences.
• Contract Law - The course covers the fundamental principles of the general law of contract; rules relating to the formation of contracts and what makes a contract different from a non-binding agreement; key issues concerning the contents of a contract; grounds on which relief may be afforded to a contracting party because of some defect in the making of the contract; ways in which a contract may be ended and the applicable remedies that follow in that event. The theoretical context in which the module is set is one which stresses the transactional quality of Contract Law, i.e. how it enables transactions to be processed, and how it connects with Torts in a joined-up Law of Obligations.
• Tort - The course covers the fundamental principles of the general law of torts, informed by a theoretical, practical and comparative approach emphasizing the underlying function and role of the law of torts in contemporary society. There is also a recurring stress placed throughout the module on the relationship between the law of contract and tort. Key topics covered in the module include the function and philosophy of torts; the relationship between torts and human rights; negligence; trespass to the person; private/public nuisance; protection of reputation (privacy and defamation); vicarious liability; defences and remedies.
• Careers & Employability – This Module promotes awareness in relation to career choices and awareness of self. It provides the following:
Local and International Labour Market Information, where to find it and how to research job markets and career development opportunities e.g. international experiences.
Personal career choice and action planning supported by the University’s Careers Employability and Skills Service.
Classes on the job application process, highlighting elements such as CVs, application forms, interview skills and psychometric testing. These also signpost the one to one services available. Self-reflection/career action plan.
Stage 2 • EU Law – This module offers an introduction to European Union law in a changing world. It examines the European Union as a polity, the legal framework of its institutions and its values (including the role of citizenship and human rights protection). The module continues with an introduction to the fundamentals of the Internal Market and a focus on the key economic freedoms, including primary, secondary and case law on free movement of goods, free movement of workers, freedom to provide and receive services and freedom of establishment. It concludes with a critical assessment of the interaction of institutional and substantive law, focusing on the effect of EU law in its Member States, comparing it to the functioning of international law beyond the EU, as well as critical aspects of the EU’s legitimacy.
• Equity - This module deals with the rules and principles governing trusts. The syllabus focuses on three broad areas: 1. the requirements for establishing a valid trust including express trusts; purpose trusts (charitable and private purpose); resulting trusts; and constructive trusts; 2. the powers and obligations of trustees; and 3. the remedies available when trustees act improperly.
• Land Law - The module provides a critical knowledge and understanding of key aspects of land law. Focusing on the current laws and policy debates in Northern Ireland and in England & Wales, the module outlines the legal frameworks in each, and differentiates the rules of these two legal jurisdictions in a critical and comparative context. Core elements of land law covered in the course include (1) estates in land; (2) land registration systems; (3) licences and proprietary estoppel; (4) co-ownership; (5) landlord and tenant law; (6) mortgages; (7) freehold covenants; (8) easements; and (9) adverse possession.
• Evidence and Criminal Procedure - The module covers a range of issues in relation to criminal proceedings and the rules of evidence. It will consider the rules governing criminal investigations, prosecutions and the criminal trial. The module may cover areas of criminal procedure and evidential rules including the burden and standard of proof; rules circumscribing police powers, PACE, the admissibility of evidence, the right to silence; the admissibility of confessions; improperly obtained evidence; character evidence; cross-examination; witnesses and aspects of the trial process.
• Company Law & Corporate Governance - This module will introduce students to the foundations of company law. It will introduce students to the role of law in society, specifically in the economy, and to the regulation of corporate governance as a problem addressed both through and beyond company law. The module familiarises students with the corporate person as a concept, with the corporate constitution, with the company’s ‘lifecycle’ from incorporation to winding up and to the roles of and disputes between key stakeholders within the corporate form. The module will also introduce the manner in which corporate actors, mediated through law and regulation, seek to address social relationships, including through human rights and social responsibility initiatives.
• Family Law - This module will provide an insight into family law, regarding the range of relationships involved and the consequences of the breakdown or cessation of these relationships. Depending on staff availability and topicality, it will consider aspects such as the varying nature of family relationships and legal recognition of these, domestic violence, child protection and access, ancillary relief and rights in the case of unmarried/unregistered cohabitants.
Stage 3 Students will choose 6 Optional Modules selected from the list below*
• Irish Land Law and Succession - The module examines Land Law and the Law of Succession in the Republic of Ireland. In studying Irish Land law, the course adopts a comparative approach, examining both how and why the law in the Republic of Ireland differs from that of Northern Ireland and England and Wales. In so doing the module builds upon knowledge which students gained in studying the School’s compulsory level 2 Land Law module, which focuses upon Land law in these jurisdictions. Particular attention will be paid to the impact of the Land and Conveyancing Reform Act 2009, which aimed to reform and modernise Irish Land Law. The module will examine how the Act has sought to simplify land tenure, reform the law relating to mortgages, revise the law relating to rent review, abolish the rule against perpetuities and alter the existing legal framework in areas such as co-ownership, easements of long user and rights to conduct work on party structures.
