How does climate change reshape global politics? Are international conflicts shifting the international balance of power? What will the world look like with the rise of China as a new superpower? Will technology save us? How will a mainly urbanised world sustain itself? As the international scene becomes increasingly complex, understanding the fundamentals of how people, governments, international institutions and the environment interact is becoming increasingly important. If you are interested in understanding the intersections of space and politics, then the MA in Geopolitics is specifically designed for you.
Contemporary issues require advanced analysis that recognises the intersections of space, power and politics. From security challenges to cultural practices or climate change; from the global to the everyday, the connections between politics and space are increasingly complex. Integrating historical, cultural and political perspectives, the MA Geopolitics at QUB is an innovative interdisciplinary programme that seeks to build the knowledge and skills needed to engage these challenges.
Taught by academic experts in Human Geography, Politics and International Relations, with a broad range of regional expertise and research perspectives, this new MA enables students to explore the questions which are shaping our lives. It is not just for geographers, international relations students, and political scientists but anyone with an interest in the core course themes. You will come to understand these intersections through a range of themes developed across the modules. These include nations, states, landscapes, mobilities, urban spaces, environmental change, sovereignty, identity, gender, empire and postcolonial relations, territory and bordering, the politics of human rights and others. You can either specialise or learn across a range of issues such as culture, media, ethics, security and conflict, environmental politics, and democratic participation. You will be taught by experts in regions including East Asia, Europe, North America, Latin America, the Middle East, and the UK and Ireland.
As you engage the intersections of space, power and politics, you will develop advanced conceptual and analytic skills and subject knowledge needed to explore their intersections in a range of historic and contemporary issues. These skills will enable you to investigate problems shaping environments, places and landscapes and to challenge accepted wisdom. They are also particularly important skills for those pursuing careers in all sectors of government and the public sector, NGOs, international corporations, regional and international agencies, media and information industries.
An interdisciplinary programme, taught across disciplines of Geography, Politics, International Relations, this MA offers a unique opportunity to develop a grounding connected by shared concern with space, power, and politics.
Geopolitics highlights
Internationally Renowned Experts
Research-led teaching by world leading experts who have been awarded grants by UK and EU funding bodies to undertake research on the intersections of geography and politics.
Student Experience
The chance to apply theoretical insights to the real world through a range of assignments, field trips, engagements with practitioners, guest speakers and seminars.
Queen’s is ranked in the top 170 in the world for graduate prospects (QS Graduate Employability Rankings 2022).
Queen’s ranked 18 in the world for international outlook (Times Higher Education World University Rankings 2023).
Politics at Queen's is ranked in the top 200 in the world (QS World Rankings by subject 2024).
16% of the Queen’s student population are international students (Queen’s Planning Office, 2023).
The programme has three different components: Core modules, Elective modules, and dissertation.
Students undertake two core modules and a further optional module in each taught semester.
The dissertation is completed over the summer.
Each taught module is worth 20 CATS points. The dissertation is worth 60 CATS points. The MA requires completion of 180 CATS points.
1. Students will be taught a wide range of research methods in the field and would need to identify, critically evaluate and apply a range of methodologies.
2. In their taught modules particular emphasis will be given to the study of theory. Students will then be required to reflect on their own theoretical approaches in their independent study.
3. Students will be exposed to these issues through their study of the scholarship in this field. Their selection and development of an independent research project will allow them to demonstrate and be assessed on their understanding of such issues.
School of HAPP Dr Heather Johnson’s research focuses on irregular migration and asylum seekers, border security, and the practices of resistance, solidarity and protest of non-citizens. She is interested in developing new understandings of mobility and non-citizenship, and particularly in new methods for engaging with these issues.
Email: h.johnson@qub.ac.uk
School of HAPP Dr Maria Deiana's research deploys feminist and other critical perspectives to examine the interrelated issues of war, peace, security. Her monograph titled 'Gender and Citizenship: Promises of Peace in Post-Dayton Bosnia & Herzegovina' was published by Palgrave in 2018. She is Co-Director of the Centre for Gender in Politics.
Email: m.deiana@qub.ac.uk
Natural and Built Environment A cultural and political geographer with particular interest in critical perspectives on security, processes of border making, geographies of embodiment, critical cultural analysis and feminist and queer theory. Dr Amir’s research examined the use of border making technologies in the Israeli control over the occupied Palestinian territory. Dr Amir also researches political activism and the securitization of public spaces.
Email: m.amir@qub.ac.uk
School of HAPP Dr Mike Bourne’s research focuses on a wide range of security issues. He is interested in critical security theories, and the relations of materiality, technology, and violence. His work has engaged issues of arms control (from small arms to nuclear weapons), illicit trafficking, border control, and technology development.
Email: m.bourne@qub.ac.uk
Natural and Built Environment As a cultural, historical and political geographer, Dr Dunnett’s research interests focus on the ways in which cultures of outer space, science and technology are connected to questions of place, landscape and identity in a variety of local, regional and national contexts. He has explored these ideas through research on the British Interplanetary Society, as part of a wider research project that explores cultures of outer space in Britain from the late nineteenth century to the present day. Dr Dunnett has further developed these themes in 'geographies of outer space' to examine topics including the moral geographies of light pollution in Britain, the ethics of space exploration in the writings of C S Lewis and the geopolitics of outer space in the works of Arthur C Clarke.
