Much of today's business operates in a dynamic, fast-paced and technologically advanced environment. With the future of business looking set to rely even more heavily on technology. Companies require talented individuals who can bridge the gap between business management and technology, forge new connections and foster continuing innovation in their industries.
Studying Business Information Technology at Queen’s gives you a sound knowledge of information technology fundamentals and their application in business. Additionally, this course provides a firm foundation in business management. Delivered in partnership with Queen's Management School (QMS) this allows our graduates to address a growing global need for capable and confident leaders in varied business environments.
Belfast is uniquely placed to offer opportunities for Business Information Technology graduates. There are more software companies located in Northern Ireland than in any other part of the UK, outside of London. Additionally, Queen’s University has links with businesses across the globe, including over 500 local, national and international IT companies. Employer experience is embedded into this course and allows students to engage and learn from prospective employers from day one.
Belfast in the world’s top 10 Digital Economies of the Future - the only UK city outside London to be listed (Financial Times’ fDi Intelligence, 2018)
Business Information Technology Incl Professional Experience highlights
Career Development
Students taking this programme may spend a year gaining professional experience in industry in a paid full-time post. Students are helped to obtain suitable places and the School has excellent links with over 500 local, national and international employers such as Citi, BT, Liberty IT, and Kainos in Belfast, IBM in England, Microsoft and Sun Microsystems in Dublin, Fujitsu in Japan and Siemens in Germany.
World Class Facilities
The School of Electronics, Electrical Engineering and Computer Science has a world-class reputation for research and provides excellent facilities, including access to major new research centres in Secure Information Technologies (CSIT), Electronics, Communications and Information Technology (ECIT) and Sonic Arts (SARC).
Internationally Renowned Experts
Many of our staff are leading international experts in their fields of research. Queen’s is one of the 24 world-class universities that make up the Russell Group in the United Kingdom, and is the only Russell Group University in Northern Ireland.
Student Testimonials
Michael Downey | Business Information Technology
Attraction to QUB
Mainly the course, it’s perfect as it’s a combination of business and IT. And of course, the reputation of Queen’s, it’s a great school.
Positive Experience during studies
The work experience opportunities I was able to apply for as a Queen’s student. e.g., Infosys InStep internship in India.
Placement
In New York City at a start-up called On The Stage. This was an amazing experience! Truly life-changing! I meet some great people and developed my technical and professional skills.
Feel free to take any info from this blog I wrote: https://blogs.qub.ac.uk/careers/2020/09/30/from-qub-to-nyc-my-placement-year-diary/
Engaging in extracurricular activities
Yes, I participated in the Microsoft hackathon in level 2. I went to Tuesday tech talks in the CSB.
One piece of advice to potential EEECS applicants
Go for it! Don’t be intimidated if you do not have any technical skills to date, the modules will start from a baseline and gradually increase in difficulty. Also, the support from lecturers is second to none. You will never be stuck.
Going Forward
Work in the industry for 1-2 years as a software developer and then complete a Masters or MBA.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (if anything!)
Nothing.
Matthew McGovern | Business Information Technology
Attraction to QUB
Queen’s good reputation as well as the facilities available in the CSB.
Positive Experience during studies
Being selected to go to Toronto with the Queen’s Global Leadership Programme.
Placement
Liberty IT. I loved it, I learned a lot that has proven to be really useful in final year. It showed me that even though I am studying BIT, having a career in Software Engineering is a real possibility for me.
Engaging in extracurricular activities
Yeah so I’ve attended a number of events ran by QCS and the Google Student Developers Club, which have been great to meet new people as well as to destress from coursework.
One piece of advice to potiential EEECS applicants
Stay calm! University is hard to get used to at the start, especially if you’d no prior coding experience like me. But the lecturers and demonstrators will make sure you get up to speed in no time, even if it doesn’t seem like that initially!
Going forward
I hope to work with big data with machine learning moving forward, and to positively apply this in our everyday lives.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (if anything!)
Relax! I was very stressed on my first day because I knew no one, but once you get into the swing of things its really easy to meet people on your course.
Ruth Ferris | Business Information Technology
Attraction to QUB
I wanted to attend Queen’s as it is close to home, yet it has a stellar reputation being one of the Russell Group universities. Anyone I knew that went said they had any amazing time and made so many memories. At the open days, all the lecturers were enthusiastic and passionate about their field of work. Having a course where I could combine my favourite A levels was very attractive to me, with three business management modules and three computer modules each year.
Positive Experience during studies
The social aspect of Queen’s is brilliant! There are so many opportunities to meet new people and from so many different backgrounds and cultures; especially with the range of clubs available. I personally enjoyed attending the Christian Union events; their free lunch bars, Bible studies and Monday night meetings. I also enjoyed the Basketball club, with weekly training sessions and matches throughout the year. Everyone at Queen’s is so welcoming and makes you feel like you belong.
One piece of advice to potiential EEECS applicants
One piece of advice for coming to EEECS is don’t be afraid to ask questions. All the lecturers are so friendly and willing to help. Avail of all the resources like peer mentors, labs and advisory sessions.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (if anything!)
If I could go back to first year, I definitely would have joined one or two more clubs and tried something new.
