The MA History programme at Queen’s is designed to offer an innovative package of modules that challenges
students to develop their knowledge and skills, and flourish in their area of interest or future specialism.
Our Faculty have research specialisms across a range of chronological and geographical areas. We have areas of particular strength in ancient, medieval, early modern and contemporary history in Ireland, Britain, the USA, Europe, Africa and Asia. Students will be taught by leading experts in public history, urban history, women’s and gender history, religious history, political history, and extra-European history.
Modules are designed in a complementary fashion in order to develop the range of skills that employers expect from graduates from the best designed postgraduate taught programmes. They are designed also to train students who want to continue onto a PhD.
Modules range from methods and sources to sources to research-based dissertations and public history internships (subject to availability). The History of Religion, Race and Ethnicity, Social, Cultural, Gender, Political History or Economic History are all explored. You can opt to take these approaches within American History, British History, Irish History, European History, African History, Asian History or Ancient, Medieval, Early Modern and Modern History.
History at Queen’s is ranked in the top 200 in the world by subject (QS World Rankings 2023).
History highlights
Student Experience
The School has a rich research culture and postgraduate community. Postgraduate students host regular graduate-led seminars, colloquia and conferences. Students engage closely with research activities and events run by the Centre for Public History at Queen’s.
This programme provides students with an opportunity to work in the largest and most international community of historians on the island of Ireland.
Close involvement of practitioners from a wide range of organisations in many aspects of the course including:
Practitioner-led workshops
Rich research culture and postgraduate community
Involvement in the Centre for Public History at Queen’s
Involvement in the Institute of Irish Studies
Involvement in QUOTE (Queen’s University Oral history, Technology and Ethics) Hub
World Class Facilities
The School is a world-leading centre for innovative and dynamic historical research. In the 2021 UK assessment of research (REF), History at Queen’s was ranked in the top 23 departments for research and 100% of the History research environment was considered as ‘world-leading’.
Internationally Renowned Experts
Modules focus on cutting-edge staff collaboration on emerging research themes with renowned experts in their field.
Student Experience
Queen’s ranked 17 in the world for international outlook (Times Higher Education World University Rankings 2022).
16% of the Queen’s student population are international students (Queen’s Planning Office, 2023).
Ranked 10th in the UK for graduate prospects (Times and Sunday Times Good University Guide 2024).
Student Testimonials
"I found the choice of modules within the Modern History Undergraduate Degree course at Queen’s to be diverse, thought-provoking and well taught. An aspiring historian can extend their studies from Ireland to each of the continents, and from the twentieth century back to early medieval times."
Robin McCallum
MA History and completed a PhD at Queen's
“The MA History programme at QUB not only gave me the opportunity to pursue my own research interests, it also enabled me to further develop my skills as a historian and a researcher. The course itself is tailored to suit the interests of the students, and the School, with its lively research environment and internationally renowned academic staff, it is the ideal place for further study.”
Dr Leanne Calvert
Students may enrol on a full-time (1 year) or part-time (3 years) basis. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
The MA is awarded to students who successfully complete six taught modules (120 CATS points) and a 20,000-word research dissertation (60 CATS points).
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
HAPP Prof Diane Urquhart holds the chair of gender history. An award-winning historian, she works mainly on modern Ireland. Her work explores women’s first entry into politics, aristocratic patronage, abortion and divorce. She is currently working on the first full-length history of the criminal conversation legal suit. Diane is the elected president of the Women’s History Association of Ireland (WHAI).
Email: d.urquhart@qub.ac.uk
Teaching Times
Teaching takes place at a variety of times from 12-6pm Monday – Friday.
Learning and Teaching
Assessment procedures: a combination of essays, reviews, presentations, projects and a research-based dissertation.
Cognitive Skills
Acquisition and development of reflective practice and critical thinking in the analysis of source material.
Identification and analysis of primary sources for research and verbal and written communication of findings based on analysis of research materials.
Management of individual learning including planning, organisation and management of time and activities to ensure delivery of assessed work within set time-frames.