Email: o.dunnett@qub.ac.uk
School of HAPP Dr Shane Brighton researches the field of relations between armed conflict, identity and society. He has written on the philosophy and sociology of war, terrorism and counterterrorism and contemporary strategic debates. This work has particular relevance for understanding how societal dynamics relate to armed forces and foreign, defence and security policy.
Email: s.brighton@qub.ac.uk
Natural and Built Environment Dr Tristan Sturm is currently interested in critical public health geographies. He just finished an ethnographic DRILL funded project on spaces of empowerment for people with dementia. Since 2016 he has been researching lead drinking water pipes and the historical and present health impacts of lead in Belfast, the UK, and Ireland.
Email: t.sturm@qub.ac.uk
Teaching Times
Teaching takes place at a variety of times from 9-5pm Monday – Friday.
Learning and Teaching
Upon successful completion of this course students will have gained knowledge and understanding, subject specific skills, and transferable and cognitive skills.
Cognitive skills
Through this course students will develop an ability to:
• Retrieve, sift and select information from a range of sources;
• Plan and execute a piece of independent research, including independent data collection, interpretation and argumentation;
• Comprehend and be able to deploy qualitative and quantitative research design.
General Skills
Class discussions and debates and their independent preparation and coursework will develop skills in constructively and critically engaging the work of others, as well as self-reflection on their own work.
Through independent study and class preparations, peer engagement in class, dissertation supervision, etc.
Their independent study (e.g. writing a dissertation; module coursework) will require working to deadlines, effective written communication, locating, sifting and prioritizing information, and time management. Seminars will include collaborative working and discussion.
Their experience in applying qualitative and quantitative approaches to real world political puzzles will be of invaluable use for them - either in further research or in their careers - when they conduct research into any social phenomenon.
Students will be able to structure and communicate their ideas effectively both in oral and written form; through participation in all class activities and completion of the coursework.
Knowledge and Understanding
Students will be able to demonstrate:
• Comprehensive and systematic knowledge and understanding of the key issues in the study of Geopolitics;
• Familiarity with the range of key thinkers in the field of Geopolitics;
• Awareness of different methodological approaches, and a conceptual grasp of current research and advances of scholarship in the study of Geopolitics;
• Awareness of theoretical debates, and an appreciation of analytical frameworks and historical evolution of the area.
Learning and Teaching
You will be part of a community of learners situated across two academic Schools and will be able to avail of research activities and seminar series in both.
Vibrant debate and discussion form a core part of class time. You will gain experience in applying qualitative and quantitative approaches to real world political concerns.
All teaching staff are at the forefront of contemporary research and debate in their fields.
Subject specific skills
Students will be able to
• Show evidence of understanding of the range of methodological approaches available to engage geopolitical issues; and be able to select appropriate techniques relative to overall research design.
• Locate political problems in particular spatial contexts and critically reflect on their production and possibilities for intervention.
• Apply conceptually informed forms of analysis to contemporary geopolitical problems and identify their practical political implications.
Transferable skills
A wide range of transferable skills are developed through this course including an ability to:
• Constructively and critically engage the work of others
• Find, analyse, synthesise and evaluate information from a range of sources
• Work independently and in groups
• Problem solving: applying research to real world political issues
• Communication skills: structure and communicate ideas and arguments effectively in oral and written forms.
Assessment
You will be part of a community of learners situated across two academic Schools and will be able to avail of research activities and seminar series in both.
Vibrant debate and discussion form a core part of class time. You will gain experience in applying qualitative and quantitative approaches to real world political concerns. All teaching staff are at the forefront of contemporary research and debate in their fields.
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 will introduce students to some of the latest research in critical geopolitics exploring the spatial dynamics operating within the frameworks of politics. Through a range of historical and contemporary case studies it will incorporate perspectives on state, sub-state and super-state structures and actors, and critically engage with key geopolitical concepts such as the nation, the state, sovereignty, government, identity and belonging. These case studies will allow the exploration of topics such as empire and spaces of postcolonial encounter, gender, identity and space, knowledge and representation. It will incorporate themes such as the political power of imperial mapping, the politics of gender in geopolitical conflicts, or discourses of territory and bordering in post-imperial spaces, to name just a few, to understand the interplay between space, power and politics. Challenging traditional definitions of power and the political, as well as spatial presuppositions, it will explore the working of power ranging from violence, control and domination, to productive and soft power and influence operating at a range of different scales on the communal, regional, national and global levels. Students will therefore engage critically with the intersections of theory and practice; domestic and international; and state and non-state actors; through a broad range of case studies, and be able to understand contemporary transformations in the changing geopolitical landscape.
