The Joint Honours Programme in History and International Relations provides students with an intellectual training in disciplines that are complementary and mutually enriching. The programme enables students to appreciate how historical events shape modern politics and how such themes are to be understood and explained through insights into political analysis (e.g. political theory, political institutions, international relations). It offers students the opportunity to analyse country-based developments across the globe and pays specific attention to the histories and politics of Africa, Europe and the America.
Both History and International Relations at Queen’s are ranked in the top 200 as per the QS World University Rankings 2024.
History and International Relations highlights
Global Opportunities
This programme offers students opportunities to travel and study at universities in Europe and North America. Short-term (two weeks) and longer-term (up to one academic year) exchanges are on offer.
Possible examples include:
• George Washington University (Washington DC, USA)
• Aarhus Universitet (Denmark)
• College of Charleston (South Carolina, USA)
• Institut d’Etudes Politques de Bordeaux (France)
• University of Oslo (Norway)
• Universiteit Utrecht (Netherlands)
• Vanderbilt University (Nashville, Tennessee, USA)
Field trips may also be offered in particular years or as part of certain modules.
Industry Links
The school offers a range of employment placements where students can gain real world work experience which is invaluable in terms of employment after graduation. Given that Belfast is a regional capital with devolved powers, we can offer students placements in the high profile political and related institutions on our doorstep - for example in the Department of Justice, Equality Commission, Police Ombudsman’s Office, or BBC Northern Ireland.
Further study is also an option; information on Master’s programmes and research topics is available from the School website. http://www.qub.ac.uk/happ
Internationally Renowned Experts
With over 30 staff at the cutting edge of research and publication, the Politics and IR group at Queen’s is the largest in Ireland and one of the largest in the UK and Ireland, with specialisms in democratic innovations, Irish and British politics, environmental politics, political theory, energy and sustainable development, public policy, gender, European Union politics, ethnic conflict, and international relations.
Student Experience
Our vibrant Politics Society (Polysoc) and History provides a welcome and stimulating environment for new students. https://www.facebook.com/qub.polysoc
Internationally Renowned Experts
The school of History, Anthropology, Philosophy and Politics at Queen‘s has over 86 academics, making it the largest institutional centre for the study of these subjects in Ireland and one of the largest in the UK.
The School also boasts the following:
• Centre for Gender in Politics
• Democracy Unit
• Centre for Public History
• The Senator George J Mitchell Institute for Global Peace, Security and Justice
• Institute of Cognition and Culture
• Institute of Irish Studies
• Two International Summer Schools (the Irish Studies Summer School; and the Conflict Transformation and Social Justice Summer School)
Many of the School’s staff are Fellows in the Mitchell Institute, where they work in collaboration with experts in peace and conflict studies from other disciplines such as law, sociology, and the creative arts.
Professor David Phinnemore is an expert on EU Treaty reform and EU enlargement, which led to his secondment as an advisor to the UK’s Foreign and Commonwealth Office.
Career Development
Understanding the present and anticipating the future requires the ability to study and interpret the past as a means to understanding the present. This programme enables students to appreciate how historical events shape modern issues and how such themes are to be understood and explained through insights into political analysis (e.g. political theory, political institutions, international relations).
Industry Links
The internship scheme at Queen's University involves work placements with a range of government agencies and political parties at Stormont, as well as the Police Ombudsman, the BBC and local non-governmental agencies and consultancies. Students spend three days a week seconded to an organization, providing them with vital work experience and exposure to the world of policy-making.
Student Experience
Students play an active role in making their own curriculum and our historians teach in small groups even at Level 1.
In the National Student Survey 2019 History obtained 91% for overall satisfaction.
Career Development
Queen’s is ranked 10th in the UK for graduate prospects (Times and Sunday Times Good University Guide 2024).
Internationally Renowned Experts
Dr Alex Titov publishes widely, both academically and in popular media, on various aspects of Russian history, politics and foreign policy. One of his research fields has been Russian foreign policy since the collapse of the USSR. His work has appeared in the Irish Times, The Independent (London), The Conversation, BBC History Magazine, and many others.
Student Testimonials
“I was delighted to be awarded the Martin Lynn Memorial Prize for first year History at Queen’s. The course has enabled me explore and develop many new areas of history and I look forward to continuing my studies.”