The Single Honours Business Information Technology degree comprises compulsory modules together with optional modules.
Due to the nature of change in the IT Industry it may be that the modules will be changed to keep up with industrial trends.
Stage 1
May include topics such as :-
Accounting
Databases
Organisational Behaviour
Fundamentals of Programming
An Introduction to Economics
Business, Government and Society
Marketing
Stage 2
May include topics such as:-
Professional Computing Practice
Software Development, Processes and Practice
Information Management
User Experience Design
Operations Management
International Business
Human Resource Management
Data Statistics
Leading for Change
Stage 3
Year of Professional Experience
Stage 4
May include topics such as:-
Working on a Project
Information Systems in Organisations
Supply Chain Management
Business Ethics
Innovation Management
Public Sector Management
Strategic Management
Information Policy
Customer Behaviour
Data Analysis and Visualisation
Network Security
People teaching you
EEECS T: +44 (0)28 9097 4669
E: eeecs@qub.ac.uk
Contact Teaching Hours
Personal Study
24 (hours maximum) 22-24 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc
Medium Group Teaching
6 (hours maximum) MGT (tutorials) 6 hours of practical classes, workshops or seminars each week
Large Group Teaching
9 (hours maximum) 9 hours of lectures
Learning and Teaching
The BSc in Business Information Technology including Professional Experience is a shared programme with Queen's Management School and provides a range of learning experiences which enable students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in practicals and project- based work etc.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Stages 1 and 2 who meets with them on several occasions during the year to support their academic development.
Practicals
Where you will have significant opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. Comprehensive demonstrator support is provided – typically one demonstrator per 8-10 students. You will be expected to attend a number of practicals each week.
Projects and teamwork
A number of modules throughout the degree will use supervised projects as a means of enabling you to put your technical understanding into practice. The extensive use of team based projects from first year will provide you with the opportunity to develop skills widely used by employers. In final year, you will be expected to carry out a significant piece of research on a topic or practical methodology. You will receive support from a supervisor who will guide you in terms of how to carry out your research and will provide feedback to you.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
A number of modules will make use of seminars/tutorials (typically 10-20 students). These provide an opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.
Work placements
A student taking this programme is required to spend a year gaining professional experience in industry in a paid full-time post. Students are helped to obtain suitable places and the School has excellent links with over 500 local, national and international employers such as Microsoft, Liberty IT, Kainos, IBM,Deloitte, BT, Citi Group, SAP and Dell. It is expected that students will gain a Licentiateship of the City and Guilds from this period of work experience.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references
Online or emailed comment
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
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 the fundamentals of programming. You will explore real-world problems through worked programming examples which will encompass learning good algorithm design. This will be achieved using appropriate programming constructs such as assignment, selection and repetition. You will also be introduced to simple data structures and object-oriented programming.
Learning Outcomes
Students must be able to:
• Demonstrate knowledge, understanding and the application of the principles of procedural programming, including:
o Primitive data types
o Simple abstract data structures, i.e. strings and arrays
o Sequencing, selection and iteration
o Functions/methods and composition
o Input/output and error handling
• Demonstrate knowledge and understanding of the principles of object-oriented programming, including
o Classes, objects and inheritance
• Analyse real-world business challenges in combination with programming concepts and data manipulation to write code in an effective way to solve the problem.
• Fully test a system by applying user acceptance testing
• Demonstrate knowledge, understanding and the application of the software systems design with a focus on users and key stakeholders, including
o Classification of user/system requirements in line with the problem domain
• Demonstrate knowledge, understanding and the application of working as part of a team to deliver a solution to a client
Skills
KNOWLEDGE & UNDERSTANDING: Understand fundamental theories of procedural programming
INTELLECTUAL AND PRACTICAL:
• Be able to design and develop small programs, which meet simple functional requirements expressed in English.
• Programs designed, developed and tested will contain a combination of some or all of the features as within the Knowledge and Understanding learning outcomes.
Organisations of one form or another play an important part of society and serve many important needs. They vary greatly in size, complexity and the activities they undertake. To achieve organisational goals people working in organisations have to be managed. The module explores three key areas. Firstly, the factors that influence individuals such as personality, attitudes, perception, motivation, learning, communication and job satisfaction. Secondly, the factors that influence the nature of groups and teams and the importance of leadership. Thirdly, the module explores the nature of organisations by analysing issues such as goals, structure, design, control, culture and development.
Learning Outcomes
Upon successful completion of the module students should be able to:
1 Understand a range of factors that influence the behaviour of individuals in organisations such as personality, perception, communication, motivation and learning.
2 Understand a range of factors that influence the behaviour and development of groups and teams in organisations and be aware of the nature of leadership.
3 Understand the nature and complexity of organisations by exploring issues such as goals, strategy, structure, design, control and development.
4 Possess an awareness of the changes that continually impact on individuals and groups and influence the nature of organisations.
5 Apply the learning acquired to other elements of the degree programme.
Skills
• Critically evaluate information and its veracity in relation to organisational behaviour
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
Use of accounting information in business: the balance sheet, income statement and cash flow statement, and introduction to ratio analysis; introduction to: costing, accounting for overheads, budgeting, variance analysis and contribution analysis.