• Climate Emergency – This module offers a critical introduction to law and society’s responses to the climate emergency and calls for ‘system change’, focusing on socio-economic and ecological transitions. The module will aim to enhance the ecological literacy of law students to assist critical thinking about the origins and meaning of law, the changing role and demands on law, and the role of legal pluralism (the pluriverse (Escobar) in navigating societal transitions.
a. Ecology and the history of our legal traditions
b. The scope and limits of Environmental Law
c. Planetary Boundaries (Rockstrom et al. 2009)
d. Law, Systems and System Change: Sustainable Development Goals
e. Law and the pluriverse
f. Negotiating just transitions: climate negotiating skills
- Law and climate change (multi-level governance)
- Law and the wellbeing economy
- Law, inequality and post-growth
- Law and energy justice
- Law and the commons
- Law and the Rights of Nature
• The Law of Coroners and Inquests - Indicative syllabic content includes:
1) The origins of the coronial jurisdiction;
2) The modern office of coroner;
3) The jurisdiction of the coroner;
4) Reporting of deaths;
5) Conduct of the Inquest: Practicalities and Procedure (I/II);
6) The inquest verdict;
7) Challenging coronial decisions;
8) Human rights and the coroner’s court
9) Medical inquests;
10) Notable Inquest: Case Study
11) The case for reform: comparative analysis with England
• Equality in Practice - This module is designed for learners who wish to develop an interdisciplinary understanding of equality, diversity and inclusion and to explore strategies for change.
The module will provide learners with the knowledge and understanding needed to deal effectively with issues of equality, diversity and inclusion at all levels of society, the community and the workplace.
Learners will draw on academic literature and practical case studies to identify and address challenges in a variety of environments. Case studies, guest lectures and site visits will be used to give students a real appreciation of the importance of equality, diversity and inclusion and the impact that supportive policies have on organisational culture. Interaction with leaders who have championed change in their own professional
context will equip learners with the essential competencies necessary to meet the challenges of today's rapidly changing world.
Students will engage in a value mapping exercise to reflect upon their own perceptions concerning aspects of equality, diversity and inclusion to understand the legal, social and cultural factors arising and they will consider foundational theoretical concepts of equality. The module will also introduce the students to the dynamics and processes implicit to inequality and social exclusion and to make them aware of the complexity of the conceptualisation and operationalisation of equality and social exclusion.
The module will be divided into three parts. The first part of the module will introduce students to the various theories of equality such as formal equality, substantive equality,distributive equality, equality of opportunity, equality of outcomes, intersectionality etc.
The second part of the module will focus on how a variety of organisations both public and private develop strategies to work on equality, diversity and inclusion both within their organisation and in how they carry out their work.
The final part of the module will involve guest lectures to allow students to engage with leaders who have championed change within their own organisations (some guest lectures will be delivered live online to facilitate those speakers outside Northern Ireland).
Pending the situation with Covid-19 in Spring 2023 it is also hoped to have two class site visits. These class site visits would be to large organisations who have implemented large scale successful equality, diversity and inclusion practices in their organisations.
Students would get to hear from managers, employees and service users of these organisations while also viewing physical spaces that have implemented the principles of equality, diversity and inclusion.
(Re the feasibility of the site visits - the module leader is a board member of the National Women’s Council of Ireland, as such there will be no issues with securing guest speakers or site visits.)
• Law, Literature, and Social Justice - This module will aim to offer students the opportunity to engage in critical analysis of key works of ‘law-heavy’ literature (and some works of popular fiction) that are relevant to issues of human rights violations and social justice (having sparked wider social or legal reforms, and/or controversial discourses) e.g. Steinbeck’s The Grapes of Wrath, Stowe’s Uncle Tom’s Cabin, Attwood’s The Handmaid’s Tale, Morrison’s Beloved; Ishiguru’s Never Let Me Go, Shelley’s Frankenstein. After close reading of relevant excerpts – and the weekly lecture - students will critique the role and nature of law, rights, and legal processes (as reflected in selected works of ‘protest literature’).
The overarching theme is that of human vulnerability, arranged by weekly lectures and fortnightly seminars, grounded in group discussions and debates to identify and analyse issues of social injustice and the need for law/policy reforms. Issues are likely to include:
a. Gender (e.g. Charlotte Brontë’s Jane Eyre; Attwood’s The Testaments; CEDAW);
b. The voice of the child (e.g. Godden’s An Episode of Sparrows; Lowry’s The Giver; The UNCRC);
c. Access to justice (Rose’s 12 Angry Men; Lee’s To Kill a Mockingbird; The UDHR);
d. Resource-rationing and the use of post-apocalyptic or dystopian ‘fictions’ (Huxley’s Brave New World; Orwell’s 1984; Collins’ The Hunger Games; Nolan and Johnson’s Logan’s Run; selection of domestic case law, Coronavirus Act provisions e.g. Care Easements).
e. Homelessness (Smith’s Hotel World, Roth’s Divergent; Art 8 ECHR – selected case law)
f. Disenfranchisement – social [in]security (Steinbeck’s The Grapes of Wrath; Dickens’ A Christmas Carol; A1P1 ECHR; selected domestic case law)
Aspects of such works will be evaluated against law and policy frameworks (e.g. UN Jurisprudence (Country Reports, Concluding Observations, Strasbourg case law, domestic legislation) to gauge the significance – or otherwise – of law reform/rights discourses in times of conflict, austerity, or social upheaval. Comparison with other jurisdictions will be made, where appropriate. There is also scope for guest speakers (from the charitable sector, NGOs etc e.g. CPAG, Kinship Care NI, NSPCC, Women’s Aid, Asylum Link). Students will also be encouraged to suggest works for analysis/debate.