Mark Jose Sandy
2nd Year, BA Single Honours History
“When I came to visit Queen‘s, the facilities, the city and the feel of the place were far above any of the other universities I‘d visited. I chose this particular course as it looked interesting, and covered a variety of topics. Belfast itself is a lovely city, with an amazing river walk. I‘ve loved trips to the coast and to the mountains and it really is a beautiful place to live.”
Naomi Armstrong
History explains the world around us. What is gender, race, class, religion, the state, empire, capitalism? What is the USA, China, the United Kingdom, Ireland? What is NATO and the EU? Our historians explain the modern world by reaching back to the Roman empire, the Middle Ages, the Renaissance, the Reformation and the great modern revolutions across all of Europe, North America, Africa, and Asia. From their first year, we trust our students to make choices and range widely across all these histories to understand where we have come from. And from the beginning of your degree, you will be taught in small groups by expert historians. Our range in time and space, our trust in you to explore and make good choices, and our small group teaching from the first year of the degree, mark us out among our peer universities.
The International Relations modules will provide you with a solid grounding in international relations, conflict studies, and comparative politics. They will provide you with the analytical tools to analyse contemporary international and national politics and issues.
Stage 1
HISTORY
Stage 1
Modules at Level 1 offer a systematic introduction to the discipline of History, partly by sampling some of the many different approaches that historians take in studying the past, and partly by an exploration of some of the major questions of theory and method with which they are concerned.
INTERNATIONAL RELATIONS
Stage 1
Students are introduced to the study of political ideas, comparative politics, and contemporary Europe.
Stage 2
History modules at stage 2 are generally survey modules seeking to convey a sense of the principal events, trends and developments in a particular country or region over a fairly long-time span.
Students must take the core module on theories of international relations and may choose additional modules from a range of history, politics and international relations options
Stage 3
HISTORY
Taught modules at Level 3 are more specialised, offering the opportunity to study a short period or a particular theme or problem in detail, working from documents as well as secondary sources.
There are also a wide range of specialist modules in politics and international relations from which to choose.
Students can also do a dissertation in either History or International Relations and/or take a work placement module. There are a range of module options.
In addition, Joint Honours students at Level 3 may choose to complete a dissertation based on an individually assigned research topic chosen in consultation with a supervisor. Some modules, especially surveys, use lectures and tutorials; others are taught through seminars, in which students are expected to come prepared to fully engage in and sometimes lead group discussions. There is also increasing use of web-based learning.
Dissertation
In their final year, students can opt to write a dissertation based on a research topic of their choice and under one-to-one supervision by an academic with specialist knowledge in the chosen field.
HAPP Email: i.campbell@qub.ac.uk
School Office: +44(0)28 9097 5028
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) In a typical week you may have up to 6 hours of lectures, depending on the level of study
Personal Study
30 (hours maximum) Typically 30 hours per module (30 hours per week), revising in your own time
Small Group Teaching/Personal Tutorial
6 (hours maximum) In a typical week, you will have 3-6 hours of tutorials (or later, project supervision).
Teaching Times
Face-to-face, live teaching generally takes place between the hours of 10am and 4pm on weekdays, but this is subject to change and special teaching events may take place outside these hours.
Learning and Teaching
Examples of opportunities for learning provided on this course are as follows:
Dissertations
In their final year, students can write a dissertation based on a research topic of their choice and under one-to-one supervision by an academic with specialist knowledge in the chosen field. This provides a unique opportunity for students to marshal all the research and writing skills they have learned through the course of their degree to produce an original piece of research which reflects the particular interests that they have acquired in their time studying at Queen’s.
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE). Many of the course readings are supplied via Queen’s Online, and e-learning experiences are also embedded in the degree programme through the use of, for example, interactive support materials, podcasts and web-based learning activities.
Lectures
These introduce foundation information about new topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. Lectures, which are normally delivered in large groups to all year-group peers, also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments.
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 significant amount of teaching is carried out in small groups (typically 8-15 students). These sessions are designed to explore, in more depth, the information that has been presented in the lectures, and reading material that has been set for the course. These sessions provide students with the opportunity to engage closely 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 their peers. During these classes on some courses, students will be expected to present their work to academic staff and their peers.
Assessment
A variety of assessment methods are used, depending on the learning objectives of each module.
Coursework essays
Written examinations
Oral presentations
Weekly assignments
Learning logs
Group projects
Dissertations
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, or during a 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.
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 (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.