Learning Outcomes
Students should be able to:
1. Appreciate the purposes for which accounting information is used in business;
2. Understand how that information is gathered, processed, and presented;
3. Use quantitative and qualitative techniques to aid problem solving; and
4. Demonstrate development of technical skills in preparing and interpreting basic accounting information
Skills
Students should be able to develop their:
IT and electronic-based learning skills;
independent learning skills;
time-management skills
This module introduces essential concepts and skills for developing data-driven web applications, covering relational and NoSQL databases, and client-side technologies (HTML, CSS, JAVAScript). Emphasizing best practice software design principles, development activities are underpinned by industry standard approaches to software modelling, designing methodologies, software testing principles and key security considerations. Additionally, this module fosters transversal skills such as communication, teamwork, problem-solving and agility in a team environment. Aimed at providing a strong technical and theoretical foundation, this module equips students for the dynamic field of web development and software design, blending technical competencies with essential soft skills for the software industry.
Learning Outcomes
Upon successful completion of this module, students will be able to:
1. Design and implement relational and NoSQL databases, understanding their respective use-cases and benefits,
2. Develop interactive web pages using HTML, CSS and JavaScript, adhering to modern web standards .
3. Employ fundamental software design and testing principles in the development process, integrating modelling techniques, design methodologies, and ensuring code reliability and functionality.
4. Understand and apply fundamental principles of security in web development and database management, recognising common vulnerabilities and learning to implement basic protective measures.
5. Apply and evaluate the transversal skills associated with software development including effective communication, teamwork, problem-solving, and adaptability in a team environment.
Skills
Design and implementation of modern data driven systems considering technical and environmental aspects.
This module introduces students to economic approaches to the study of organisations. The module examines:- why organisations exist in a market context; the role of the entrepreneur; buyer behaviour; production and costs; the pricing decision and game theory; how the firm makes profits; the firm as a focal point for a set of contracts; the principal-agent problem; growth and innovation; the macro-economic environment.
Learning Outcomes
On completion of the module you will have acquired:
Knowledge and understanding:
Students will gain an understanding of both the textbook applications of theory and real world managerial practice. The course will cover standard topics such as demand and supply, production and cost, pricing decisions, market structures, mergers and vertical integration, R&D etc.
Intellectual skills:
Students will gain an understanding of how economists think and how to engage in economic analysis. They will also get some understanding of the economic techniques that are available to address business problems and the strengths and weaknesses of these techniques.
Practical skills:
Students will develop organizational skills, communication skills, presentation skills and word processing skills.
Skills
The aim of this module is to introduce students to the relevance of economic analysis to managerial decision making. Economics is central to understanding management and underpins many functional decisions, e.g., in marketing, finance, production and human resources.
The module explores the role of business in its wider environmental context and specifically explores the relationships between business, government and society within and across countries. Businesses do not exist and act in a vacuum but rather have to interact with and oftentimes accommodate the views of a wide range of stakeholders in order to be successful. For example, Multinational Enterprises may decide to shift production into low-cost countries, however, they have to consider the societal and legal challenges that this decision generates, both at home and abroad. Organisational structures and corporate governance frameworks are thus developed to ensure that businesses can engage with these wider social and public policy contexts. As a result, businesses are becoming more deeply rooted in and intertwined with local, national and international communities.
Indeed, beyond a narrow profit making focus, there is a growing acceptance that corporate interests can and should converge with societal interests to generate better, sustainable outcomes for the business in the long term. However, balancing the drive to make profits and to satisfy short-term shareholder interests with the long-term needs of society and its environment is tough. Consideration must be given to developing sustainable and responsible businesses. Students will learn about the challenges that businesses but also students themselves face in day-to-day (business) life, and will discuss and develop different solutions to these challenges.
Learning Outcomes
Successful completion of the module will enable students to:
• Explore the needs and responsibilities of different stakeholder groups and their impact on business
• Critique the role of business in society
• Develop an understanding on the impact of business on all facets of society
• Analyse and evaluate the relationships within and between business, government and society
• Explain the complexities that characterise the relationships between business, government and society at different levels of governance
Skills
The module aims to give students a sound introduction to issues concerning the interactions and relationships between business, government and society. It will orientate students toward better and more acceptable decisions in business
Marketing is a key factor in business success. On a daily basis, we are exposed to a plethora of marketing messages and actively engage in the marketplace. Often our purchasing decisions are heavily influenced by organisational marketing efforts and we ‘display’ our favourite brands through the clothes we wear, the cars we drive and the football teams we support. Marketing is everywhere! It is an inescapable feature of our contemporary world.
The focus of this module is on the theory and practice of marketing in the context of organisations. The module will provide students with insights into the issues and tasks that marketing managers face in traditional and digital marketspaces and the concepts and theories that can be used to inform marketing decisions. The range of marketing topics that will be covered in the module include the marketing environment, market segmentation and targeting, management of the marketing mix, market research and brand development. The module intends to offer a solid grounding in these fundamental mechanics, while providing opportunities to engage with practical examples and exercises in how these techniques are applied in industry.
