Climate change is one of the most pressing and challenging issues facing humanity. Extreme heat, flooding, and rising sea levels are leading to a number of dangerous and irreversible impacts on societies and economies. Avoiding the worst impacts depends on decisions we make today to reduce our greenhouse gas emissions and to find solutions to remove carbon from the atmosphere. A course in climate change has never been so important, as we attempt to tackle these fundamental issues facing humanity in the 21st century. This highly interdisciplinary course offers a specialised knowledge of climate change from multiple perspectives, addressing many of the UN Sustainable Development Goals (SDGs) around themes including climate science; impacts, adaptation and vulnerability; technological and nature-based mitigation; and the connections between climate change and human culture. Practical skills training is embedded in all modules and will provide vital hands-on experience in applying subject knowledge in the real world. There are also strong links with employers – notably through a careers module and an opportunity to undertake an employer-focused research project. This will ensure students graduate as the global citizens and leaders that society needs to help secure the future of our planet. This will open the doors to a wide variety of careers and pathways for future study – including the public sector (e.g. national meteorological and environmental agencies, and local councils), non-governmental organisations (NGOs) and charities; the private sector (e.g. environmental consultancies, energy and utilities companies, risk, finance and insurance providers); universities and research institutes; and many more.
Climate Change highlights
Career Development
Interdisciplinary approaches to one of the greatest challenges facing humanity.
Internationally Renowned Experts
Taught by a range of subject experts engaging in world-class research.
Career Development
Skills training, a careers module, and an option for an employer-focused research project.
The Master of Science is awarded to students who successfully complete the taught element of the programme (120 CATs) comprising 80 CATs core modules and 40 CATs elective modules, and a 60 CATs Research Project.
Student may register on a Full-time or Part-time basis.
For full-time study, 60 CATs are taken in the first semester, 60 CATs in the second semester, and the 60 CATs Research Project during the summer (with lead-in time during the second semester).
For part-time study, 80 CATs are taken in the first year, and 100 CATs in the second year – including the 60 CATs Research Project.
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing the taught element of the programme (120 CATs) or a Postgraduate Certificate by successfully completing 60 CATs from the taught programme.
Course Details
Contact Teaching Hours
Medium Group Teaching
0 (hours maximum) Full-time students have ~8–12 hrs of classes/week; part-time about half. Classes run in blocks over ~3 weekdays to support part-time work. Most lectures are recorded, allowing parts of the course to be studied remotely.
Teaching Times
Students undertake a summer research project from May-September. This involves no timetabled classes, but regular meetings with an assigned academic supervisor”
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Learning and Teaching
Teaching takes the form of lectures, workshops, lab classes, computer practicals, and fieldtrips. You will be part of a relatively small, informal and engaging class and will get to know your classmates and lecturers well. The Course Director will offer support with study-related issues and will signpost to wider University services and support where needed. Module coordinators will provide study support for issues relating to specific modules. Supervisors for the Research Project will provide 1-to-1 supervision and guidance relating to the Research Project. Students will have access to a number of school-wide and programme-specific resources on Canvas, including the School PGT Handbook for written information on the teaching, learning and pastoral support infrastructure in the school; and module content to support with learning and assessments within modules. Students will also have access to a number of discipline-specific physical resources within Geography, including the bespoke MSc Climate Change Lab for working outside timetabled classes (with 15 computers and lots of bench space), the Centre for GIS and Geomatics for project work involving GIS; the Map Library (by appointment) for project work involving print maps; the Student Resource Room for socialising outside timetabled classes (with a tea/coffee machine available and some comfy seating); and a number of laboratories for project work involving physical analysis of primary data in the labs. Since the programme is open to applicants from any subject, we will also support those students with a less scientific/practical/technical background by offering online “help surgeries” as part of any core module practical classes (e.g. using ArcGIS Pro, Microsoft Excel, R Studio). Students will also be encouraged to make use of faculty support services on technical aspects of the course, including the EPS Mathematics and Statistics Helpdesk (MASH).
Assessment
Assessments associated with the course are outlined below:
The MSc is coursework only, with core modules assessed via a range of methods including essays, literature reviews, presentations, reports, and videos. The elective modules are also assessed by coursework only using a range of different assessment types.