Learning Outcomes
On successful completion of this module, students will have attained:
- An advanced knowledge of contemporary critical approaches to geopolitics and power;
- An ability to critically evaluate a range of relevant theoretical approaches and analytical techniques;
- Experience in the processes of advanced academic writing, including the formulation of critical arguments and the ability to accurately summarise academic work
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed):
Subject specific:
1) To identify and appreciate the key conceptual approaches used in the study of critical geopolitics (T; P; A);
2) To identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (T; P; A);
4) To think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A)
Cognitive:
1) Managing & prioritising knowledge: to identify relevant and subject-specific knowledge (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) Abstract and synthesise information from a range of different geographical sources (T; P; A)
Transferable:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P, A);
3) To reflect on one’s own progress (P);
4) To negotiate diverse and competing pressures (P);
5) To use evidence to develop logical and clear arguments (P; A)
This module will introduce students to some of the latest research in critical geopolitics, that understands geopolitics as embedded into the rituals, practices and representations of everyday life and culture, affect and non-representational political geography. The module additionally covers subjects such as the geopolitical aspects to religion, the environment, literature, art and popular culture and new media. It will expose how central questions in political geography, such as borders and migration, global power structures, conflict and security, are reflected in, and are shaped by, local, national and cross-national cultures. Topics covered will include geopolitical interpretations of different types of media, including books and films, news reports, comics, games, and social networking sites, while exploring a range of contemporary case studies. The module will also examine work which considers the significance of audiences in the establishment of contemporary geopolitical discourse. Through this explorations students will learn how the geopolitical shapes our experiences of structures of power through language, visual imagery and affect, and to critically engage with the geopolitics of the everyday and of cultural production and consumption.
Learning Outcomes
On successful completion of this module, students will have attained:
- An advanced knowledge of contemporary critical approaches to geopolitics and culture;
- An ability to critically evaluate a range of relevant theoretical approaches and analytical techniques;
- Experience in the processes of advanced academic writing, including the formulation of critical arguments and the ability to accurately summarise academic work
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed):
Subject specific:
1) To identify and appreciate the key conceptual approaches used in the study of critical geopolitics (T; P; A);
2) To identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (T; P; A);
4) To think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A)
Cognitive:
1) Managing & prioritising knowledge: to identify relevant and subject-specific knowledge (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) Abstract and synthesise information from a range of different geographical sources (T; P; A)
Transferable:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P, A);
3) To reflect on one’s own progress (P);
4) To negotiate diverse and competing pressures (P);
5) To use evidence to develop logical and clear arguments (P; A)
The aim of this module is to introduce students to the central theoretical frameworks and conceptual debates underpinning the study of political geography. Drawing from literature in critical geopolitics and human geography more generally, this module will identify and critically reflect on some of the questions that are informing current research in global politics and have shaped today’s research agendas. Both approaches from the social sciences and the humanities will be discussed and the epistemological and ontological status of particular approaches reviewed. Topics that will be addressed in the module include: states, nations and landscapes; spatiality of knowledge and power; new mobilities; urban political geography and vertical geographies. Taking the form of weekly seminars each session will include the discussion of a key conceptual text and a paper exemplifying the use of a particular approach to a specific empirical question. The module will seek to provide an overview of ‘grounded’ theory, and will provide a background for the completion of a literature review for the dissertation component of the degree programme.
Learning Outcomes
On successful completion of this module, students will have attained:
- an advanced knowledge of social science and humanities conceptual frameworks for tackling current research questions in geopolitics;
- an ability to critically evaluate the strengths and weaknesses of a range of relevant theoretical approaches and analytical techniques;
- an ability to identify suitable conceptual literature to underpin the research in their chosen dissertation topic;
- experience in the processes of writing a literature review and preparing an annotated bibliography that will act as a backdrop to their dissertation proposal.
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed).
Subject specific:
1) To identify and appreciate the key conceptual approaches used in the study of global politics (T; P; A);
2) To evaluate the effectiveness and appropriateness of different theoretical approaches to different fields of enquiry in global politics (T; P; A);
3) To identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments (T; P; A);
4) To think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A)
Cognitive skills:
1) Managing & prioritising knowledge: to identify relevant and subject-specific knowledge (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) To abstract and synthesise information from a range of different geographical sources (T; P; A)
5) To develop a research literature search (T; P; A)
Transferable skills:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P, A);
3) To reflect on one’s own progress (P);
4) To negotiate diverse and competing pressures (P);
5) To use evidence to develop logical and clear arguments (P; A)
The research and writing of a 15,000-word dissertation on any chosen aspect of Geopolitics.
Learning Outcomes
To encourage students to engage in independent and original research.
Skills
Students are allocated an individual supervisor, with whom they work closely throughout the research, drafting and writing of their dissertation. The skills required for ongoing research, organisation of a thesis and professional writing and presentation of a dissertation are all acquired, and monitored, through liaison with the supervisor.
This module aims to introduce key approaches to research design, while also introducing some of the contemporary debates in research in the social sciences and humanities. It will also provide students with an introduction to some of the key practical research skills they will find of use when designing and conducting their academic research. These skills are also those which students will find necessary as they continue their academic and research career.