Learning Outcomes
Successful completion of the module will enable students to:
1. Understand the nature, scope and role of marketing as a business management process.
2. Examine the key marketing concepts and theories associated with marketing and value creation.
3. Identify and discuss the key issues that marketers face as they make decisions in local, national and international markets.
Skills
This module provides opportunities for students to acquire or enhance the following skills:
1. Develop critical and creative thinking skills through the assessment of strategic marketing problems and the proposal of feasible solutions.
2. Identify and synthesise relevant information/data from a variety of source.
3. Practice and improve communication of ideas in written and oral form
4. Improve team working skills and independent enquiry.
5. Organisation and time management skills.
This module will prepare students for employment by developing an awareness of the business environment and the issues involved in successful career management combined with the development of key transferrable skills such as problem solving, communication and team working. Students will build their professional practice and ability to critically self-reflect to improve their performance.
Key elements will explode legal, social, ethical and professional issues (LSEPIs) including intellectual property, computer-aided crime, data protection and privacy including GDPR, security, net neutrality, communication through technology, cultural sensitivity and gender neutrality. The British Computer Society (BCS) code of conduct will be exploded and understood.
Learning Outcomes
To prepare students for employment in industry and research through developing an awareness of the business environment and key skills.
To develop and demonstrate a range of transferrable skills including communication skills, presentation, group working and problem solving.
To develop skills in critical reflection of self and others feeding into improvements.
To explore legal, social, ethical and professional issues (LSEPIs). Examples of areas to be explored will relate to: Intellectual Property, Computer Crime, Work Quality, Challenges of On-line content Quality, Digital Divide including Net Neutrality, Privacy including GDPR, Security, Globalisation, Communication through effective use of technology, Cultural Sensitivity, Gender Neutrality. British Computer Society (BCS) Code of Conduct will be explored covering Public Interest, Professional Competence and Integrity, Duty to Relevant Authority and Duty to the Profession.
Skills
Problem synthesis and resolution as an individual and as a team. Development and use of suitable communication mechanisms. Business and professional awareness.
Web developers work with a combination of different technologies, e.g. server-side scripting languages, JavaScript, SQL and they may also specialise in other web development stacks. The course will explore one modern server-side programming language with the traditional client-side technologies such as JavaScript and CSS that are used in developing modern dynamic web applications. Further to this, other areas of software engineering will also be studied in order to implement real-world and web-based software solutions.
Learning Outcomes
Students shall be able to:
• Demonstrate knowledge and understanding of the principles of web development technologies to include:
o Principles of Python programming for web deployment
• Demonstrate knowledge and understanding of the principles of the associated technologies that support web-based application development to include:
o Practices of client-side technologies e.g. JavaScript, HTML and CSS.
o Practices of RDBMS e.g. SQL and MySQL.
• Demonstrate the ability to build and deploy real-world web-based software solutions to include:
o Principles of solution-based design
o Practices of software system development, deployment and testing
o Principles of performance, optimization and rendering.
Skills
KNOWLEDGE & UNDERSTANDING:
Understand the fundamentals of several modern, open-source server-side programming language.
Understand the fundamentals of the following areas in web development: web based software system design, full stack development, and web based application deployment.
Understand the fundamentals in software engineering: development methodologies, testing and security.
• Ergonomics: ergonomics; accessibility; minimising mistakes; analysis and testing; case studies. Human Factors: human senses; human movement and speech; human memory; human intellect
• Prototyping: types of prototyping; low fidelity prototyping; exercise; high fidelity prototyping.
• Design Principles: universal design; principles and guidelines; interaction styles; patterns.
• User Interfaces: design implementations of human cognition; layout; navigation; text.
• Usability Metrics: usability; assessment; qualitative assessment; quantitative assessment.
• Usability Heuristics: heuristic evaluation, usability heuristics; specialised heuristics.
Learning Outcomes
Be able to:
• Demonstrate understanding of the role of human factors, effective design, prototyping and usability evaluation in the development of software and hardware products.
• Develop appropriate user interfaces for specific applications and specific users using low and high-fidelity prototyping.
• Assess the usability of an application with respect to different user populations.
• Work as a member of a team to deliver designs and prototypes.
Skills
Communication, Improving Own Learning and Performance, Problem Solving, Working with Others
This course develops the major themes of Operations Management within both manufacturing and service organisations and highlights contemporary issues, methods and models, as well as trends. The primary objective of the module is to familiarise students with both, the basic concepts, techniques, methods and applications of operations management, as well as some new approaches. Content includes some traditional operations management topics, such as operations strategy and performance, process design, and lean management, as well as contemporary topics related to sustainability of operations, circular economy and implications of the use of new manufacturing and digital technologies (Industry 4.0).
Learning Outcomes
This module is designed to give the learner practical and theoretical knowledge of the intricacies of operations management and its link with the organisation's overall competitiveness.
At the end of the module, students should acquire knowledge and understanding of
- Main principles and key theories of operations management, as well as tools and models for quantitative and qualitative analysis of operations and their environmental impact.
- Contemporary issues that impact managing operations, as well as new manufacturing and service trends, tools and technologies
- Importance of considering sustainability implications of manufacturing and services, and assessing their impact of business on the environment and society.