• Media Law - The module will introduce students to media law in Northern Ireland, and is aimed at students who may be interested in the practice of media law, or who may wish to work in media or public relations. Other jurisdictions (including England, the Republic of Ireland, Europe, US, Australia, and Canada) will be referenced throughout in comparison, as to develop students’ critical appraisal of the law.
The module will explore how the media’s distribution of information is regulated by the legal regimes of Data Protection, Copyright law, and Freedom of Information. It will also examine the legal framework of Contempt of Court and the obligations of the press in that respect, and the protection of journalistic sources under the law.
The module will look in depth at the subject of Defamation Law and will instruct students in relation to the legal regime that applies at the time (the Northern Ireland Assembly is currently debating whether to reform this area of law). The module will go into more detail than the brief overview of the subject that is provided students in the undergraduate Torts module. It will examine substantive contemporary issues, such as defamatory meaning, costs in defamation litigation, the defence of truth, privileged communication, the regulation of public interest speech, and liability for online defamation. It will also cover the basic process of a libel action, the particulars of claim, interlocutory matters, the defence, and trial.
The module will also explore the protection of privacy in law, and good practice of the media in relation to the right to privacy. Again, this would involve covering the subject in greater depth than it is afforded in the undergraduate Torts module. The module will include examination of the Article 8 right to private life, the action of Misuse of Private Information, the various issues and topics that are likely to engage a reasonable expectation of privacy, and the proper conduct of reporting or media relations in respect of privacy. The course will also examine the conditions under which intrusions into private life may be justified in the public interest.
The module will also examine relevant voluntary press codes, the role of apologies, retractions and corrections, and the extensive body of ‘soft-law’ here which has become increasingly important in the application and development of the law in this area.
Finally, the module also aims to include two guest speakers; one a high-profile media lawyer who can talk to students about the thriving practice of this area of law in Northern Ireland; the other a print media journalist who can inform students about professional experience with the legal framework in Northern Ireland.
• Careers and Placement Module - This new module, which is made available on a competitive basis to students, involves spending a minimum of 100 hours in an appropriate placement with a relevant organisation in Northern Ireland or elsewhere. This will include a wide variety of organisations (public, private, community, voluntary). This module will take place during the final year of study (level 3). Students are expected to have sourced their placements by 10 June. The placement in question may also take place in the summer months before the commencement of a student’s level 3 academic year.
The onus will be on the students to obtain a placement. The student will have to seek prior approval for this placement from the module co-ordinator. Their request will be subject to an auditing process which will determine the suitability of the placement. Students will be provided with support from the Law School’s Placement Officer/Employability and Skills Coordinator. There will be a placement approval process based on the learning objectives. Only placements that have been approved will qualify for participation in this module. The placement can be paid or unpaid. The approval form which confirms that the placement meets the learning objectives. The placement module will provide a supportive structure to students as they undertake placements. It is worth noting that many of the mechanisms are already in place in terms of student support and guidance. This new module will be open to every student in the Law school, including international students. It does not single out any particular cohort or provide or place certain students at a disadvantage.
The student will have contact with an academic contact, who will discuss the case study and the reflective log with the student in an initial one-on-one meeting.
• The Law and the Dead - Death is universal, and creates distinct series of legal issues- affecting both the deceased and those who are left behind- from the moment of someone’s passing. This module explores selected issues, around the fate of the recently dead and the assets that they leave behind. It fuses the doctrinal with the theoretical, and draws on a range of other disciplines beyond law.
Part 1 of the module looks at the fate of the recently dead, focusing on three distinct topics: (i) post-mortems, and the law’s adaptation to new methods of technology and religious/cultural sensitivities towards invasive procedures; (ii) the legal resolution of family disputes over funerals; and (iii) the legal challenges posed by new methods of bodily disposal (e.g. natural burial, water cremation and human composting) that are being driven by demand for greater choice and environmental concerns.