Students will have a high degree of choice across workshops, enabling them to tailor the module content to their pathway of student and personal research goals. The workshops will address five key areas: Fundamentals of Research; Debates; Philosophy of Science/Epistemology; Qualitative Methods; and Quantitative Methods.
The broad aims of the module are to:
• Introduce students to the diversity of research approaches and debates;
• Heighten awareness of methodological issues facing researchers in the social sciences and humanities;
• Develop an awareness of interdisciplinarity and its potentials and challenges in research;
• Encourage students to develop their research skills through the selective use of this reading guide and their own search for appropriate literature on research design topics that are of interest to them.
Learning Outcomes
On successful completion of this module, students will have:
• obtained a clear understanding of some central issues and methodological debates that are basic to social science and humanities research;
• been introduced to interdisciplinarity in research, and developed an understanding of how it relates to their own work;
• communicated this understanding in an analytically rigorous manner through assessed written work;
• demonstrated the kind of methodological awareness that will allow them to pursue their own research or coursework in an analytically rigorous and self-critical manner.
• been equipped with the intellectual capacity to defend a particular approach to their own research;
• started to make preparations for a research dissertation.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Belfast/Good Friday Agreement put an end to armed conflict in Northern Ireland and set up institutions designed to govern a society and polity divided along unionist and nationalist lines. As the experience of Northern Ireland shows, governing in such a context is not easy. Stability and cross-community agreement can be hard to reach, which has occasionally led to the suspension of Northern Ireland’s institutions. Yet these institutions have endured despite repeated crises and are heralded by some as examples of post-conflict governance.
The module explores contemporary developments in Northern Irish politics and discusses institutional design and politics in a changing Northern Ireland. It addresses topics such as the development of Northern Ireland’s consociational model of government, how institutions like the Northern Ireland Assembly and Executive perform their functions, how parties and identity shape politics and voting behaviour, North-South relations after Brexit, and Northern Ireland’s place in Europe.
Learning Outcomes
Upon completion of this module, students
- Should be able to understand how Northern Ireland institutions work and how they compare to other devolved institutions
- Should demonstrate a critical understanding of the debates about consociationalism and the role it plays in the stability of Northern Ireland’s institutions and of its community divisions
- Should understand party competition and voting in Northern Ireland
- Should demonstrate an ability to write well, concisely
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The module familiarises students with the field of religious peacebuilding, which is one of the growth areas within conflict transformation studies in the social sciences. The module establishes the nature of religious peacebuilding as it currently conceived and which has moved it intellectually significantly beyond inter-faith dialogue between the world religions. Religious peacebuilding is now integrally tied to the idea of reconciliation, conflict transformation and social justice and is thus a meeting ground for theology, ethics and social science. The course places particular emphasis on three dimensions within religious peacebuilding, the role of religion in truth recovery, transitional justice, and inter-faith dialogue. These processes are subject to critical review and the module assesses the boundaries of unforgivingness after conflict, the burden of memory and the boundaries of forgetting, the problems with ‘truth’ and truth recovery, the limits of shame apologies and reparations, the constraints on inter-faith dialogue and the engagement of religious practitioners in social transformation and social justice after conflict. The module will focus on religious peacebuilding internationally, covering such cases as Northern Ireland, Colombia, Sri Lanka, Israel-Palestine and the Middle East, and South Africa. The module will provide opportunities to engage with practitioners in faith-based NGOs in Northern Ireland about their personal engagement in religious peacebuilding. The module will lay the necessary conceptual, methodological and substantive foundations for students, if they wish, to carry out their own independent researches in religious peacebuilding within the dissertation associated with the MA in Conflict Transformation and Social Justice, and in other contexts, including possible future PhD research. The module is seminar based and will use a variety of different pedagogic strategies, ranging from lectures, student seminar presentations, student-led discussions, videos, and discussions with faith-based practitioners from Northern Ireland.
Learning Outcomes
Learning Outcomes
The learning outcomes of this module are:
•To give attention to the growth in religious peacebuilding as a means for achieving reconciliation, conflict transformation and social justice after conflict
•To understand the meaning of reconciliation, conflict transformation and social justice after conflict, both in the sense of reconciliation between former enemies and with the past more generally
•To address the range of processes in religious peacebuilding and its expansion beyond questions of inter-faith dialogue
•To critically assess the potential for reconciliation, conflict transformation and social justice by addressing religious peacebuilding in critical perspective by:
Exploring the boundaries of unforgivingness after conflict
Exploring the burden of memory and the boundaries of forgetting
Exploring the problem with ‘truth’ and truth recovery
Exploring the limits of shame apologies and reparations
Exploring the limits of inter-faith dialogue
Skills
Skills are focused on knowledge and understanding, intellectual skills, and study skills, as follows
Knowledge and understanding
At the end of the course students should be aware of the issues involved in successful religious peacebuilding. In particular:
• the sociological features of religious peacebuilding
• the limits of religious peacebuilding
• the role of religion in managing legacy issues arising from conflict
• the role of religion in assisting reconciliation
Intellectual skills
The course aims to extend and develop the students’ sociological perspective and its application to understanding key public issues in the contemporary world. It will demonstrate how a rigorous social scientific approach can illuminate a fascinating and timely topic; raise very general issues about the nature of social scientific explanation and the status of evidence in the social sciences; and show the value of comparative analysis.