- Impact of digitalisation on both, the productivity of manufacturing and services as well as environment and society.
Skills
Plan, conduct and report a piece of original research;
- Synthesise, analyse and evaluate information from a variety of different sources;
- Enhanced communication skills - both written and oral;
- Teamwork;
- Competent use of information technology (MS Office, internet searches, AI-powered tools, subject-specific software).
Students on this module will develop a sophisticated understanding of the complex global economic, political, legal and cultural environment and a deep appreciation of how this affects the strategies, operations and decisions of organisations and professionals who operate in an international business context. Students will also become familiar with a variety of organisation forms, operating modes and activities relevant to international business.
Learning Outcomes
Upon successful completion of the module you will be able to:
1. Explain and evaluate a variety of strategies and activities used by firms for conducting international business;
2. Utilise relevant theories and concepts to analyse international business decisions and recommend courses of action.
3. Demonstrate a critical understanding of how firms conducting international business are influenced by economic, institutional, political, and geographical factors.
Skills
On completing this module students will have enhanced subject specific skills in:
1. problem-solving and critical analysis: analysing facts and circumstances to determine the cause of a problem, decision-making and selecting appropriate solutions;
And personal transferable skills in:
2. Conceptual, systemic and critical thinking, analysis, and evaluation’
This module engages with a number of themes which include: managing humans as organisational resources; contemporary contexts in human resource management including applications of technology and AI at work; creating equal employment opportunities and safe workplaces for all; recruiting and retaining human resources and employees; training and development of employees; managing employee motivation, performance, pay and benefits; managing employment relations; managing human resources within global contexts and/or organisations.
Learning Outcomes
Successful completion of the module will enable students to develop a clear understanding of the role and impact of human resource management (HRM) at work and its relevance to overall organisational strategies and success. Students will also gain insight into the nature of the employment relationship and how it evolves in response to changing organisational contexts.
In addition, they will be expected to demonstrate knowledge of, and critically evaluate, the central issues and problems relating to the management of work and employees within organisations, as well as consider appropriate solutions. Students will recognise the importance of HRM practices within an international political economy, with particular attention to how nation states, civic organisations, global business activities, and transnational bodies shape contemporary approaches to human resource management.
Skills
The module aims to develop the intellectual and practical skills of the student in acquiring, analysing, interpreting and understanding current human resource management issues by introducing them to the theoretical concepts and principles underpinning the effective management of human resources in a variety of organisational contexts. Students will be encouraged to work independently and in groups to improve their own learning and to provide solutions to human resource problems.
The module uses contemporary theories and models of leadership in organization to study how leaders influence organizational effectiveness. Students will lean to apply the theoretical perspectives or models to study how leaders develop future vision, and how they motivate, manage and change people and organization to achieve the vision. The module will provide a wide knowledge on a number of major perspectives on organizational leadership. These perspectives include leadership behaviours, leading and managing organizational change, contingency theories of effective leadership, leading teams, ethical practices, transformational leadership, leading cross cultural activities, strategic leadership and leadership development.
Learning Outcomes
Successful completion of the module will enable students to:
1) analyse and apply the theories and models that underpin organizational leadership
2) demonstrate a critical understanding of how managers establish relationship with peers, and manage and motivate the performance of their subordinates
3) Understand the role of leaders in shaping and changing organizational structure and culture.
4) Explore how leaders develop an organization’s future vision and achieve it by aligning the organization and motivating people.
5) Apply different leadership and decision making strategies to achieve superior organizational performance.
Skills
The module aims to provide a theoretical and practical understanding of the core characteristics associated with leadership, and its effect on contemporary business situations. It will also provide an opportunity for students to develop leadership and management skills.
Increasingly, organisations are relying on data analytics to interpret corporate information when making business decisions. Indeed, the timely and appropriate use of analytics is considered a crucial component among organisations that are committed to achieving business success. The aim of this module is to develop students' knowledge and skills of business analytics, based upon research methods, which are essential for the business world as well as other modules within the degree programme. This module introduces secondary and primary research and the main empirical methods (i.e., qualitative, and quantitative) employed in business practice. Specifically, Students should acquire an understanding of the issues of data collection, measurement, sampling, analysis, and presentation of results.
Learning Outcomes
On successful completion of this module students will be able to:
1. Demonstrate an understanding of the role and impact of data analytics in dealing with a variety of business problems.
2. Demonstrate an ability to summarise, analyse and present data effectively to others.
3. Employ statistical techniques to draw well founded inferences from quantitative data.
4. Demonstrate an ability to use appropriate software.
5. Demonstrate an ability to understand the scope and limitations of quantitative methods.
6. Identify sources of published analytics, understand their context and report on their wider relevance.
7. Interpret and disseminate research results and findings.
Skills
Students should be able to:
1. Apply critical analytical skills and problem solving skills to a variety of different situations.
2. Synthesize, analyze, interpret and critically evaluate information from a variety of different sources.
3. Work effectively as an individual and as part of a team.
The Professional Experience Year is a compulsory part of the academic programme for students on seven of our degree courses:
BSc/BEng in Computer Science including Professional Experience
MEng in Computer Science including Professional Experience
BEng Software Engineering including Professional Experience
MEng Software Engineering including Professional Experience
BSc Business Information Technology including Professional Experience
BSc Computing and Information Technology including Professional Experience
Learning Outcomes
The overall aim of the industrial placement period is to provide the student with experience in computing/business which complements the academic study in the University and contributes to their professional development. Precise objectives to achieve this aim vary from placement to placement.