Part 2 of the module looks at core elements of succession law. Beginning with theories of inheritance, it focuses on will-making and the attempts to move beyond rigid compliance with legal formalities in the internet age and drawing also on the recent experience of the pandemic (when will-making increased significantly and access to legal services was more difficult). This is followed by intestacy laws (rules for estate distribution where someone dies without a (valid) will) and whether these laws replicate modern notions of kinship and family. The module then moves to family provision, which allows specific relatives and dependants to challenge the fact that they did not receive anything/enough from the deceased’s estate, and focuses on high-profile, contentious legal disputes between two categories of applicant: surviving spouses and independent adult children. The family provision system (unique to the common law) is contrasted with civil law inheritance systems with their fixed shares spouses and dependants. Finally, the module looks at the legal and social policy issues ‘of dead hand control’, where will-makers try to control their beneficiaries’ behaviours and lifestyle choices from beyond the grave by leaving gifts with forfeiting conditions attached.
• Business and Human Rights - This module is designed to introduce students to an emerging and important area of the law, namely the role that business plays in the protection of human rights. Large business, typically referred to in the literature as global corporations (or Multi-national/trans-national corporations) have in the last fifty years or so become increasingly powerful entities within the global system. Now not only concerned with economic impacts on society, increasingly their operations are having a profound effect on the social, economic and environmental lives of the people with whom directly, or indirectly they interact. In order to govern and legitimize their global corporations, they rely on different outlets. Two of these outlets are the focus for this course, human rights discourse and corporate social responsibility (CSR). The primary aim of this module is to attempt to situate the role of business within the human rights and broader responsibility discourse. We will cover issues around the international regulation of human rights through and around law, important interactions between state and non-state actors and human rights discourses and obligations across corporate groups, through value chains and in investment operations.
• Clinical Law - This module, which involves a ten-week placement with the Law Centre NI, is intended to facilitate critical reflection on the law in practice and to help you understand what the law can, and cannot, achieve on behalf of individuals. In practice, this will be done by allowing you to assist in cases related to tribunal proceedings and to analyse the relationship between law and facts, statute law and case law, and the human needs of clients. While you will, of course, be able to develop only a partial understanding of such issues in a twelve-week module, you will have the chance to transpose some of your learning from the classroom into the reality of the Law Centre’s work. The course is, in that sense, very much about (clinical) law in practice, and it can for that reason be regarded as unique within the Law School’s curriculum.
• Competition Law - This module is an introduction to competition (or, as the Americans call it, “Antitrust”) law. It examines the legal rules in place which govern the market to make it more “competitive”. The usual rationale for this is that competitive markets benefit consumers by ensuring lower prices and better products and services. The typical threat to the consumer is a large firm which possesses significant market power, which can use that power to raise prices, and because consumers have no other options such firms can treat consumers poorly and not bother with improving their products.
• Consumer Law and Policy - This module aims to provide students with awareness and understanding of consumer right protection legislation and policy, the underpinning economic and social rationales as well as practical application in a rage of realistic scenarios. Consumer law regulates great many daily transactions and activities. These include sale of goods and services (inclusive of online shopping) and consumer financing and credit.
This course has a strong contemporary focus. Apart from necessary familiarisation with theory, real-world, everyday life problems will be used to discuss appropriateness and actual application of existing protections and to identify their shortcomings, areas in need of further legislative intervention. Therefore, apart from providing theoretical understand of consumer law and policy, this module offers the potential to empower you as a consumer and prepare you to assertively face some of the challenges consumer dealings may present to you in the future (regardless of the career path you chose to follow).
Everyday examples of consumer protection may relate to, for example, shopping online, misleading advertising, flights cancelations, protections offered under credit cards, problems with holiday bookings, post-purchase quality problems as well as options generally available to consumers in case of small, everyday disputes.
• Contemporary Issues in British and Irish Human Rights - This module will allow students to explore in some depth a variety of issues that raise important and difficult questions in the UK and/or Ireland concerning the extent to which certain claims should be legally protected as human rights claims. It will build on knowledge and skills already transferred to students through their Constitutional Law in Context and Rights and Accountability modules. The content of the module will vary from year to year depending on the issues that are most topical at the time and the staff available to teach on the module, but it is likely that in most years at least two or three weeks of teaching will be devoted to each of the following: (a) the prevention of terrorism, (b) the right to freedom from Torture, (c) the right to education, (d) the right to freedom of expression, and (e) the right to fair trial. The focus will be on how legislative and judicial institutions the UK and Ireland and the European jurisprudence have addressed these matters, with particular emphasis on case law.
• Criminal Liability - This module explores the boundaries of the criminal law examining issues of current controversy. Deciding what to criminalise or decriminalise are important issues for any society. The proper boundaries of the criminal law are often contested with competing ideologies and perspectives offering different viewpoints. The module adopts a doctrinal, socio-legal and philosophical approach to the exploration of these issues. Issues to be examined include: Theories of criminalisation; Responding to hate crime; Responding to stalking and harassment; Regulating prostitution; Regulating the use of illegal drugs; Regulating pornography; The criminalisation of transmission of disease; Responding to anti-social behaviour.