The information below is intended as an example only, featuring module details for the current year of study (2025/26). 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 module is an independent research project completing original analysis in some aspect relating to climate change with the guidance of an academic supervisor and culminating in a written dissertation. There are two types of research project available: (1) academic-focused; and (2) employer-focused. In either case, students develop their own project proposals based on advertised research areas/themes set by a member of academic staff for the former and an employer for the latter. For employer-focused projects, academic staff are still heavily involved – first approving the advertised research area/theme created by the employer, then co-supervising the student alongside a member of staff from the employer, and finally marking the assessments. Both types of research project have identical learning outcomes, assessment and timelines – the only difference is the nature of the project involving something more adapted to the research needs of an employer and the additional employer supervision in the employer-focused project.
Learning Outcomes
On successful completion of the module, students will be able to:
• Work independently with the support of a supervisor
• Communicate effectively in an extensive piece of scientific writing
• Design an original and substantive research project with clear aims, objectives and a set of methods
• Critically evaluate the literature in a specific field of enquiry
• Apply methods to develop original and substantive research findings
• Analyse data and interpret their findings
• Critically evaluate the implications, significance and limitations of research findings
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management.
Subject-specific Skills: Various (depending on nature of project).
This module explores the connections between climate change and culture. We examine how human culture plays an important role in climate change discourse, ranging from how climate change is represented and communicated to how culture shapes our beliefs and responses to climate change. Drawing on knowledge and methods from various areas of the humanities, behavioural and social sciences, we will show that understanding climate change and responding to the climate emergency requires much more than an appreciation of the science alone.
Learning Outcomes
On successful completion of the module, students will be able to:
• Analyse the role culture plays in representing and communicating climate change
• Evaluate how culture shapes our beliefs and responses to climate change
• Apply a range of methods and theories relevant to understanding the connections between culture and climate change
• Communicate information relevant to culture and climate change to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate theories and ideas to a range of audiences; Ability to undertake independent learning; Time management. Subject-specific Skills: Qualitative Methods (e.g. Discourse Analysis, Textual Analysis).
This module explores the techniques used to mitigate climate change, both in terms of reducing greenhouse gas emissions and removing carbon from the atmosphere. We examine three broad areas where mitigation is achieved: (1) reducing consumption; (2) nature-based solutions; and (3) technological solutions. Through a range of teaching methods including case studies, fieldtrips and practical classes, we explore how these techniques work and evaluate their success. This module is vital in providing a sound knowledge and understanding for how we are mitigating climate change – an important complement to our efforts in climate adaptation and a fundamental step in tackling one of humanity’s greatest challenges.
Learning Outcomes
On successful completion of the module, students will be able to:
• Understand net zero as a scientific concept and political target for climate mitigation
• Evaluate the role various nature-based and technological solutions play in climate mitigation, as well as methods to reduce consumption
• Apply a range of practical methods relevant to climate mitigation
• Communicate information relevant to climate mitigation to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management. Subject-specific Skills: Fieldwork; Lab work; GIS and Remote Sensing.
This module explores the science of climate change, specifically how and why the climate system changes across multiple timescales – ranging from reconstructed palaeoclimates to projected climates of the future. We will examine the natural forcing mechanisms that have driven climate change throughout geological time and assess their relevance to contemporary climate change. We will also explore the role of humans in driving climate change since the industrial revolution, and evaluate the concept of the Anthropocene as a proposed new geological epoch. Laboratory classes and computer modelling will provide practical skills to help in the application of theoretical knowledge and understanding behind the science of climate change. This module will ultimately provide vital scientific context in our efforts to respond to one of the biggest challenges facing humanity.
Learning Outcomes
On successful completion of the module, students will be able to:
• Analyse the role of natural forcing mechanisms in driving past climate change and their relevance to contemporary climate change
• Evaluate the role of humans in driving contemporary climate change and evaluate the concept of the Anthropocene as a proposed new geological epoch
• Apply a range of practical methods relevant to climate science
• Communicate information relevant to climate science to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management.
Subject-specific Skills: Lab work; Quantitative Methods (e.g. Computer Modelling and Statistics).
This module explores how our natural world and the socio-economic systems we have created are responding to climate change. We examine the risks and impacts of climate change for both people and planet, and evaluate how these systems are adapting to climate change in various geographical contexts. With an emphasis on case studies and applying practical skills, we examine many connected concepts including vulnerability, resilience and adaptive capacity. In a world where we are already committed to a certain temperature rise and accompanying set of impacts, this module is vital in providing a sound knowledge and understanding for how we are living with climate change – an important complement to our efforts in climate mitigation.