This course aims to delve into essential themes within the field of Comparative Politics, providing students with the tools to comprehend fundamental structures, institutions, and processes that underpin contemporary political systems. Through the application of the comparative method, students will gain insight into the dynamics of real-world politics. The initial lectures will establish a theoretical foundation for the comparative method, emphasising its utility as a means of understanding diverse political landscapes. Subsequent lectures will employ this method to examine various themes, including regime types (democratic versus authoritarian), systems of governance (global versus local), institutions, political organisations and outputs of public policy. Notably, the course adopts a broad approach by not confining itself to specific geographic regions; instead, it explores a diverse range of cases to underscore the usefulness and applicability of the comparative method across different contexts.
Learning Outcomes
On successfully completing the module students will be able to:
- Understand the field of comparative politics and be familiar with the comparative method.
- Identify key debates in the field of comparative politics and extrapolate key questions of theoretical and societal relevance.
- Demonstrate a basic understanding of differences between political institutions, key processes and the outcomes they produce.
- Demonstrate a basic understanding of the key actors active in political systems and the dynamics of power underpinning their relationships.
- Understand the main methodological approaches used in the field of comparative politics as well as the major data sources.
- Independently apply basic concepts of comparative politics to cases beyond the ones reviewed in class.
Skills
Intellectual skills:
- Managing & Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
- Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills:
- Communication Skills: ability to communicate clearly with others, both orally and in writing.
- Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment.
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development.
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance.
Organisational skills:
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines.
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way.
- Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
The module examines the development of the international system and raises questions about how and whether this system is changing in light of processes of globalisation. International relations theories which relate to state and territory, sovereignty and order will be introduced, as well as issues of war and conflict in its broader sense. World Politics also offers an introduction into specific global regions: Europe, Americas, Asia, and Africa
Learning Outcomes
On successful completion of this module, students will:
Critically follow world affairs and appreciate the historical background to contemporary developments
Demonstrate an awareness of the major currents in world affairs and foreign policy analysis
Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking
Develop intellectual skills including managing and prioritising knowledge on world affairs as well as organisational skills including demonstrating the ability to use evidence to develop logical and clear arguments
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
Communication Skills: ability to communicate clearly with others, both orally and in writing
Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module allows students to study a closely-defined area of history. They will choose from a range of courses offered by History staff and will study one topic in detail. Each course is designed as a significant area of study in its own right, and as a means of developing in depth some of the issues of historiography and method that students will encounter over their course of studies in History at Queen's. Particular emphasis is placed on essay writing at university level.
Learning Outcomes
On completion of this module, students should be aware of the range of approaches that have been used to study the past. They should be able to demonstrate knowledge of a particular historical case study and how it has been debated amongst historians. They should also be aware of the links between historical research and methodological/theoretical frameworks.
Skills
Ability to think critically, reason logically, and evaluate evidence; develop communication skills, both written and oral; an ability to work independently; the ability to use and interpret a range of sources.
This module aims to introduce students to the broad field of political theory and philosophy, a necessary and integral component of the study of politics generally. Taking a contemporary approach to the subject, the module stresses the vital importance of theoretical enquiry for understanding, analysing, and criticizing everyday socio-political life. Students are therefore introduced to key concepts and problems in the study of politics, including the meaning of democracy, the fraught relation between the individual and society, and the contested nature of power and political authority. In exploring these themes, students come to an appreciation of the complexities surrounding our everyday notions of democratic rule, freedom, justice, citizenship, government, and power.
Learning Outcomes
Students should acquire an understanding of a number of ways of conceptualising and analysing critically key aspects of political life. On successful completion of the module they will have demonstrated capacities for reading texts in contemporary political theory and exploring the implication of these writings for practical politics.
Skills
Analytical and conceptual skills. The ability to argue cogently in oral and written communication.
This module allows students the chance to enrich their understanding of historical methods, theories and themes via a closely defined case study. Students will choose from a range of course offered by History staff and will study one topic in detail. Each course is designed as a significant area of study in its own right, and as a means of developing in depth some of the issues of historiography and method that students will encounter over their course of studies in History at Queen's.
Learning Outcomes
On completion of this module, students should be aware of the range of approaches that have been used to study the past. They should be able to demonstrate knowledge of a particular historical case study and how it has been debated amongst historians. They should also be aware of the links between historical research and methodological/theoretical frameworks.
Skills
Ability to think critically, reason logically, and evaluate evidence; develop communication skills, both written and oral; an ability to work independently; the ability to use and interpret a range of sources.