• Criminology: Theory and Practice - This course is designed to offer students an introduction to some of the key issues and controversies surrounding the study of crime from a social scientific perspective. Crime will be understood as a legal and social construct rather than as an unchallengeable fact. Crimes are legally defined, they vary over time and between jurisdictions, they are therefore clearly linked to questions of power and powerlessness, gender, race and a host of other variables. The analysis of the criminal justice process, therefore, will be underpinned by such critical views. These issues will be explored through an array of national and international research evidence, and will also draw upon current developments and the lecturers’ own research. Drawing on inter-disciplinary sources and establishing an academic agenda for critical analysis it considers the foundations of and alternatives to criminal justice in the context of a society and social order that is ‘in transition’. Finally, it seeks to develop interdisciplinary skills and to encourage a full appreciation of the social nature of legal regulation and the role of criminology in understanding and resolving conflict.
• Employment Law - This module will expose students to the wide range of laws relating to the world of work. It will introduce them to the main challenges of employment law and its significance, before going on to analyse some of the key topics in employment law such as the nature of an employment contract, the legal duties of an employer (especially as regards health and safety), the rights of an employee (especially as regards discrimination and privacy), the law relating to trades unions, the influence of the European Union, and the means by which employment contracts can be terminated. It will to some extent build upon knowledge gained from Contract and Tort. The focus will be on how legislative, administrative and judicial institutions in England and Wales and in Northern Ireland have addressed the issues most commonly arising in the employment relationship.
• Environmental Law - The course introduces students to the issues faced by the legal community in tackling environmental degradation. In particular the course highlights how the law seeks to achieve and enforce a sustainable balance between economic development and the protection of the environment for present and future generations. Specific course content within the following structure is subject to change depending upon availability of individual staff members. Course content, in detail, will be as follows: Part 1: An Introduction to Environmental law, Part 2: A Study of Important Areas of Environmental Law Part 3: Cross Cutting Issues.
• Financial Services Law - This course will offer an introduction to the law of finance. Finance is often defined as the backbone of the economy as it provides essential services such as payment or credit intermediation, without which no business would be possible. In recent decades, the volume of legislation on financial law has increased exponentially and it touches virtually every aspect of financial intermediation, from day-to-day financial transactions to the regulation of cryptocurrencies. The objective of the module is to equip students with the analytical tools to navigate the complex world of finance from a legal perspective. The module will offer a broad overview of the three main pillars of financial law: financial institutions, financial transactions, and markets.
• Gender, Justice and Society - The module provides students with an understanding of how law affects people differently, depending on gender and the ways in which law contributes to regulating and representing gender. This understanding is not specific to one area of law, rather the course cuts across a number of different areas (such as criminal law, human rights, international law) increasing students’ knowledge and understanding of legal issues more generally at the national and international levels from a gendered perspective. Students will have the opportunity to further evaluate these issues through film and visual representation of the interaction between gender, justice and society. The module introduces students to a number of new and different topics (for example, judicial decision making, the Global South, LGBTQI, kinship and reproduction, the military) from which to interrogate contemporary debates on gender and contribute to the development of students’ critical and analytical skills.
• Global Business Law and Regulation - The role of law and regulation in the global economy shifted significantly over the past decades. This shift has been described as a shift to a modern regulatory state or to regulatory capitalism which is based on a complex mix of private and public regulation. This module focuses on the role of law and regulation in the area of global business and introduces students to key theoretical issues and practical problems affecting the operation of business in the global economy. Students will gain a detailed understanding and knowledge of the motives and drivers behind global business law and regulation, the dynamics of regulatory change and the problems, flaws, and challenges of global business law and regulation.
• Intellectual Property Law - Intellectual property is widely perceived to be vital in fostering innovation and creativity in the global marketplace. Intellectual property protects innovative ideas, original literary and artistic works, attractive designs, and distinctive marks. The fact that protection is available provides an incentive for individuals and businesses to create new inventions and eye-catching products, cultural goods and brands. Moreover, intellectual property contributes enormously to the national economy. For example, the UK government recently reported that the creative industries generated £76.9 billion towards the country’s economy in 2013, and that the creative industries are currently growing at twice the rate of the wider UK economy. Similarly, the US Chamber of Commerce estimates that IP-intensive industries employ over 55 million Americans and are worth around $5.8 trillion to the country’s economy.
• International Humanitarian Law - International humanitarian law (IHL sometimes called the Law of Armed Conflict (LOAC) is a core component of international law and governs the conduct of hostilities. The laws of war do not prohibit warfare – they are meant to regulate it, and mitigate the resultant humanitarian suffering, by directing the use of force towards the opposing armed forces. Surprisingly, the laws of war do not prohibit the killing of civilians; instead they prohibit their specific targeting, allowing for deaths of civilians (under the euphemism of ‘collateral damage’) in proportion to the military objective sought. The module begins by charting the history and legal basis of IHL, exploring the work of the Red Cross and the development of the Hague and Geneva Conventions, before examining the international law regarding the commencement of hostilities (jus ad bellum) and the conduct of hostilities (jus in bello). Further lectures will explore contemporary challenges regarding the conduct of hostilities, accountability for breaches of the laws of war, and modern methods of warfare through lectures, presentations and inter-active group work.