Learning Outcomes
On successful completion of the module, students will be able to:
• Examine the risks and impacts of climate change for various aspects relating to both people and planet
• Analyse the role of vulnerability and adaptive capacity in determining the resilience of various natural and socio-economic systems to climate change
• Evaluate how successfully various natural and socio-economic systems are adapting to climate change in different geographical contexts
• Apply a range of practical methods relevant to climate adaptation
• Communicate information relevant to living with climate change to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative and qualitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management. Subject-specific Skills: Qualitative Methods (e.g. Interviews and Surveys); GIS.
Critical debates in planning is seminar-based with students being continuously assessed on the independent research they complete during the semester. The main global challenges within the module will include the following:
-green infrastructure
-the inclusive city
-urban technological change
-future demographics
-low carbon transition
-critical heritage perspectives
-cities and the e-economy
-planning the urban-rural dialectic
-urban resource use
-the future of urban housing
-health in future cities
Learning Outcomes
On the successful completion of the module, students will be able to:
- critically analyse and participate in the theoretical, practical and ethical debates on planning, supported by independent reading of key texts;
- demonstrate enhanced communication skills through participation in discussions, presentation and class feedback sessions; via written assignments; and through combining verbal and written communication into a single output;
- demonstrate a general knowledge of a number of themes pertinent to contemporary planning before selecting an issue of particular interest to develop a level of specialist expertise through the completion of a detailed report, which will lead into the thesis;
- appreciate how urban design and place-making projects an ameliorate or exacerbate the challenges related to the specialist planning themes under discussion;
- demonstrate an understanding of interdisciplinary, i.e. how the planning and urban design professions and academy relate to other professional and disciplinary stakeholders;
- to understand how historic, current and future planning practice has impacted / can impact upon positively and negatively to climate change;
- demonstrate an understanding of how the planning professional has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciate, team-working, time-management and professional presentation skills.
An introduction to the field of sustainable development through the lens of the Sustainable Development Goals (SDGs). Students will receive an overview of the relevant knowledge, science, policy and socio-historical contexts to better direct their independent study and development of the wide subject areas involved in sustainable development.
Learning Outcomes
Analyse and judge the effectiveness of relevant government policies and strategies which impact on sustainable development in Europe. Provide a critical appraisal of the impact that these strategies will have on both local and regional sustainable development.
Skills
Integrate and evaluate different thinking in sustainable development issues and develop own arguments. Recognise different viewpoints, make decisions based on limited information available and devise solutions to sustainable development problems. Utilise a range of techniques and methods which can enhance and facilitate sustainable development. Critically evaluate the impact of major relevant policies and directives on sustainability.
Over the course of the 1-semester module (12 weeks), the module will cover the following key elements:
Introduction to Environmental, social, and corporate governance (ESG)
What is ESG / Relevance to making financial decisions
Describe key environmental, social, and governance issues
Explain how stakeholders influence corporate ESG performance
Analyze ESG risks and opportunities
Assess ESG company performance using publicly available information
Introduction to Green Economy
Concepts in measuring Green Economy Progress (GEP)
The Green Economy Progress Measurement Framework methodology
Global application of the GEP Measurement Framework
Sustainable Finance in Context
Describes the role that sustainable finance can play in delivering global goals on climate change and development.
What is Sustainable Finance?
Financing International Agreements on Climate Change and Sustainable Development
Describe the broad concept of sustainable finance.
Explain the potential contribution that sustainable finance can make to achieving the Sustainable Development Goals and the goals of the Paris Agreement on Climate Change
Fundamentals of Sustainable Finance
Explains the core concepts of sustainable finance and the relevance of sustainability to finance sector decision-makers.
SF: Key Actors
SF & Environmental, Social and Governance (ESG) Risk Management
Financial and Sustainability (Impact) Reporting and Communication
The Task Force on Climate-related Financial Disclosures (TCFD)
Explain why finance sector actors are interested in sustainability-related issues.
Describe the main actors and organisations in the finance system.
Describe the different approaches that investors, banks and insurers can use to take account of sustainability-related issues in their decisions.