Understand and evaluate differing interpretations.
Critically evaluate primary sources, placing them in their context and assessing their potential as evidence.
Identify and assimilate evidence relevant to a particular enquiry from a variety of primary sources.
Formulate and test hypotheses and interpretations.
Develop and present an argument based on the analysis of historical evidence.
Knowledge and Understanding
An understanding of the theoretical basis of historical study.
An insight into the preservation, accessibility and use of historical documents and primary sources.
The role of history in the public sphere and the contribution of historical study to culture, society, economics and politics.
Subject Specific Skills
An ability to identify and evaluate different interpretations of the past.
Knowledge of different approaches to historical study from a range of perspectives including, but not limited to, gender, race, ethnicity, society, politics and culture.
The opportunity to apply historical methodology to the study of history from the ancient to the contemporary periods, with particular opportunity to focus on Irish, British, American, European and Asian history.
Understand the work of archives and/or public history institutions in cataloguing and preserving historical materials and/or interpreting and presenting these to non-academic audiences.
Present the results of historical research, using quotation, citation and bibliography in a manner consistent with professional standards of accuracy and presentation.
Extract material relevant to a particular theme or problem from primary sources and record it in a systematic and accurate manner.
Read manuscript material from their chosen period of study.
Identify and locate primary sources relevant to a particular field of study, using standard bibliographical resources.
Identify and locate secondary sources relevant to a particular field of study, using standard bibliographical resources.
Transferable Skills
Conduct research on a variety of issues, making intelligent use of the available material.
Work independently.
Communicate effectively in writing and orally.
Interpret and analyse information from a range of sources.
Evaluate arguments and evidence.
Assessment
Assessment and feedback are continuous throughout the course of study. Assessments associated with the course are outlined below:
• coursework
• essays
• written projects
• oral presentations
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
Lectures presented in Conference format Seminar theme
1 Introduction to theory
2 Class Why use theory?
3 Culture Class
4 Gender Culture
5 Race and ethnicity Gender
6 Social history Race and ethnicity
7 Reading week
8 Urban/environmental history Social history
9 Political history Urban/environmental history
10 Preparation for group presentations Political history
11 Assessed student group presentations
Learning Outcomes
Students should acquire knowledge and understanding of key historical theories and theorists and will be able to apply these to written and oral work
Skills
Academic writing
Oral presentations
Group work
Critical thinking
The module will examine the purpose of historical research and writing, the main genres of historical writing, techniques of bibliographical research, footnoting, the handling of quantitative and non-quantitative evidence, and practical writing skills. An ancient history strand will include study of specialised methodologies relating to ancient writers and epigraphy.
Learning Outcomes
Students provide an understanding of the purpose, nature and specific techniques of historical research and writing.
Demonstrate an ability to locate relevant primary sources from a range of archives, both physical and virtual
- Development of the student’s understanding of the various methodologies used by professional historians
- Development of a deeper awareness of the value of inter-disciplinary study
- Demonstrate an ability to communicate to various audiences
Bibliographical research; handling of evidence, writing and referencing techniques.
An ability to communicate historical research to an academic and a non-specialist readership
An ability to apply a critical apparatus to a dissertation on a historical topic (bibliographical research; handling of evidence; writing and referencing techniques)
An ability to synthesise the aim and purpose of an academic seminar or workshop
An ability to reflect on personal development through attendance at seminars and workshops Improved verbal and oral skills
Students will be introduced to techniques of calendaring and indexing and will prepare a calendar of a suitable body of previously uncatalogued material in the Public Record Office of Northern Ireland or another archive. Alternatively, students may prepare a finding aid of primary and secondary sources for a previously underresearched topic. Or students may study of the methodology of analysing primary source material relating to periods of Greek and Roman history, including numismatics and the importance of legal sources for social and political history.
Learning Outcomes
To introduce students to the handling of historical documents and to provide training in techniques of indexing, calendaring and listing and the preparation of finding aids.