Ideally the students should:
Understand the operation of industrial, commercial or government service organisations and the nature and importance of the business/computing dimension within them.
Understand the systems of communication, control and responsibility within the organisation.
Understand the systems of software quality control within the organisation.
Acquire experience of working with other people at all levels.
Have an appreciation of the organisational and administrative principles of running a business, particularly in the areas of financial control, costing and marketing (where appropriate and possible).
Further develop their personal communication skills; good use of language, accurate writing and appropriate style and manner are required.
Learn how they can best contribute to the organisation and develop their potential and self-management; appropriate application of initiative should be encouraged.
Gain experience in carrying out computing/business tasks and thus acquire confidence in applying their knowledge to the solution of real problems; in keeping with this, they should be given progressively increasing responsibility.
Understandably, students on placement will engage in widely differing activities. However, the great majority of placements allow achievement of the objectives above to a greater or lesser extent. Flexibility in arranging the placement programme is an essential requirement of many employers and the University recognises this, aiming for the maximum benefit to student and employer.
Skills
This module provides an opportunity to exercise aspects of the following skills: Communication, Team Work, Problem Solving, Business Awareness, Project Management and Professionalism within the Workplace.
• A project requiring the construction of an information technology based solution to a business-related problem. To include:
o Software Design: Agile software design (iterative development, agile development principles), User Experience design.
o User Acceptance Testing.
o Web app development that could be deployed to mobile/tablet.
Learning Outcomes
Be able to:
• Apply appropriate commercial and economic strategies to produce an IT system for a business-related problem through the use and maintenance of information systems.
• Select and assess user, task and technical requirements and tests for a given application.
• Design and develop appropriate user interfaces tailored to a domain specific application for a specific user population.
• Design and develop a web-based front-end and a databases back-end in fulfilment of user requirements.
• Demonstrate a range of project management skills including those relating to the management of cost, quality, human-resource, communication and risk through the development of a project plan and the use of strategic planning.
INTELLECTUAL: Problem solving skills using IT skills and system design skills.
PRACTICAL: Selection and application of appropriate IT tools, application of system design and implementation techniques, delivery of a system on time, reliably and to specification.
Traditional Vs modern role of technology, Strategic Information Systems (SIS) and Competitive Strategies, strategic planning for IS & IS strategy, integration of IS with business objectives, Internet & strategy, Inter-organisational Information Systems and E-commerce, Culture & Management of technological change, Business Process Re-engineering and Business Transformation, and outsourcing/geosourcing
Learning Outcomes
At the end of this module students will be able to:
• Explain the evolving role of IS in organisations and, use tools/frameworks confidently to identify IS-related challenges and exploit the strategic and operational potential of IS for competitive advantages.
• Critically analyse real world IS-related business outcomes.
• Explain the role of identity, culture & other human-related factors in the management of digital technology and transformation.
Skills
Work and learn independently, problem solving/critical thinking, communication skills, IT skills, work in teams.
• How Data Analytics is used in industry and research
• Obtaining data
• Cleaning and converting data into a form to make it suitable for analysis and visualisation
• Use of existing tools to visualise data
• Use of existing tools to identify statistical patterns
• Formulating and testing theories about data
• Communicating data analytic discoveries effectively
Learning Outcomes
Be able to:
• Explain how data analytics is used in industry and research.
• Demonstrate the ability to obtain, process and clean data for analysis.
• Use existing tools to visualise and analyse data.
• Formulate and test theories about data.
• Communicate discoveries effectively.
Skills
Creativity in obtaining useful data. Ability to use techniques to clean and process data. Ability to use existing tools for analysis and visualisation of data. Creativity and reasoning skills required to formulate theories about data and to evaluate those theories using statistical analysis of the data. Communicating theories about data in a clear way. Demonstrating patterns in data in a convincing way.
Introduction to Network Security
• Key concepts & principles
• Attack Types, Threats, Vulnerabilities in Internet Protocols.
• Firewalls, Access Control and Traffic Filtering
• Intrusion Detection and Prevention Systems
• Secure Network Architecture
• Internet Security Protocols
Learning Outcomes
A successful student will:
• Know and understand the administration of network security;
• Know and understand the technologies involved in the design and deployment of secure networks;
• Be able to demonstrate the use of tools for network security analysis, Firewalls etc.
Skills
This module provides an opportunity to exercise aspects of the following QCA Key Skills (at proficiency Level 4): Communication, ICT, Improving Own Learning and Performance and Problem Solving.
Successful innovation at the firm level is increasingly regarded as key to both productivity growth and enhanced competitiveness while also acting as a driver of economic growth. Innovation is considered crucial for firms’ survival while research has further demonstrated that innovating firms grow faster, have higher productivity and are more profitable than non-innovators. Innovation is, however, an uncertain process and the strategies and processes associated with innovation require a specific set of resources, skills and competencies. Generally, most firms do not have well developed or professionally managed innovation strategies and as a result, they fail to innovate and create new value. This module demonstrates the strategic imperative for innovation and analyses the innovation management function.