A systematic introduction to ways in which history is used outside the university campus, including in museums and exhibitions, film, memorials and political discussion. The course will involve visits to local museums and students will get a chance to work together to pitch a new public history project. Previous projects have included public exhibitions, new museums or digital apps. The module focuses on the history of race, ethnicity, slavery, colonialism and anti-colonialism and their representations in pubic history.
Learning Outcomes
Students who successfully complete the module should • Be able to demonstrate an understanding of the role of academic history within society; • Be able to present historical information systematically and in accordance with normal
academic practice; • Be able to demonstrate an understanding of the requirements of effective group work • Have identified a dissertation topic and be able to demonstrate an ability to place it in its broad historiographical context.
Skills
Working in groups; oral communication skills, public history theory.
The aim of the module is to introduce level 1 students to the concept and the scholarly debates that surround the term revolution. It does so by examining four examples of revolutions, which may include the Consumer Revolution, the Industrial Revolution, the French Revolution, and the Revolution of the 1960s. By doing so, it will raise broader questions about what causes historical change, the interplay between long-term trends and short-term turning points, and the role of individuals. The module will also introduce students to the importance of small group teaching at university and the importance of individual contribution to tutorials. This will be done through an individual presentation, a structured response to presentations from other students, and a short student reflection on the theory and practice of small-group teaching.
Learning Outcomes
An understanding of the concept and the scholarly debates that surround the term revolution; An ability to engage with the most important historiographical debates relating to the subject-matter of the module; Effective presentation and oral communication skills; The ability to contribute effectively and courteously to class debates and discussions; An ability to write an informed analysis of historical problems discussed in the module; Enhanced ability to think critically, reason logically, and evaluate evidence; An ability to reflect on learning experience.
This module sets out to help students understand and analyse the development of International Relations as a discipline through its theories and major issues. The key theories of international relations are examined, from Realism, through Marxism to contemporary approaches such as Poststructuralism, with a focus upon how each one criticises and responds to the others revealing its strengths and weaknesses. Within this, major issues of international relations will be explored from a theoretical and conceptual perspective, such as the balance of power, peace, international society, norms and gender. Finally, the course turns to modern challenges to the discipline of International Relations, such as International Political Economy, the spread of Globalization, and contemporary concerns with security and the War on Terror. The module therefore considers how well International Relations is responding to these challenges.
Learning Outcomes
Upon completion of this module, students should be able to: Understand the main approaches to the study of IR, including current theoretical developments in the discipline. Understand the relationship between the academic analysis of international relations and the actual behaviour (e.g. foreign policy) of states. Communicate ideas to others in a clear and concise manner, both orally and in written form. Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
The module aims to equip students with basic intellectual skills (e.g. critical thinking, analysis, problem solving), as well as communication skills.
The Politics of the Planetary Crisis: power, people and place
Overview
We live in a time of climate and ecological crisis. Both globally and locally evidence of the negative impacts of a destabilised climate, extreme weather events and impacts of declining biodiversity and ecosystem health are resulting in impacts on human health and safety, food production, forcing people to migrate as well as having significant economic impacts. At the same time we see a variety of political and social responses to the ‘polycrisis’, ranging from political parties and governments developing climate and ecological policies, the rise in direct action climate and ecological justice movements such as Fridays for Future, Just Stop Oil, calls for universities to change what they teach and research so as to be ‘fit for future purpose’, as well as local communities responding in imaginative ways to the dangers and transformative opportunities presented by this crisis.
A unique feature of this module will be that which the first 10 lectures will be chosen by the academic teaching team, the last 10 will be chosen by students.
This module introduces students to the causes, consequences and solutions to the planetary crisis and how it intersects with existing forms of injustices, tensions and conflicts, as well as creating new ones. It explores the variety of ways communities, social movements businesses, political parties and states have, or have not, responding to the crisis. Questions considered will include.
1. What are the variety of explanations for or approaches to understanding the causes, consequences and solutions to the planetary crisis?
2. How and in what ways is decarbonisation connected to democratisation?
3. How are both the above connected to decolonisation?
4. Why, despite the decades of climate and ecological science indicating that humanity is facing a planetary crisis, have governments done so little?
5. Why, when governments ‘listened to the science’ in relation to shaping responses to the Covid 19 pandemic, they are not implementing the transformations in economies, societies and livelihoods demanded by the climate and ecological science?