Explain how finance sector actors report on the financial and sustainability impacts of their decisions
Examples of Sustainable Finance taxonomies
Taxonomies in practice: the EU and China
Principles of taxonomy development
Taxonomy development principles in practice: South Africa and Colombia
Sustainable Finance as Driver for Environmental Engineering Practice
Evaluates the role of Environmental Engineering Practice within Sustainable Finance Frameworks
Environmental Aspects of Sustainable Finance Frameworks & Regulations
Bridging the Gap between Finance – Industry - Environmental sectors in Assessment & Reporting
Explain the role of environmental/technical criteria within Sustainable Finance Frameworks
Apply Environmental Engineering expertise in the sustainability assessment of individual industry sectors/economic activities
Sustainable Finance Products
Describes some of the products, such as bonds and loans, that may be available to provide the capital needed to support the delivery of the Sustainable Development Goals and the goals of the Paris Agreement on Climate Change
Overview of Sustainable Finance Strategies and Products: An Overview
Green Bonds / Green Loans
Performance-based Instruments
Learning Outcomes
On completion of the course, you should have:
A broad recognition of the key concepts related to Environmental, Social and Corporate Governance
An introductory understanding of Green Economy concepts and frameworks for measuring green economy progress
An understanding of the role of Sustainable Finance (SF) in delivering global goals on climate change and development
Begun to identify the core concepts of Sustainable Finance and associated corporate reporting/disclosures
An introductory understanding of current examples of Sustainable Finance taxonomies and their environmental/technical screening criteria
An understanding of the role of Environmental Engineering Practice within Sustainable Finance frameworks and corporate reporting
Begun to understand examples of Sustainable Finance products and how Environmental Engineering relates to these
On completion of the course, you should be able to:
Broadly analyse the ESG and Sustainability performance of companies using publicly available information
Apply technical Environmental Engineering expertise as part of ESG and SF frameworks and company reporting/disclosures
Skills
On completion of the module, you should have a broad recognition of the key concepts related to Environmental, Social and Corporate Governance and Sustainable Finance Frameworks and how Environmental Engineering Practise contributes to these. The module is furthermore aimed at developing your practical skills in applying these key concepts in combination with technical environmental engineering skills to real life case study examples, to allow you to assess the performance of companies with regard to ESG and SF taxonomies and to demonstrate the contributions of your technical Environmental Engineering skills to company reporting/disclosures.
The module is aimed to enhance the following skills:
Independent learning - transfer of theoretical concepts to problem-based applications and real life examples;
Problem based and project-orientated group work;
Technical multi-disciplinary report writing and presentations.
This module aims to introduce students to how the impacts of engineering projects are assessed within the framework Life Cycle Assessment, Environmental Impact Assessment and sustainability evaluations. Particular emphasis is given to environmental impacts, although societal impacts will also be considered.
Students will be introduced to the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment and will receive lectures on the stages of Environmental Impact Assessment for major developments. The use of sustainability assessments (CEEQUAL, BREAM etc) will also be explored. Students will be introduced to current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA), including defining the scope of an LCA, inventory analysis and interpretation of results. Case studies will explore how life cycle approaches are employed in industry (resource management, low carbon construction, carbon/energy/water foot printing and the circular economy). Finally students will examine multi criteria analysis for evaluating and balancing diverse criteria during decision making.
Solid waste and resource management will then be studied in detail within this context. Students will gain an understanding of the science and technology behind advanced waste management processes and an appreciation of the financial, social and institutional factors that may restrict the adoption of particular technologies.
Learning Outcomes
By the end of this module, the student should have knowledge and understanding of:
• the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment
• the current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA)
• relevant legislation relating to different waste management scenarios
• how to evaluate the impacts of various waste streams on the social and environmental locale
• how to define the waste hierarchy and concept of zero waste
• how to critically evaluate and communicate succinctly the relationship between wastes management and sustainable development
• regional waste strategies and demonstrate their links to land use planning
• the various stakeholders in the waste management decision making process
By the end of this module, the student should be able to:
• define the scope of an LCA and undertake inventory analysis
• understand how life cycle approaches are employed in industry through resource management, low carbon construction and carbon/energy/water foot printing
• define the need to, and difficulty of, balancing diverse criteria during decision making processes
• make cases for the adoption of a particular waste technology or combination of waste technologies (options appraisal)
• identify technical, financial and social risks associated with different waste management technologies
Skills
By the end of this module, the student should be able to:
• apply the stages of Environmental Impact Assessment to prepare and Environmental Impact Statement
• use sustainability assessments (CEEQUAL, BREAM etc) for construction projects
• interpret the results of a life cycle assessment
• undertake an options appraisal using MCA
• critically evaluate scientific and trade literature relating to advanced waste management technologies
• identify potential barriers to the implementation of particular technologies (e.g. waste) at particular locations
• make technical appraisals of proposed new waste projects/processes
• evaluate the environmental impacts of waste management.