Substitute the following:
• To give students practical experience of the methodologies involved in creating historical calendars, finding aids or databases that may be useful to researchers and other users of archives or collections.
• Increased familiarity with documents that may be used for dissertation
• Demonstrate an ability to synthesis historical significance of sources examined in written form
• Familiarity with the critical apparatus of annotation, translation (if applicable) and editing of original manuscripts
Skills
Assessment and analysis of historical sources. Abstracting, indexing and record keeping.
Develop skills in the assessment and analysis of sources
Develop skills in abstracting, indexing and record keeping
Develop knowledge of the work of an archivist and editor of historical docouments
Students will hold an internship in an institution such a museum, heritage site, library or archive. They will organise the placement themselves and establish a programme of work to be carried out, in consultation with and subject to the approval of the School’s internship co-ordinator. The assessment will reflect on the practical aspects of the internship and the theoretical debates around Public History
Learning Outcomes
- Learning more about the discipline of public history
- Learning about the operation and management of cultural institutions
- Gaining a more in-depth knowledge of a specific aspect of history
- Gaining experience in disseminating academic history to a popular public audience.
Skills
Students should be able to develop the following:
Subject specific skills
• the ability to identify and locate primary and secondary source material relevant to a particular field of study
•the ability to present the results of historical research in an appropriate format
•the ability to work with and learn from experienced public history professionals
Cognitive skills
•the ability to plan, undertake, evaluate and report on a project
•the ability to Understand, evaluate and present different interpretations of historical events
•the ability to identify and assimilate evidence relevant to a particular enquiry from a variety of sources
Transferable skills
•an elaborated awareness of how to relate academic study to a work environment
•an enhanced ability to organise and manage work tasks
•an enhanced knowledge of potential careers for history graduates
•an enhanced set of effective written and oral communication skills
Please note that this module currently exists as an elective (one of three options) under MHY7089 (Case Studies in History). The following may be subject to change to accommodate staff sabbaticals.
Week 1 Lecture and seminar: Artists facing fascism
Week 2 Lecture and seminar: Women facing fascism
Week 3 lecture and seminar: Jews facing fascism: I
Week 4 lecture and seminar: Jews facing fascism II
Week 5 lecture and seminar: Group presentations
Week 6 lecture and seminar: Difficult oral histories - Introducing difficult oral history
7 Reading week
Week 8 lecture and seminar: Difficult oral histories - Feminist Oral History
Week 9 lecture and seminar: Difficult oral histories - AIDS activism and oral history
Week 10 lecture and seminar: Difficult oral histories - Hurricane Katrina
Week 11 lecture and seminar: Difficult oral histories - Mother and baby homes: Memory, trauma and the debate about Northern Ireland's institutions
Learning Outcomes
Students should acquire knowledge and understanding of
• Key themes relating to the subject area
• An ability to assess primary and secondary sources
• An awareness of the range of sources available in the field of study
• An ability to respond to the oral contributions of others in an informed and constructive manner
• An ability to develop independently a research question and answer it
Skills
This module enhances skills in the following way:
Research skills
Critical thinking
Interpretation of/synthesis of secondary sources
Ability to work independently to develop a research essay
Ability to submit a polished research essay using increasingly sophisticated scholarly apparatus and techniques, argumentation, theories (as appropriate to the task at hand).
Please note that this module currently exists as an elective (one of three options) under MHY7089 (Case Studies in History). The following may be subject to change to accommodate staff sabbaticals.