Study skills
Improvement in students’ ability to:
• obtain and evaluate relevant information
• to write concise and clear analytical essays
• communicate orally via the presentation of structured and reasoned arguments in small group settings
• to work under the constraint of time pressures
• to reflect critically on the quality of your own work
• to direct their own learning
This innovative module is designed for postgraduate students with a basic level of statistical training who are keen to expand their skills in data analysis and visualisation within the context of political science. Uncovering Political Patterns with Data equips you with the essential skills to analyse complex political data and present your findings in a compelling, visual format using R — a leading open-source software widely adopted in academia, government, and industry. Whether your focus is on public opinion, electoral behaviour, or broader political trends, this module provides the tools to make data-driven insights engaging and relevant. You will get the chance to explore a dataset of your choice, applying the skills you have developed throughout the module. This provides an opportunity for hands-on learning and the chance to investigate a political question or topic that particularly interests you.
What You Will Cover:
1. Introductory R Workshops
The module begins with foundational training in R, catering to beginners. You will gain essential skills in data cleaning, transformation, and conducting preliminary analyses. These workshops provide a robust grounding in the software, preparing you for more advanced applications.
2. Quantitative Analysis Techniques
This component delves into key statistical methods used in political science. You will learn to apply these techniques to a range of datasets, developing a deeper understanding of the underlying patterns and trends that shape political behaviour.
3. Data Visualisation and Interpretation
Learn how to create clear, effective visualisations using R packages such as ggplot2, a powerful tool within R. This segment emphasises the importance of clarity and storytelling in data presentation, enabling you to communicate complex statistical findings in an accessible and engaging manner.
Learning Outcomes
• Upon completion of the module, students will be able to efficiently use R for data manipulation, statistical analysis, and creating visualisations, showcasing their ability to handle and transform diverse datasets.
• Students will be able to employ quantitative analysis techniques to investigate and interpret key themes in political science and other areas of interest, drawing on real-world datasets to provide empirical insights.
• Students will be able to critically analyse data and effectively use visualisation techniques to present findings, demonstrating the ability to convey complex information in a clear and compelling manner suitable for both academic and non-specialist audiences.
Skills
• Data Analysis Proficiency
o Gain the ability to handle and analyse complex datasets, with a focus on interpreting political and social data.
• R Programming Skills
o Develop practical skills in R, a widely used tool for statistical computing and data visualisation, including data manipulation, cleaning, and transformation.
• Data Visualisation Expertise
o Learn how to create clear, impactful visualisations using ggplot2 and other R packages, enhancing the ability to communicate insights effectively.
• Quantitative Research Skills
o Strengthen the ability to conduct quantitative research, from formulating research questions to applying statistical methods and interpreting results.
• Critical Thinking and Interpretation
o Improve the capacity to critically assess and interpret data, drawing meaningful conclusions from statistical outputs.
• Communication and Data Storytelling
o Enhance skills in presenting data-driven insights clearly and persuasively, both in written reports and oral presentations. Further, enhancing ability to provide substantial feedback to peers.
• Project Management
o Experience managing a research project, including data analysis and the synthesis of findings into a coherent narrative.
This module introduces students to the study of comparative politics through a survey of the main concepts, theoretical debates, and methodological approaches of the field. Critical thinking is stressed throughout the course, and students are encouraged to bring their own ideas into classroom discussions. One major objective of this course is to familiarize students both with “classic” and contemporary theoretical material that is applied throughout political studies. Throughout the module, we will explore important theoretical and methodological issues in the comparative study of political behaviour and institutions.
Learning Outcomes
The module will offer students ways of:
- understanding how concepts are constructed and applied in contemporary study of politics.
- understand important classic and contemporary works of comparative political studies.
- understand the key concepts and debates in political studies.
- understanding and critically assessing advanced political science research.
- articulating their views about complex topics in a small-group setting.
- applying comparative perspectives to the field of politics.
- using advanced social science research while developing reasoned analyzes of social and political phenomena.
Skills
Intellectual skills
- Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
- Communication Skills: ability to communicate clearly with others, both orally and in writing
- Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
- Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
The module explores the structure and institutions of the European Union (EU) as well as selected theoretical approaches to the study of European integration. It examines in detail the nature and roles of the EU’s main institutions (i.e. Commission, European Parliament, Council, European Council, European Central Bank, and Court of Justice), and provides a critical assessment of selected EU policies and political challenges facing the EU. In doing so the module explores the decision- and policy-making dynamics within the EU as well as some of the most pressing themes in European governance.