This module provides an integrative view of the management of innovation, comprising industrial, organisational and managerial perspectives. In doing so, it aims to critically evaluate the main concepts, measures and indicators of innovation activity and to assess the importance of innovation to both individual businesses and the wider economy.
Learning Outcomes
At the end of this module students should be able to:
• Explain and critically reflect on innovation and why it is crucial to competitive advantage and organisational success.
• Conceptualise and critically explore the context and process of innovation management.
• Analyse innovation management in a variety of organisations using examples from the world’s most innovative firms.
• Critically evaluate innovation management and provide recommendations for change demonstrating appropriate judgement
Skills
In addition to the above this module provides opportunities for the student to develop the following cognitive and transferrable skills:
• Ability to synthesise, analyse, interpret and evaluate information from a variety of different sources (academic literature, lecture material, quantitative and qualitative business and market information, government publications, web-sites, bibliographic searches).
• Ability to apply critical thinking skills to a variety of different situations (through case study material, problem solving tasks).
• Ability to apply conceptual and empirical tools to business scenarios and use appropriate techniques to present and analyse company data.
• Effective communication (through essay writing, podcast creation and group discussion).
Students will develop an understanding of Strategy and Strategic Management in various contexts. The module will evaluate various theoretical models underpinning strategic management concepts. It will also address more practical issues such as strategic planning, strategic choice and strategic options (including acquisitions, divestments, strategic alliances, growth and retrenchment strategies).
Learning Outcomes
Evaluate strategic priorities at corporate, business and operational levels. Analyse and evaluate the strategic management process.
Have a clear understanding of a range of Strategic Analytical Tools and be able to apply these in different contexts
Analyse and evaluate the theoretical aspects Strategic Choice Theory
By the end of the module students should be able to analyse and evaluate the theoretical and practical issues associated with developing strategy in various contexts, including strategy in a small business environment and strategy in the third sector.
Skills
Knowledge acquisition and development skills.
Critical reflection and analysis
Synthesis of knowledge & Writing skills
Problem solving skills
There can be little doubt that many changes have taken place in the way the public sector of the late 1990s and early 2000s has been managed. It is dominated by many underlying themes such as value-for-money, accountability, doing-more-with-less, customer focus and electronic government. This module attempts to unravel these key themes and discuss their importance to public sector management.
Learning Outcomes
To develop the intellectual and practical skills of the learner in the acquisition, analysis and interpretation and understanding of current issues relevant to managing in the public sector.
Skills
Intellectual (thinking skills) : - planning, conducting and writing reports; synthesising, analysing and interpreting information. Transferable skills: - individual and group work; oral and written communication; competent use of Information Technology; personal and interpersonal skills.
Contemporary and Emerging Issues in Business and Management
Overview
In today's rapidly changing and uncertain business environment, business leaders and managers need to be aware of emerging trends and issues and how these might impact the organisation both strategically and operationally.
This module allows students to explore a range of contemporary and emerging issues under the broad umbrella of grand challenges and wicked problems. Thus, macro level and emerging global ‘issues’ such as those relating to, for example, to the United Nations’ Sustainable Development Goals (SDGs), modern day slavery, and (de)industrialisation may be discussed.
Changing trends in consumer behaviour, the role and impact of working with diverse stakeholders will also be addressed.
Given the uncertainty and operating in VUCA environments, topics such as organisational resilience and diversity will also be explored.
Attention will be also be given to local and national issues and their impact (both positive and negative) on the internal business environment.
Learning Outcomes
Upon successful completion of the module students should be able to:
Critically evaluate the role and meaning of grand challenges and wicked problems as applied to business and management
Critically evaluate a range of contemporary and emerging issues in business and management nationally and internationally
Analyse the potential (and actual) impact of these issues in a range of business environments
Demonstrate knowledge and understanding of a range of social science theories (e.g. drawn from disciplines such as Geography, Sociology, Business/Management) and apply these to contemporary and emerging issues in business and management.
Skills
• Critically evaluate information and its veracity in relation to the role and impact of emerging ‘issues’ in business and management
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Work both independently and in groups
• Manage own time and workloads effectively
• Pursue independent enquiry
Themes include: Introduction to Supply Chain Networks; Lean and Agile Supply Chain approaches; Demand Management; Supply Management; Inventory Management; Supplier Selection and Assessment; Supplier Relationship Management; Supplier Development and Involvement; Supply Chain Risk Management; Sustainable Supply Chain Management.
Learning Outcomes
On completion of the module students will:
- Understand the nature, scope and role of supply chain management in (and between) organisations.
- Be able to identify and discuss the key issues that face supply chain managers as they make decisions.
- Be able to understand and discuss the key concepts and theories involved in supply chain management.
- Understand the importance of co-operative practices in supply chain activities and ways in which such practices may be achieved.
- Have identified, reviewed and evaluated a specific topic on a contemporary supply chain management related issue.