6. How and in what ways have citizens, communities, movements and interest groups responding both to the planetary crisis and the perceived lack of government action in addressing it?
7. How have difference political ideologies responded to the planetary crisis – liberalism, capitalism, green politics, socialism, feminism, nationalism, fundamentalism, Marxist, right wing populism/fascism?
8. Is non-violent direct action justified, legitimate and/or effective as a political response to failures by governments to do what is necessary to protect a ‘habitable world’ and the life-supporting systems of the planet?
Learning Outcomes
On successful completion of this module, students will:
1. Be familiar with the main stakeholders/actors necessary to understand the planetary crisis;
2. Understand the range of explanations for the causes of the climate and ecological crisis and their intersection with class, race, colonial and gender injustice and politics
3. An awareness of the intersection between ‘facts/science/empirical realities’ and value based/ideological responses to these in policy and politics, and how there are multiple ways of responding to the same scientific evidence.
4. Awareness of the tension and computability between political ideologies and political/policy and economic responses to the polycrisis
5. Be able to identify the ideological and value-based dimensions of how both the understanding of the planetary crisis and responses to it are framed within the media, popular discourse and from different political perspectives
Skills
1. An understanding of the range of perspectives and knowledge-bases necessary to comprehend the dynamics shaping world that is now unfolding and within which students will have jobs, careers and families
2. Awareness of the necessity of an interdisciplinary understanding of the policy crisis
3. Group work, negotiation, planning and time management; in small groups of students develop their own research project, developing their independent research skills.
4. Independent thinking and initiative in both developing their group project ideas, choosing the last 10 lectures and associated resources, as well as individual self-reflection and applying the learning on the module to their lived experience in relation to the academic diary.
The history of the interwar period in Europe is a familiar story to many, with the rise of Stalin and Hitler forming the central pillars of the narrative. This module offers a new perspective on this period, exploring issues that enable comparisons, as well as highlight contrasts, between the histories of various European states and peoples. It is:
- thematic, not chronological, in structure, though it clearly has a first part focused on the 1920s, and a second on the 1930s
- geographically de-centred – we are as likely to discuss Italy and Spain, as Germany and Russia
- organised in a way that suggests the Spanish Civil War was both the central epic of our period but also the culmination of interwar social, political and cultural struggles
- focused on social and cultural aspects of the period, as much as political and economic – we are as likely to discuss gender and art, as fascism and communism
- based on wide-ranging and in-depth reading, including fictional works and films read as texts
- aimed at those who want to go beyond men with moustaches, who enjoy the unusual and the quirky and like to go off the beaten track in their history studies
Learning Outcomes
By the end of this course, you should be able to demonstrate:
- a good knowledge of the political regimes and their ideologies which were established in Europe during this period
- an understanding of the economic forces at work between 1919 and 1939 and their implications for various European societies
- an understanding of the outlook and experiences of various sectors of European society, including ethnic minorities and women
- familiarity with primary sources from this period and with relevant secondary materials and historiographical debates
- the ability to identify and select information relevant to the topic area from a variety of sources
- the ability to analyse and evaluate evidence and argument
- the ability to present your own arguments in essays, using appropriate evidence to support your views
- the ability to work effectively within a group, making appropriate contributions to discussions, debates and tasks, as well as contributing and presenting a group presentation
Skills
- to provide students with an understanding of European history between 1918 and 1939, in the context of previous and later historical developments
- to acquaint students with a variety of historical sources from this period including official documents and the press, films and images, as well as with secondary materials and historiographical debates
- to promote the development of key skills required to study history effectively
In this module we cover several perspectives pertaining to deeply divided societies and the unique challenges such conflicts face. We discuss, compare, and contrast cases such as Northern Ireland, South Africa, Bosnia-Herzegovina and Israel-Palestine while also discussing other cases from around the globe. Understanding deeply divided societies’ internal and external dynamics and effects is at the core of this module. It covers domestic causes and effects of identity-based conflicts, their regional embeddedness, and their effects on global politics.
Throughout the semester, students will learn to appreciate a range of dimensions throughout the conflict cycle, from claim making (violence, political competition), through strategies for conflict mitigation (institutional reform, societal cohesion, international involvement) and opportunities for conflict management (power-sharing, secession).
More specifically, we will investigate the challenges of reforming state institutions, their relationship with the governed, and international recognition of domestic claims to power and regime legitimacy.