• International Trade Law - This module will introduce students to the foundations of international trade law. We will explore the theories explaining the benefits, barriers and problems of a free trade regime, the institutional evolution of the global trade regime and policy, especially within the World Trade Organisation, the principles of international trade law, the role of tariffs and non-tariff standards, dispute settlement, various key issues of conflicts and tensions between trade and other policy domains, and challenges for the contemporary global trade regime.
• International Criminal and Transitional Justice - Since the Second World War international criminal justice has emerged as a body of law to hold individuals responsible for mass atrocities. This module aims to introduce students to the key questions on the relationships between international law, justice and the transition from conflict in the 21st century through an exploration of law, criminological and social theory and case studies. The module adopts a broad interdisciplinary approach to mapping these connected issues and draws on a range of source and geo-political contexts (Latin America and Africa). It touches on contemporary controversies with international justice and domestic political conflicts, such as the intervention of the ICC in Palestine, criminal responsibility of child soldiers who become commanders, and reparations by multinational corporations.
• Law & Psychology - This module provides students with an introduction to the role of psychology within the law and in the operation of legal systems. It aims to explore both the presence of psychological concepts within the substance of the law and the ways in which a range of legal skills is imbued with processes and dynamics that have psychological underpinnings. Group work and problem-based learning (PBL) approaches will form an integral part of the module. The module will begin with an examination of skills development within a group context, including (but not limited to): individual learning styles, formation of group identity, legal research, individual roles within groups, conflict resolution and communication (oral and written). There will be discussion of psychological and organisational theories throughout. In the second part of the module, the focus will be on areas of the law where psychological factors (including emotion, group behaviour, mental capacity) play a role, for example in criminal law, property law and obligations. There will also be an examination of decision-making processes within the justice system (e.g. juries), lie detection, eyewitness testimony and the role of the forensic psychologist. The final part of the module will explore a mixed-subject PBL scenario, in which students identify key legal issues and conduct research into both substantive and normative areas of law, including the relevant psychological components. There will be opportunities for students to engage in presentations within class, based on group work.
• Medical Law & Ethics - This module will familiarise students with the law on medical law and ethics. There will be a particular focus on current issues in the area.
• Media and Information Law - In this module, students consider the various ways in which the media and information industries are regulated. The growth and significance of these industries in the 21st century has given rise to a range of legal disputes, as well as new legislation, regulatory systems, and international treaties; these disputes and interventions share a common feature of how a legal system ought to address innovation, human rights, transnational transactions and services, and the effectiveness of existing mechanisms, in a context of often rapid technological, economic and cultural change. Indicative topics include the regulation of broadcasting, film, and games; electronic commerce and related consumer issues; data protection; the liability of intermediaries; Internet-related criminal offences. Conceptual issues explored include the interaction between different types of regulation (e.g. statute, industry-led self-regulation, system design), whether ‘information’ and information technologies have special characteristics making conventional forms of control less feasible, and questions of jurisdiction and globalisation.
• Legal Theory - This module is designed to equip students with the skills to better understand law, to ask questions about what law ‘is’ and what it ‘ought’ to be from a variety of perspectives. In doing so, students are encouraged to consider their own views and understandings of law, but also to encounter new views and understandings. This involves moving from a ‘black letter’ understanding of law and legal rules to engage with law in a more conceptual, creative and critical way. Students will explore a number of different theoretical perspectives which each provide contrasting ways to think about law, legal institutions and contemporary legal problems. These perspectives include Marxism, feminism, queer theory, post colonialism, critical race theory, sociology of law, critical legal studies, and legal positivism. Students will become familiar with the variety of tools which these interdisciplinary theoretical perspectives offer to interrogate law and ask critical questions about its everyday operation. The questions these theoretical tools help us to ask include ‘What role does law play in society?’, ‘Is law neutral?’, ‘What do the ideas of “justice” and “equality” mean?’, ‘What is the relationship between law and social change?’
• Public International Law - There has never been a more exciting time to study Public International Law (PIL). Issues of international law and international justice are at the forefront of public debates and feature prominently also in domestic courts to a greater degree than ever before. International law provides the intellectual and the technical underpinnings to large areas of international co-operation. The PIL module covers the major areas of general international law and is not over-specialized. The lectures cover the core topics such as the nature and sources of international law, its relationship with national law but also introduces students to special areas such as international criminal law, and international human rights law. In addition, students will be examining the contextual constraints associated with public international law. The module will also cover the applicable rules governing international relations, and develop an understanding of the specifics of the law-making process in public international law and the intended and unintended consequences of present-day rule-making processes with regards to the politics and philosophy that dominates some of these areas. In sum, the PIL module will enable students to critically examine public international law.