The key skills developed by taking this module include:
• Independent learning
• Project-orientated group work
• The ability to propose, assess and evaluate solutions based on both qualitative and quantitative technical data
• Decision making based on multiple sources of information
• The ability to critically evaluate and communicate succinctly relationships between disciplines
• Applying key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports and oral presentations
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.
The module is designed to provide a theoretical and a practical basis for the process of community plan preparation. It will involve detailed consideration of the spatial implications of service provision and meeting local aspirations reflected in new 'community plans'. The theoretical material will include consideration of the following: existing demographic analysis; physical and ethnographic survey research; policy and institutional analysis; best practice community engagement and consultation practice; the changing roles of city/local centres; and the links between physical, social, economic and cultural renewal in urban environments.
The module is based on a combination of seminars and studio work. A real-world project has been commissioned to allow students to consider how planning and urban design practice can successfully engage with local communities to instigate inclusive regeneration. Working in groups, students will prepare thematic plans that consider the physical, social and economic context of study area before devising specific policies and proposals to inform the future development of this area. The allocated group themes will incorporate the main facets of community infrastructure provision including: housing and community initiatives; transport, pathways and connections; education and health; open space, parks and leisure; and retailing and economic development. The project aims to take a strategic view of how an area can develop a sustainable socio-economic and physical environment that can be shared and accessed by everyone. It will offer the opportunity for students to develop both the consultation and analysis skills that are necessary to understand the views of local communities in the planning process.
Learning Outcomes
On the successful completion of the module, students will be able to:
- demonstrate the skills required to complete a public consultation and to devise a strategy that mediates between different, and often conflicting, perspectives.
- analyse the physical and socio-economic contexts of a study area;
- communicate in professional manner using oral and graphic visualisation skills employed by the built environment professionals to targeted audiences;
- critically evaluate the ethical and political impacts of planning on socio-economic and ethno-religious division within and between cities and/or neighbourhoods;
- devise strategic community planning strategies to regenerate macro-scale study areas; and
- demonstrate the ability to design creative solutions to site specific challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciation, team-working, time-management and professional presentation skills;
- client-based: consultation, brief-development and discussion/debating skills.
A 2.2 Honours Degree (or equivalent qualification acceptable to the University) in any subject.
Applicants are advised to apply as early as possible and ideally no later than 30th June 2026 for courses which commence in late September. 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.
Please note: A deposit will be required to secure a place on this course.
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.
In addition to the subject-specific skills acquired on the programme, considerable care has been taken to ensure students are equipped with employability skills and are supported in their career development. Practical skills training is central in all core modules, ensuring students graduate with a range of technical hard skills (e.g. climate modelling, GIS, quantitative and qualitative data analysis) and transferable soft skills (e.g. presentations and report writing) that are highly valued by employers. The Research Project module includes an employer-focused option, involving a project co-designed and co-supervised by a member of staff from an external organisation. This is another way students can boost their career prospects, through working on a project of direct relevance and importance in the workplace, and by networking with staff within that organisation. We also support students' career development through our Graduate School, offering guidance on building CVs, job applications, and LinkedIn profiles.
Employment after the Course
Where could you be in five years?
• Developing climate and/or flood risk scenarios in the public sector at national meteorological and environmental agencies
• Formulating climate adaptation strategies and sustainability policies within local governments / councils
• Implementing conservation and climate action within NGOs and charities
• Leading change within the private sector at environmental consultancies, energy and utilities companies, and risk, finance and insurance providers
• Working as a Scientific Officer within research institutes
• Pursuing further study at PhD level in various areas relating to climate change
Employment Links
Employers interested in people like you:
• AECOM
• Agri-Food Biosciences Institute
• Arup
• Atkins
• AXA
• Belfast City Council
• Centre for Ecology and Hydrology
• Climate Northern Ireland
• Department for Agriculture, Environment and Rural Affairs (DAERA)
• Department for Infrastructure (DfI)
• Environment Agency
• Environmental Protection Agency
• Friends of the Earth
• Greenpeace
• Irish Water
• Met Éireann
• Met Office
• Mott MacDonald
• Northern Ireland Environment Agency
• Northern Ireland Water
• RPS
• SSE Airtricity
• Thames Water
• United Nations
• World Bank
Prizes and Awards
The School offers a £100 prize each for the top ranking MSc student and the highest scoring dissertation. Supervisors may additionally nominate exceptional dissertations for other internal and external prizes.
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.
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.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How 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.