Learning Outcomes
• Identify and explain the phenomenon and unique features of deeply divided societies
• Applying theoretical arguments related to such key features and the different processes deeply divided societies go through to both historical and contemporary cases
• Evaluate debates amongst scholars who represent different theoretical perspectives
• Comparing and contrasting cases of deeply divided societies from other types of conflicted societies
• Comparing and contrasting between cases of deeply divided societies
• Acquire a deeper and complex understanding of key topics in the study of deeply divided societies (T, P, A)
• Attain a better understanding of several theoretical traditions in International relations and comparative politics and the way they help us identify, examine, and understand deeply divided societies (T, P, A)
• Have the ability to critically analyse and formulate view on central debates and controversies in the study of deeply divided societies (T, P, A)
• Have the ability to compare and contrast between historical and contemporary cases of deeply divided societies (T, P, A)
Cognitive:
• Develop analytical thinking (P, A)
• Develop critical thinking (P, A)
• Apply theoretical concepts to real-life events (P, A)
• Synthesise information from various sources (P, A).
• Collect, sort, criticise, and analyse data (T, P, A)
Transferable:
• Communicate clearly both orally and in writing (P, A)
• Construct evidence-based arguments (P, A)
• Display originality of thought and argument (P, A)
Home Rule or Union?; Social and economic change; Gaelic revival and parliamentary politics; separatism; the Home Rule/Ulster crisis, 1912-14; war, rebellion and revolution; partition, independence and devolution.
Learning Outcomes
To understand the course of Irish development during the remaining years of the Union; partition, independence and devolution in Northern Ireland.
Skills
The acquisition and analysis of information; prioritisation and interpretation; effective presentation of written and oral reports.
The American political system is in many ways exceptional and has throughout the nineteenth and twentieth centuries exerted an increasingly global influence. Peoples worldwide have looked to America as an example of a resilient democracy, based on that peculiar combination of egalitarianism and liberty, community and individualism of which Tocqueville and others so highly spoke. The American republic has since its inception claimed to represent universal aspirations to democracy and freedom. Since the very beginning, however, a triumphal account of American democracy and its liberal tradition has coexisted uncomfortably with institutions of slavery and racial segregation, persistent inequalities and controversial ‘foreign entanglements’. American democracy has endured, yet it is often criticised for what it has become.
The American Civil War was the bloody resolution to a national deadlock over slavery and states’ rights but did not end institutional discrimination. Victory in World War II entrenched America’s role as the world’s leading military and economic power, from which emerged a prosperous middle-class society but, in turn, also tumultuous social change that would eventually result in historically high levels of polarisation. American wealth has dominated the global economy but coexists with high levels of socioeconomic inequality and widespread marginalisation, intensifying scrutiny of the country’s claim to being a democratic exemplar. While American ‘exceptionalism’ still underpins national politics, increasing socio-cultural, political, economic and ideological divisions pose a serious challenge to American democracy from within.
Learning Outcomes
This module is a survey course, introducing students to the American political system and current debates about democracy in America. Students will acquire an understanding of the key institutions of the American political system, its origin and evolving dynamics. Students will become familiar with contemporary debates on the nature of democracy and the democratic process in America, including controversies surrounding a range of socio-economic developments and related policy processes.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Nationalism has been a key factor in African history since the late 19th Century. How has it emerged, under what forms, how has it evolved, when and how did it become a mass ideology, and what happened to it after the independence of African states in the second half of the 20th Century? This module offers a critical look at these themes, focusing on ideas, cultures and the politics of nationalism and liberation. The module considers different theories and articulate their discussion to a consideration of diverse case studies, e.g. Ghana, Congo, Angola, Mozambique, and South Africa.
Learning Outcomes
Students who successfully complete the module should
• Be able to demonstrate an understanding of the history of Africa in the late 19th and 20th centuries;
• Be able to develop critical arguments about nationalism, liberation and the non-Western world;
• Be able to demonstrate an understanding of the requirements of essay writing, archival work, and oral presentation.
Skills
Critical writing; archival research; oral presentation.
Archival research will be kept to a minimum, in an archive in Belfast or online. The oral presentation will be a presentation of archival material to be used for the second essay.
This module examines the interface and inter-relationships between politics, philosophy and economics and draws on the disciplines of political economy, political theory and moral philosophy, and political science to provide a comprehensive account of these relations. Particular topics covered will vary from year but may include, for example:
issues in classical political economy
the relationship between political ideology and economics,
the history of economic thought,
how democratic institutions interact with the economy and the notion of public goods.