• Regulating Commercial Sex - The issue of sex is perhaps the one area of human behaviour that has been historically subject to particularly high levels of formal and informal regulation including the law, the police and official agencies but also via cultural norms and mores. This regulation extends to the arena of sexual commerce generally (pornography, lap dancing and strip clubs, massage parlours, Internet based web cams) but also to the regulation of commercial sex which usually involves the exchange of money or other goods for the provision of direct and physical sexual services. In many respects the provision of commercial sex and how it is policed and regulated has been challenged fundamentally by the growth of the digital economy and the contribution of the Internet to the growth and development of new sex markets. The module focuses primarily on developments that have occurred in the UK and Ireland but also draws upon comparative international evidence where required.
• Remedies in Private Law - Contract Law Remedies – damages, actions for the price, liquidated damages clauses, specific performance, rescission, and rectification. Tort Law Remedies – mainly injunctions (permanent and interim). Equitable compensation and accounts of profits. Enforcement. Alternative Dispute Resolution.
• Research Project A/B - A dissertation affords students the chance to research, explore and write an extended piece of work in an area of the student’s interest (subject to the availability of appropriate supervision). This module therefore offers students the opportunity to explore, in detail, an area of law that particularly interests them. In so doing, students will be able to develop their research and writing skills. As a student led module, success in the module requires excellent time management skills, self-discipline and application.
• Sentencing - In this module we shall be looking at the law of sentencing. Sentencing is a subject that was not very widely studied in the past in the academic context, but is now recognised as one of the most important parts of the criminal process; indeed, given that a good number of defendants in the criminal courts plead guilty, sentencing is arguably of as much if not more practical significance than the substantive criminal law itself. Over the course of the module we shall be looking at the topic of sentencing from various different angles. First of all, we shall look at the issue of punishment in general, both from a philosophical and a human rights perspective. Then we shall study the sentencing process, beginning with the conviction and ending with the final disposal of the case. Next, we shall look more closely at the different types of sentence provided by the law, with special emphasis on the sentencing structure set out in relevant legislation. We shall look at the sentencing of children and young offenders, with particular emphasis being placed on the important topic of restorative justice. We shall look at the effect of mental abnormality on the sentencing process, and at the use of ancillary orders such as the confiscation of assets. All of these topics will be looked at against the background of the contemporary penal system and the problems with which it is confronted.
* Please note this is not an exclusive list of the optional modules available. Optional modules are reviewed each year and subject to staff availability and demand.
People teaching youDr Paulina Wilson
Programme Director for LLB (Single Honours)
School of Law
E: email@example.com T: +44 (0)28 9097 3147 www.qub.ac.uk/law
Contact Teaching Times
Large Group Teaching 6 (hours maximum)
hours of lectures
Personal Study 30 (hours maximum)
24-30 hours studying and revising in your own time each week, including guided study using handouts, online activities and group study opportunities.
Small Group Teaching/Personal Tutorial 4 (hours maximum)
3-4 hours of tutorials per week
Learning and Teaching
The Law School at Queen's is ranked as one of the top Schools in the UK and Ireland. Teaching quality within the School was judged to be 'excellent' and our research was awarded a 5B (excellent) by the UK Higher Education Funding Bodies. There are over 800 undergraduate students enrolled in the School, 190 postgraduates, 70 PhD students and almost 50 members of academic staff. You will be taught by scholars from all over the world, many of whom have international reputations in their fields and all are committed teachers and researchers. Students will also have access to an excellent law section in the new library and extensive IT facilities. In addition, the School has active relationships with universities in China, North America and throughout Europe through which opportunities for study abroad and staff exchanges are fostered.
The School operates a proactive system of student support. Advisers of Studies are allocated to each degree programme tasked to guide and support you throughout your time with us, together with the School's experienced and helpful administrative staff. In addition, students are allocated a Personal Tutor for their time in the School. We place considerable emphasis on facilitating good communication between staff and students. To this end, a Student Voice Committee, comprised of elected student representatives, the Director of Education, LLB Programme Director and other members of academic staff, meets at regular intervals throughout the academic year. This Committee provides students with a forum in which to raise matters of concern to them and also enables the School to keep students informed about matters affecting the School and wider university.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the LLB programmes we do this by providing a range of learning experiences which enables our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, life-long learners. Examples of the opportunities provided for learning on this course are:
- E-Learning technologies
Information associated with lectures and assignments is communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; use of MS Teams; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in project- based work etc.
Provide information about topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
- Personal Tutor
Undergraduates are allocated a Personal Tutor during their time in the School. Tutors meet with their students on several occasions during the year to support their academic development.
- Self-directed study
This is an essential part of life as a Queen’s Law student when important private reading and research, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.
- Supervised projects
In final year, Single Honours students may carry out a significant piece of research on a chosen topic. They will receive support from a supervisor who will guide them in terms of how to carry out the research and provide feedback.
- Work placements
In conjunction with the Careers, Employability and Skills Department, there are opportunities for a number of summer internships. These provide significant learning and employability enhancement opportunities.
Details of assessments associated with this course are outlined below:
- The way in which students are assessed will vary according to the learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of year examinations. Details of how each module (and module family) is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
- Summative feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
- Formative feedback opportunities such as face-to-face comment. This may include occasions when students make use of the lecturers’ advertised “feedback and guidance hours” to help address a specific query.