Learning Outcomes
On successful completion of this module, students will:
• have a detailed knowledge of the institutional structure of the European Union
• have an appreciation of the explanatory value of selected theoretical approaches to the study of European integration and EU decision- and policy-making
• be able to critically assess the essential characteristics of the EU’s institutional framework
• have a familiarity with the EU policy base and policy priorities
• be able to identify specific, timely and pressing contemporary issues of relevance to the politics of the European Union
• have detailed knowledge of a selection of salient policy areas
• be able to pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical/independent thinking
Skills
Intellectual skills
• Managing and Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical and Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
What is the relationship between what a political leader is like and the actions or policies of the organization they represent? Who becomes a leader? Do different organizations or systems attract different kinds of leaders (from judges, through aid workers to terrorist and rebels)? What are the effects of cultural and situational factors on who becomes a leader, on the type of decisions they make, on their worldview and on their politics? what are the ingredients of leadership? Do leaders change? Under what conditions and in what ways? What is the role of leaders in politics? What are the different units of decision making and how are decision reached? In this module we will survey various leadership and decision-making theories trying to answer these questions and others. We will focus on theories of political psychology and decision making, connect between leaders' personalities and personal experience to the actions of their organizations and we will try to draw lines of comparison between various types of leaders and learn their true power in local, regional, national and global politics. By the end of the module, each student will have developed a complete profile or mini-biography of their leader and will have researched how their leader behaved in a particular incident of decision making.
Learning Outcomes
At the end of the module, students should be able to understand the role leaders can and do play in different aspects of world politics. They will have also developed the capabilities to analyse leaders' personality and background in order to be able to better assess their past, current and future behaviours.
Skills
Taught, practiced, and assessed skills (Taught (T), Practiced (P), Assessed (A)):
Subject specific:
• Acquire a deeper and complex understanding of key topics in leadership and political psychology studies (T, P, A)
• Attain a better understanding of several theoretical traditions in International relations and political psychology and the way they view the role of leaders (T, P, A)
• Have the ability to critically analyse and formulate view on central debates and controversies in leadership and decision making (T, P, A)
Cognitive:
• Develop analytical thinking (P, A)
• Develop critical thinking (P, A)
• Apply theoretical concepts to real-life events (P, A)
• Synthesise information from various sources (P, A).
• Collect, sort, criticise, and analyse data (T, P, A)
Transferable:
• Communicate clearly both orally and in writing (P, A)
• Construct evidence-based arguments (P, A)
• Display originality of thought and argument (P, A)
This module offers students the opportunity to address core issues in Politics via a focus on the UK’s relationship with Europe in a time of flux. It is built around three broad themes: understanding, negotiating and delivering Brexit.
The first part of the module focuses on explaining the UK’s past relationship with Europe, it’s nature as an ‘awkward partner’ in European integration and the outcome of the 2016 Referendum (“understanding Brexit”). It introduces students to theories of Euroscepticism, ideas of British ‘exceptionalism’ and the study of elections, referendums and public opinion.
The second part of the module engages with the on-going Brexit negotiations, in terms of trade, citizens’ rights and borders. It introduces students to the politics of trade and negotiation dynamics. It considers and explain changes to both the UK and EU positions in the negotiations.
The third part of the module focuses on Brexit delivery - the administrative challenges of taking back control and the constitutional challenges of repatriating competences for central and devolved governments. It introduces students to studies of multi-level governance and devolution and theories of implementation, enforcement and good governance.
Learning Outcomes
By the end of the module participants:
- Should be able to demonstrate a critical understanding of the UK’s relationship with the EU
- Should understand debates about explanations of the EU referendum outcome and challenges for delivering Brexit
- Should be able to understand how different theories and approaches in political science can help make sense of the UK’s changing relationship with Europe
- Should have developed basic blog writing skills and basic policy brief writing skills
Skills
Students will advance their:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
This module examines the problem of social injustice in contemporary, plural societies. The first half of the module explores some of the main philosophical assessments of social injustice. Students will first be introduced to key critiques of liberal theory as a response to the structural disadvantages associated with difference (including race, gender, sexual-orientation, religion, and class, among others). Here, liberal policy approaches to difference (including toleration, uniform treatment, and non-discrimination), will be critiqued alongside liberal modes of justification for their failure to deal appropriately with the disadvantages suffered by affected groups.
The second half of the module discusses the practical implications of both social injustice and its potential solutions. Precise topics vary year-on-year, but may include discussion of some of the following questions: Is unfettered freedom of speech a necessary feature of or a hindrance in the fight for social equality? What role does historical injustice play in the ongoing oppression of marginalised groups? Is the recognition of difference the appropriate response to cultural domination? How has social media changed the shape of social justice movements? Is civil disobedience a legitimate response to injustice, and must it always be ‘civil’ in nature?
Learning Outcomes
On completion of this module students:
• Should demonstrate a critical understanding of key debates about social injustice.
• Should be able to explain some of the central critiques of liberal theory as a way of dealing with structural oppression.
• Should be familiar with debates surrounding the role of historical injustice as it pertains to ongoing marginalisation.
• Should have a critical understanding of the changing nature of social justice movements.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing.
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning.