Week 1 Lecture and seminar
Case Study: Black Slavery, White Freedom, and Those in Between—Making Race in the Colonial Period
Week 2 Lecture and seminar
Case Study: Contested Freedom—The Paradox of Black Freedom in the Antebellum South
Week 3
Workshop: “How to Start Thinking about your Dissertation”
Week 4 lecture and seminar:
Who Freed the Slaves? A Contested Historiography
Week 5 lecture and seminar:
Case study of emancipation: The Raid at Combahee Ferry
Week 6 lecture and seminar:
American Anxieties in the Age of the Modern City
7 Reading week
Week 8 lecture and seminar:
Urban Pleasures: Sex, Race and Slumming
Week 9 lecture and seminar:
Case Study: White Women Segregationists under Jim Crow
Week 10 lecture and seminar:
Case Study: Republican Women and Neoconservatism
Week 11:
Student presentations
Learning Outcomes
Students should acquire knowledge and understanding of
• Key themes relating to the subject area
• An ability to assess primary and secondary sources
• An awareness of the range of sources available in the field of study
• An ability to respond to the oral contributions of others in an informed and constructive manner
• An ability to develop independently a research question and answer it
Skills
This module enhances skills in the following way:
Research skills
Critical thinking
Interpretation of/synthesis of secondary sources
Ability to work independently to develop a research essay
Ability to submit a polished research essay using increasingly sophisticated scholarly apparatus and techniques, argumentation, theories (as appropriate to the task at hand).
Students to undertake and in-depth study of a specific historical area or problem within the field of their Masters programme, as agreed with the History MA co-ordinator and the proposed supervisor.
Belfast: Place, Identity and Memory in a Contested City
Overview
This module introduces students to themes in Irish Studies through an interdisciplinary case study of Belfast. Throughout the module students will be encouraged to consider the ways in which Irish and other identities (municipal, regional, ‘British’, religious, class, gendered etc) have been constructed and contested in the urban environment, in language, literature, political affiliations and social interactions, from the establishment of Belfast as a colonial settlement in the 17th century, to the present day. Students will also be introduced to the ‘Belfast’ approach to Irish Studies as a subject of study dating to the foundation of the Institute in the 1960s, and encouraged to debate its continuing relevance and redefinition.
Outline of classes.
1. Introduction – Belfast’s Irish Studies: definitions and approaches (PG)
2. Belfast – from colonial to revolutionary town, 1613-1800 (Hist – PG/SC)
3. Belfast – industrial giant and cockpit of violence, 1800-1922 (Hist – PG/SC)
4. Belfast – class, gender and religion in a divided city, 1922-1969 (Hist – SOC/OP)
5. Working-class literatures and identities in Belfast: from the Rhyming Weavers to Sam Thompson (English – MPi)
6. Belfast in Contemporary Poetry (English - GMcC)
7. Staging Belfast: Stewart Parker’s drama (Drama - MPh)
8. Languages, place and identity (Irish - MOM)
9. The Politics of Belfast: from the Troubles to Today (Politics - PML)
10. Walls, memorials and murals: the symbolic landscape of Belfast (Anthropology - DB)
11. Parades, Carnivals, and Protests: Ritual and Meaning in Titanic Town (Anthropology – DB)
12. Review and Discussion / Field trip
Learning Outcomes
1. familiarity with the major themes and debates in Belfast’s history, cultural life and social and political development
2. a critical appreciation with the disciplinary and interdisciplinary literature relating to these themes and the ability to engage with this in analysing questions of national, regional, class, gender and other identities evident in Belfast, past and present
3. a critical appreciation of major debates in interdisciplinary Irish Studies, especially those most associated with the Institute of Irish Studies at Queen’s
4. The ability to write an informed and original analysis of the problems discussed in the module, with particular reference to Belfast in preparation for work on the dissertation
Skills
On completion of this module, students should have developed the following skills:
An ability to assess and extract information from relevant sources
An ability to develop and present a sustained argument addressing interdisciplinary themes
An ability to relate larger themes and debates in Irish Studies to the study of the case study of Belfast
An ability to communicate findings both in writing and to an audience
This module, will introduce postgraduate students to key themes in modern Irish history based on the current research interests of staff. These will vary according to the availability of staff but will include such themes as religion; culture and politics; migration; women and gender. Within each of these broad themes, students will examine major issues and developments over an extended period, engage with key historiographical debates and become familiar with the relevant source material. The small number of broad themes, which will be taught over successive weeks, will allow staff whose expertise lies in different periods to work together in exploring a particular theme; to showcase areas of current research strength; and facilitate a greater emphasis on approaches to history and historiographical developments.