Post-war economic development project,
Modernity and conceptions of development
Debates about the concept of the rational actor
Freedom and economic life
Distributive justice
Libertarian ideas about the relations between the market and politics
The idea of ‘market society’
Workplace democracy
Learning Outcomes
On successful completion of the module students will:
• Have a familiarity with some of the key debates in classic political economy and moral and political philosophy concerning economic power, the economy as a political creation and the relationship between the state and the economy; freedom and economic relations
• Be able to apply these concepts and debates to questions of economic development, the ethical implications of contemporary development trajectories and to current policy issues;
Skills
Students will develop the ability to think critically and philosophically about economics and the economy, while placing it in its appropriate political context.
Students will be able to communicate ideas to others in coherent and concise, written and oral form;
Students will be able to think analytically, critically and logically about a range of important contemporary social issues.
Alexander The Great and the Creation of the Hellenistic World
Overview
An analytical survey of ancient Mediterranean and Near Eastern history from the conquest of the whole of Balkan Greece by Philip II of Macedon, father of Alexander the Great, to the emergence of successor kingdoms within Alexander’s conquered territories after his death in 323 BC. After an introduction on sources and methodology, the course proceeds chronologically. Topics receiving special emphasis include: the rise, and the ultimate triumph, of Macedon over the Greek city-states; Alexander’s war against Persia and subsequent conquests; the fragmentation of Alexander’s empire after his death; and events in Sicily and the West (including the expansion of Rome in Italy).
Learning Outcomes
To apply objective historical methodology to a period of alleged decline in Greek history.
Skills
Skills of analysis and evaluation, in particular the organization and interpretation of widely scattered and fragmentary source material.
Students should develop knowledge of twentieth-century social history through a case-study of Belfast. By conducting their own interview, and analysing those conducted by the other members of the group, students should develop a working knowledge of the strengths and weaknesses of oral history as a research method and thus enhance their understanding of the broader methodological issues posed by research in modern social history. They should develop team-working skills (through collaborative research on their chosen topic), as well as their capacity for independent learning (through the conduct of one-to-one interviews and the transcription and analysis of those interviews). Oral presentational skills will be developed through reporting on work-in-progress in seminars. The module will, therefore, significantly enhance many of the skills related to the types of employment to which history graduates aspire, i.e. team-working, interpersonal skills, the ability to synthesize large bodies of information, and the compilation of written reports.
Learning Outcomes
On completion of this module, students should have acquired the following skills:
Team-working (through collaborative research on your chosen topic)
A capacity for independent learning (through the conduct of one-to-one interviews and the transcription and analysis of those interviews).
Oral presentational and interpersonal skills will be developed through reporting on work-in-progress in seminars and by carrying interviewing.
The ability to synthesize large bodies of information
The ability to compile professionally prepared written reports.
Skills
Taking Recording History should enable students to:
develop skills in the collection and analysis of primary sources
gain experience of project management
develop research skills
gain experience of pitching project ideas in a non-academic context
develop experience of the professional compilation and presentation of research results, including footnoting, referencing
This module on International Organizations offers an introduction into the multilateral global security architecture. The core focus of the module is collective security. The module IO thus will deal with international law, collective security, regimes in international security and International security organizations. The United Nations system forms the core of the study. Peacekeeping, peace enforcement, peace building and the ‘outsourcing’ of core collective security tasks to regional players will dominate the sessions of the module. Core military interventions by international organizations will be analyzed. The module thus will deal with military interventions by the UN, NATO, CIS/CSTO, EU and core security and mediation tasks by the CIS, SCO and OSCE. The new policy agenda of energy security will be tackled by studying resource control: The NPT regime, the IAEA and oil and gas regimes thus will be scrutinized at the end of the semester. The major aim of the module is to outline the ‘institutionalized’ world order of today – with its hierarchies, cleavages and contradictions. The module is wedded to a strategic studies approach to IR.