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module explores the relationship between citizens and political decision-making in contemporary democracies. Around the world, conventional democratic processes and institutions have come under strain. Decreasing levels of voter turnout, low levels of trust in politicians and political institutions, and declining membership of traditional organisations such as political parties are just some expressions of a growing gap between citizens and decision-makers. This module will critically examine the changing nature of citizen engagement with democratic decision-making before considering ways of supplementing (or even replacing) conventional processes and institutions with greater opportunities for citizen participation. We will consider two broad, inter-related themes. First, the module will consider contemporary challenges facing democratic political systems, engaging with both democratic theory and relevant empirical literature. Second, using examples from around the world, it will then introduce students to a range of democratic innovations designed to supplement representative forms of decision-making, such as participatory budgeting and deliberative mini-publics. Students will engage in debates about different practical forms of participatory and deliberative processes as well as learn about how these processes are designed and implemented. The objectives are to enable students to engage critically in discussions about citizen participation in modern democracies and to develop their communication skills. Throughout the module there will be an emphasis on connecting academic research with democratic practice: where possible students will hear directly from practitioners and will have the opportunity to attend and observe real-world cases of democratic innovation.
Learning Outcomes
On completion of this module students:
- Will be able to demonstrate a critical understanding of contemporary challenges facing democratic political systems, particularly regarding the role and attitudes of citizens;
- Will understand theoretical and empirical debates surrounding both established forms of citizen participation and democratic innovations;
- Will be able to draw on relevant criteria and evidence to critically evaluate democratic innovations and their design features;
- Will be able to communicate key findings from academic research in this field for the benefit of a non-academic audience.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge; manage such information in an independent manner;
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments;
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing;
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning;
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development;
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance .
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
This module provides a themed examination of the changing politics of the world economy, through the lens of the sub/inter-discipline, known as International Political Economy. International Political Economy (IPE) has become the accepted academic term for the analysis of the exercise of economic power and the politics of economic policy and capitalist development placed in a global context. This module introduces students to theories and concepts in International Political Economy related to the exercise of power and authority. It then goes to analyze a number of key topics and issues relating to the power and politics of economic organization and management including: the future of United States supremacy; the politics of money and finance; theories of development; the politics and policy of economic development in developing countries; problems of underdevelopment; the politics of global civil society; the global politics of energy policy and climate change; and the political economy of environmental sustainability.
Learning Outcomes
Upon completion of this module, students should be able to:, understand the main theoretical, ideological and normative interpretations of and claims relating to globalisation; understand the ways in which globalisation is reconfiguring political, cultural and economic processes; pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking; communicate ideas to others in a clear and concise manner, both orally and in written form.
Skills
Students will develop key intellectual skills such as critical analysis, creative thinking, problem solving; communication, e.g., oral, listening and written, working with others, improvement of learning and performance, managing information They will also cultivate employability skills such as research and communication skills, independent learning (organising and prioritising ideas), critical/independent thinking, co-operative endeavour (e.g. tutorial based teamwork). Subject specific skills include: listening/analytical/literacy/presentation skills; comparative methods, textual analysis, developing cogent arguments, ability to participate in a tolerant and supportive learning environment
The module will examine the key theoretical approaches and practical issues and debates that have defined the evolution of Security Studies. They will engage the changing definitions of security and approaches to understanding security. It will address both ‘domestic’ and ‘international’ security and the ways in which these are increasingly connected in both theory and practice. Moreover, it will introduce students to the inter-disciplinary nature of engagements with security (from politics to geography to technology). It will engage theorising in application by introducing students both to the major concepts and theoretical assumptions of understandings of security and showing how these play out in debates and practices of security. Students will be introduced to the core concepts and differences between ‘traditional’ rationalist theories of security and the emergence and development of varieties of critical security studies. They will then examine key issues in security that may include: The state, sovereignty and internal securities; uncertainty, the security dilemma and risk; regimes, regions and security communities; non-proliferation and disarmament; theorising war; migration and borders; surveillance and security; cyber-security; environmental security: beyond energy and resource conflict; Poverty, food, and human security; gender and security; and others. Students will therefore engage critically with the intersections of theory and practice; domestic and international; and state and human securities; and be able to understand contemporary transformations of security in relation to power, sovereignty, mobilities, and technology.
Learning Outcomes
Upon successful completion of the module students will:
- Demonstrate an awareness and understanding of different theoretical engagements with security and the diversity of critical approaches.
- Understand how theories of security translate into different political practices of security.
- Be able to apply critical security concepts to contemporary security practices.
- Critically engage in debates on key developments in the politics of security.
- Be able to reflect upon the ethical and political implications developments in security theory and practice.
- Be able to engage in depth with a wide range of security issues in a theoretically informed way.
- Pursue independent, creative and critical thinking through both written work and group discussions.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Politics and Political Economy of Energy and Low Carbon Energy Transitions
Overview
This module will take as it’s starting the concept of ‘Carbon Literacy’, its definition, measurement and development. Students will study policy making, governance and institutional structures at International, national, regional and local levels through the selection of relevant case studies. They will gain an understanding of the spectrum of carbon literacy and the challenges of identifying knowledge and capacity building needs for stakeholders, policy and decision makers at all levels, from global to local and individual.