Learning Outcomes
1. A broad understanding of major themes and debates in modern Irish history.
2. A critical appreciation of the secondary literature and historiographical debates relating to these themes.
3. A critical appreciation of the value of primary sources documents and the different ways they are used by historians.
4. The ability to write an informed and original analysis of the historical themes studied in the module.
5. An understanding of methodologies and approaches to Irish history, and how these have developed over time.
Skills
On completion of this module, students should have acquired the following skills:
An ability to assess information from primary and secondary sources
An ability to assess, develop and present a thesis
An ability to respond to the oral contribution of others in an informed and constructive manner.
Kingship and Colonisation in Medieval Ireland: Interdisciplinary Perspectives
Overview
This is an interdisciplinary Irish Studies module introducing students to the study of kingship and colonisation in Medieval Ireland through the perspectives and methodologies of History, Archaeology and Literature. The module will encourage students to consider how each of the disciplines contributes to the generation of knowledge and scholarly debate about Irish kingship and colonisation on the island, and how each disciplinary approach can enhance a holistic approach to the past. The teaching weeks will be divided between the three disciplines.
The course will focus on the period between 700-1350 and so trace important changes in Irish kingship over time and in response to the incursions of the Vikings and later the Anglo-Normans.
Using historical materials and approaches, students will examine the innovations of Irish kings in the military, ecclesiastical and administrative spheres and the increasing power of several dynasties of provincial kings following the rise of Brian Boru. The impact on Irish kingship of the Viking presence in Ireland and particularly Hiberno-Norse port towns like Dublin will be considered as will the impact of the wider reaching programme of colonisation and urbanisation by the Anglo-Normans in the later 12th century.
Students will be introduced to the literature of medieval Ireland as well as theoretical concepts and methodological approaches for analysing this material. Using these approaches they will discuss what these sources can tell us about the ideological underpinnings of Irish kingship. These sources will also be used to discuss the Irish understanding of colonisation and how Irish learned elites made sense of the island’s history.
Landscapes of kingship and specific royal sites – including royal residences, defensive structures and ceremonial sites like those used for inaugurations – will be discussed and students will be encouraged to think about the ways in which Irish kings modified and used the landscape to preserve, extend and project their power.
This module will be available as an option to students on MA Irish Studies, MA History and the Arts and Humanities MRes (AEL) programme.
Learning Outcomes
1. familiarity with the major themes and debates about kingship and colonisation in medieval Ireland
2. a critical appreciation of the disciplinary and interdisciplinary literature relating to these themes
3. an understanding of how the different disciplines in the module approach Ireland’s medieval past using different kinds of evidence and approaches
4. The ability to write an informed analysis of the problems discussed in the module
Skills
On completion of this module, students should have developed the following skills:
An ability to assess and extract information from relevant sources
An ability to develop and present a sustained argument addressing interdisciplinary themes
An ability to relate larger themes and debates in Irish Studies to the case study of kingship and colonisation in medieval Ireland
An ability to effectively organise and communicate findings using written formats
Normally a strong 2.2 Honours degree (with minimum of 55%) or equivalent qualification acceptable to the University in an Arts and Humanities discipline.
Applicants with a Social Sciences Honours degree will be considered on a case-by-case basis. Applicants who hold a 2.2 Honours degree below 55% (or equivalent qualification acceptable to the University) in an Arts and Humanities discipline, or relevant other discipline who can demonstrate relevant professional experience will be considered on a case-by-case basis.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal. Notifications to this effect will appear on the Direct 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, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
The MA can be regarded either as an end in itself, culminating in the distinction of having obtained a postgraduate degree and enhanced your employability skills as a researcher, or as a stepping stone to the higher research degree of PhD. Many graduates have gone on to PhD programmes both at Queen’s and other world-leading Universities. Others go into a wide variety of employment including careers in museums, archives or libraries; journalism or media related work; teaching; private and public administration; economic development and the voluntary sector.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
Students undertaking a placement 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.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