Skills
The module is also designed so that students may enhance/develop the following skills and/or competencies (mainly through tutorial activities):
- Team-working: ability to work in groups to discuss key concepts, provide solutions and develop key business-related interpersonal skills.
- Analytical: ability to synthesise material and provide critical commentary.
This module on Business Ethics discusses and evaluates the ethical responsibilities of managers and organisations. It will explore themes/issues from multi-disciplinary and managerial perspectives and analyse tensions, conflicts, contradictions and dilemmas via case studies and class discussion. Topics that may be developed include: the role of ethical theories, the internal ethical environment (why and how do ethical dilemmas arise and how can they be resolved?); ethical issues with regard to employees (including whistleblowing, Codes of Ethics, corporate governance), ethics and consumers, ethics and social responsibility.
Learning Outcomes
By the end of the module, students should be able to: Evaluate the ethical responsibilities of organisations. Critique the core concepts of ethical thinking and ethical management practice. Evaluate the role of ethics in business, in local, national and international contexts. Analyse different ethical perspectives and theories that are used to guide decision making. Evaluate the rights, duties and responsibilities of, and relationships between, organisations and their internal (employee) and external stakeholders (customers, local and wider communities). Assess the relationship between business ethics and corporate social responsibility.
Skills
Synthesise, analyse, interpret and evaluate information from a variety of different sources. Apply critical thinking skills to a variety of different situations (through case study material, analysis of relevant policies and approaches, problem solving tasks). Plan, conduct and report a piece of original research (for continuous assessment). Communicate effectively (through essay writing, report writing and presentations). Work effectively as an individual and as part of a team (tutorial work, continuous assessment). Competent use of information technology.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
Access Course
Successful completion of Access Course with an average of 70% + GCSE Mathematics grade C/4 or equivalent in Access Course.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level + if not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades D*DD + GCSE Mathematics grade C/4
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades D*DD + GCSE Mathematics grade C/4
Graduate
A minimum of a 2:2 Honours Degree + GCSE Mathematics grade C/4
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Electronics, Electrical Engineering and Computer Science. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
For entry last year, applicants for the Business Information Technology programme offering A-level/BTEC Level 3 qualifications must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS may also be considered. Candidates are not normally asked to attend for interview. The offer for repeat candidates is set in terms of three A-levels and may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate or AQA Extended Certificate will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
Applicants offering other qualifications, such as BTEC National and Higher National Certificates/Diplomas, and Irish Leaving Certificate will also be considered.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
For those offering a Higher National Certificate (HNC) or Higher National Diploma (HND), some flexibility may be allowed in terms of GCSE profile, but this must include grade C/4 or better in GCSE Mathematics. Any consideration would be for Stage 1 entry only. For applicants offering a HNC, the current requirements are successful completion of the HNC with Merits in all units. For those taking a HND to be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit grade. Where offers are made, these are currently conditional on successful completion of the HND with Merits in all units assessed in final year.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held during the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
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
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, 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.
International Students - Foundation and International Year One Programmes
Queen's University Belfast International Study Centre offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
More than ever, there is a real need for skilled managers in the contemporary, technology driven environment. Those managers will be required to have an understanding of the fundamental principles of Computer Science, Information Technology and Management with an emphasis on application of advanced information technology in a business environment. Employers, from large multinational firms to small local organisations, actively target our students, recognising that Queen's Business Information Technology graduates are equipped with the skills they need. Even with the recession, current industry analysis indicates that there is a shortage of IT graduates and this trend is forecast to continue.
On graduating with an Honours degree and a year's experience, graduates are able to choose from a host of rewarding and challenging careers in industry, commerce, education and research. Many graduates take up posts associated with management and finance working in contemporary, technology driven environments, while others undertake research.
What employers say
“We’ve been recruiting QUB students for many years now. The reason why we do is that the students who join us have always bowled us over with their enthusiasm, can-do attitude and how quickly they can learn the skills required to work in Kainos. They fit in quickly to our team environments, and add a huge amount of value in terms of the work they do here.”
Kainos
“The students who join PwC NI from Queen's University Belfast EEECS not only come with a great academic record but also portray the key skills, we as a firm seek. Skills such as teamwork, good communication, willingness to learn and develop and reimagine the impossible. This I feel is due to a strong focus on both academics and the importance of the careers services during their university degree.”
PwC
“Every year, Liberty IT employs about 20 placement students, many of whom come from Queen’s. The standard of these students is very high, which is evidenced by the conversion rate to Graduate Software Engineers within the company once they graduate – this year it was 100%.”
Liberty IT
Degree 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 Degree 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 will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students may wish to become a student member of BCS - The Chartered Institute for IT - at an annual cost of £20, or £30 for four years (subject to change).
Students undertake a placement in year 3 and are responsible for funding travel,
accommodation and subsistence costs. These costs vary depending on the location and duration of the placement. Students may receive payment from their placement provider during their placement year.
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?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at:www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications fromUK and EU (Republic of Ireland)students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications fromInternational and EU (Other) studentsare normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS Most students make their applications throughUCAS(Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application.Find out more.
Applying through agents and partners The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult theAgent Listto find an agent in your country who will help you with your application to Queen’s University.