Learning Outcomes
On successful completion of this module each student should have gained knowledge of:
• The emergence of carbon literacy and its role in the creation of a low carbon society;
• The conceptual and interdisciplinary dimensions of carbon literacy as a communication and policy language and tool;
• The scientific and normative components of carbon literacy in theory and practice;
• The positive and negative dimensions of carbon literacy in relation to communication and policy relevance; and
• The relationship between carbon literacy and existing frameworks for understanding and devising policies for the green economy.
Skills
The module provides students with opportunities to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
This module will explore the development of anthropological approaches to conflict, examining what social and cultural anthropologists have added to our knowledge of conflict. It will particularly examine issues of group identity and cohesion in relations to conflict. Examining theories of ethnicity and nationalism it will examine power and hegemony of the state. In relation to this there will be a focus upon aspects of remembering and social memory, on the use of rituals and symbols and of the way acts of violence are legitimised or delegitimised. The course will look at examples from Irish case studies but work on a comparative basis.
Learning Outcomes
This module will introduce students to the history and the key theoretical debates within the field of ethnomusicology. On completion of this module students will have:
* to develop a broad understanding of theories of group conflict
* to develop a broad understanding of mechanisms of group cohesion and conflict
* to explore the use of the concepts of identity, ethnicity, culture, community, border, symbol, ritual and tradition.
* to apply theories of identity politics to understanding nationalism and ethnicity
* to examine the legitimacy of violence and critically explore the notion of ‘terrorism’.
* To examine lessons from the Irish/British context and compare.
* to increase competency in research and the writing of academic papers
Skills
The course is designed to develop both subject-specific and transferable skills. These include:
* Advanced skills in understanding, evaluating and expressing anthropological arguments, especially concerning the relationship between theory and ethnography;
* Enhanced skills in group work (through seminars), in note taking, in presentation and in written argument;
* Library research skills;
* Critical reading;
* Advanced writing and oral presentation skills.
The module will evaluate the changing nature of intervention, from unilateral forceful intervention to multi-lateral intervention, to humanitarian intervention, and third party mediation. Focusing on state, intergovernmental and non-governmental actors’ interventions, it will look at various conflict intervention practices in all phases of conflict from conflict prevention to post-conflict peacebuilding.
Learning Outcomes
To acquire an overview, both historical and substantive, of various approaches to analysis of conflicts and of conflict transformation. The content will deal with different theories of conflict origins, conflict process, and conflict transformation, as well as examining the practices of different state and non-state actors after conflicts.
Skills
Emphasis will be placed on the development of analytic skills for identifying different types of conflict and alternative modes of intervention. Special attention will be given to questions of language, moral justification and power.
This module provides a critical examination of the policies, theories, politics, and practices that comprise the field of international or ‘Global’ Development. This module is not only concerned with mainstream policies and practices, but also with the processes of resistance that result from the pursuit of ‘Development’ projects across diverse polities and geographical contexts. Interdisciplinary in nature, this module provides a comprehensive overview of the field. It engages with literatures and debates across International Political Economy, Human Geography, Business Management, International Relations, and Development Studies.
Students will examine the colonial origins of the development regime, the pursuit of "development" alongside US power and hegemony in the mid-20th century, the role of "modernisation" discourses and "state-led" forms of development, development as a vehicle towards neoliberal capital accumulation, radical and post-modernist understandings on the means and ends of development, the rise of "new" actors and discourses such as Chinese and Indian "South-South Cooperation", the growing privatization of global development, and the ecological limits to the pursuit of development alongside "post-growth" alternatives.
This module will be particularly of interest for those seeking work in international development, international organisations, or non-governmental sectors.
Learning Outcomes
* Students will possess an advanced understanding of the current state of international development both as a field of practice and area of academic debate and inquiry. * Students will be able to apply and interrogate a range of concepts from across International Political Economy, International Relations and Human Geography.
* Students will understand not only heterodox critiques of mainstream international development practices and discourses, but they will also receive balanced insights into the practical challenges and bottlenecks faced by practitioners in the field.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner * Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments * Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field Professional and career development skills * Communication Skills: ability to communicate clearly with others, both orally and in writing * Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Technical and practical skills * Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organisational skills * Efficient and effective work practice: demonstrate ability to work efficiently to deadlines * Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information * Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way * Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Normally a strong 2.2 Honours degree or equivalent qualification acceptable to the University in a Social Sciences, Humanities or Arts subject; or a 2.2 Honours degree, or equivalent qualification acceptable to the University in any subject with relevant professional experience.
Applicants with qualifications below the standard of a 2.2 Honours degree (or equivalent qualification acceptable to the University) may be considered on a case-by-case basis if they can demonstrate appropriate relevant experience.
Applicants are advised to apply as early as possible and ideally no later than 14th August 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.
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.
MA Geopolitics can train you for employment in all sectors of government and the public sector, international agencies, NGOs, international corporations, media and information industries.
It can also lead to further research for PhD in Geography, Politics, International Studies or environmental studies.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