- Placement employer comments or references.
- Online or emailed comment.
- General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
- Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
- Feedback and outcomes from practical classes.
- Comment and guidance provided by staff from specialist support services such as Careers, Employability and Skills or the Learning Development Service.
- Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.
In 2016 the School of Law moved into a £20m facility. This provides a variety of innovative teaching spaces to support a pioneering culture of learning, central to which is the Moot Court Room interactive teaching space.
The facility also incorporates the Herbert Smith Freehills Student Hub supported by the leading global law firm as part of a 5-year sponsorship. This 600m2 space on the ground floor provides social and informal group study facilities and a café area.
- E-Learning technologies
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
Demand for places differs from course to course and for Law, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. For entry last year, we initially made offers to applicants offering A-Level/BTEC Level 3 qualifications, who had achieved 2 grade A/7 and 4 grade B/6 at GCSE. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold. GCSE English Language grade C is also required.
Offers are normally made on the basis of 3 A-levels. The offer for repeat applicants is set in terms of 3 A-Levels only and is normally the same as that asked from the first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. Subject specific requirements must also be satisfied. The normal GCSE profile will be expected.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August.
Applicants offering other qualifications, such as, International Baccalaureate or Irish Leaving Certificate, will also be considered, provided that subject specific requirements can be met.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 2A and 4B grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
The information provided in the personal statement section and the academic reference together with predicted grades are noted however, these are not the final deciding factors as to whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (firstname.lastname@example.org), giving full details of your qualifications and educational background.
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
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast 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.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
The INTO progression course suited to this programme is
INTO - English Language Course(QSIS ELEMENT IS EMPTY)
Although a large percentage of our graduates are interested in pursuing careers in Law, significant numbers develop careers in a wide range of other sectors.
Employment after the Course
Typical career destinations of graduates include:
Graduate Employers include: A& L Goodbody, Allen & Overy, Baker and McKenzie, CitiGroup, Deloitte, EY, First Derivatives, PWC, Wilson Nesbitt, Herbert Smith Freehills.
The following is a list of the major career sectors that have attracted our graduates in recent years:
• Management Consultancy
• Corporate Banking
• Purchasing Officer
• Fast Stream Civil Service
• Publishing, Media and Performing Arts
• Export Marketing
• Law Enforcement and Public Prosecution
• Varied graduate programmes (Times Top 100 UK Graduate Recruiters/ AGR Association of Graduate Recruiters UK)
What employers say
“Baker McKenzie selected Belfast as a location in large part because of the quality of the education system in Northern Ireland and the tremendous talent from Universities right on our doorstep. We recruit extensively at graduate level and have been delighted with the quality of graduates from Queen’s. We have developed a strong relationship with the School of Law and look to continue to work with Queen’s ahead as our business continues to grow.”
Sarah Fowler, Baker McKenzie
Additional Awards Gained(QSIS ELEMENT IS EMPTY)
Prizes and Awards
A wide range of prizes and scholarships are awarded to top performing students. A number of these are sponsored by leading law firms and organisations.
Degree plus 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 Degree Plus. It's what makes studying at Queen's University Belfast special.
Fees and Funding
Fees and Funding
Northern Ireland (NI) 1 £4,630 Republic of Ireland (ROI) 2 £4,630 England, Scotland or Wales (GB) 1 £9,250 EU Other 3 £17,900 International £17,900
1 EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees, in line with the Common Travel Agreement arrangements.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted are for the academic year 2022-23, and relate to a single year of study unless stated otherwise. Tuition fees for 2023 will be updated later in 2022, and will be subject to an annual inflationary increase, unless explicitly stated otherwise.
NI, GB and ROI fees for 2022 entry will be published soon. International fees for 2022 entry can be viewed here: www.qub.ac.uk/International/International-students/International-tuition-fees
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
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. A programme may have up to 6 modules per year, each with a recommended text.
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 final year 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.
There are no specific additional course costs associated with this programme
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Information on funding options and financial assistance for undergraduate students is available at www.qub.ac.uk/Study/Undergraduate/Fees-and-scholarships/.
Each year, we offer a range of scholarships and prizes for new students. Information on scholarships available.
Information on scholarships for international students, is available at www.qub.ac.uk/International/International-students/International-scholarships/.
How and when to Apply
How to Apply
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2023 from 1 September 2022.
Advisory closing date: 25 January 2023 (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2023) subject to the availability of places.
Applications from International and EU (Other) students are normally considered by Queen’s for entry to this course until 30 June 2023. If you apply for 2023 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Further information on applying to study at Queen's is available at: www.qub.ac.uk/Study/Undergraduate/How-to-apply/
Terms and Conditions
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study. Queen's University Belfast Terms and Conditions.
Additional Information for International (non-EU) Students
- Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2023.
- Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
- Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
Fees and Funding
- Applying through UCAS