Northern Ireland’s peace process, the legacy of conflict and enduring divisions present a range of ongoing challenges for politics and society. Drawing on expertise from across the School of History, Anthropology, Philosophy and Politics – combined with that of relevant practitioners, where possible – this interdisciplinary, team-taught module will examine a range of thematic challenges with respect to conflict, conflict transformation, peacebuilding, community relations, public representations of the past, and democratic governance. Rooted in the case of Northern Ireland, the module will also routinely consider broader comparisons with other cases and possible generalisation to other cases. It will be structured into three main parts. First, it will critically engage with Northern Ireland’s past. What were the underlying sources of division, and what can we learn about the complexities and nuances of identity over time? Second, it will explore how the past continues to interact with contemporary Northern Ireland. How is this past represented and understood in today’s public history landscape? Is it possible for Northern Ireland’s contested past to be publicly represented in ways that promote mutual understanding? Can Northern Ireland now be characterised as a ‘post-conflict’ region? Finally, the module will look ahead. Does the current political settlement represent a sustainable form of governance for the region? What do internal developments, such as demographic change, and external challenges, such as climate change, mean for Northern Ireland’s future? By critically engaging with these interrelated themes through relevant disciplinary perspectives, this module ultimately seeks to better understand contemporary Northern Ireland, the history that has shaped it, and the future directions that are possible.
Learning Outcomes
By the end of this module the successful student should be able to demonstrate in assessed essays, coursework and tutorial contributions:
- A familiarity with a range of topical issues and debates in Northern Ireland, including their historical roots, their contemporary political significance, and their relevance for the region’s future;
- An understanding of the Northern Ireland conflict and the peace process, including the factors that contributed to both;
- A critical appreciation of the challenges associated with conflict transformation, peacebuilding, community relations, public representations of the past, and democratic governance in a divided society from a variety of disciplinary perspectives in the humanities and social sciences;
- Awareness of the role that arts, culture, heritage and public engagement with the past can play in reducing political and social divisions;
- A heightened sense of the complexity of identity, politics and place in Northern Ireland.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge; manage such information in an independent manner;
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments;
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing;
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning;
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development;
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance .
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways.
Liberal values in Europe, as elsewhere, are coming under serious threat, driven by identity politics designed to exploit societal divisions. The historical link between liberalism and diversity in Europe, and the extent to which one can negotiate and accommodate, if not facilitate the other, holds the key to sustainable, coherent and peaceful societies. The module provides an overview and critical analysis of minority protection offering engagement with issues underpinning national politics, law and societal processes in Europe. Using a critical approach to contemporary politics, this module provides:
- a historical analysis of state formation and nation building in Europe with context of religious wars and political revolutions, including the (re-)conceptualisation of basic concepts and terms such as territoriality, sovereignty, state, nation and citizenship;
- reassesses primordial views on ethnicity/nationality and language & religious identities and provides a sociologically informed political lens to reconcile the requirements for political unity, obligations to international law and ensure social cohesion for the culturally diverse society;
- examines the liberal and national ideological framings of equality protection in liberal-democratic regimes and the number of mechanisms from voting rights to proportional representation in state bodies, forms of cultural and territorial autonomy and federalism to engage with the challenges of the ongoing re-nationalisation in all parts of Europe.
This module will help students interested in European politics, human and minority rights, governance and nationalism, and politics of diverse societies to understand the origins of and anticipate political developments of their increasingly diverse societies.
Learning Outcomes
- Place issues of governance in diverse societies in the context of domestic and European political and legal obligations to ensure equality of all citizens;
- Contrast the differential impact nation-state building had in different parts of Europe on diverse resident populations and reflect on the role of European integration on political process;
- Ascertain importance of diversity and equality as guarantee for societal stability and peace in and around Europe
- Understand and be able to reflect critically on the impact accommodation and support for minorities has on the likelihood of conflict in contemporary Europe
- Communicate clearly and concisely, both orally and in written form on issues relating to equality and diversity in contemporary Europe
- Pursue intellectual questions in an academic manner, using analytical skills and critical thinking to develop transferrable skills
Skills
Intellectual skills
- Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
- Communication Skills: ability to communicate clearly with others, both orally and in writing
- Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
- Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organizational skills
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module will introduce students to key aspects of British politics, focusing on institutions and elections and voting. The module will provide students with an understanding of the main institutions of the UK (Parliament, the executive, devolution), the parties and party systems of the UK, and elections and voting behaviour. The module will allow students to use the skills developed in PAI2043 Studying Politics in the study and analysis of elections and voting in the UK. The module takes a contemporary and practical approach and will develop the students’ analytical, statistical, and writing skills.
Learning Outcomes
By the end of this module, students will be able to identify the key institutions and players in British politics and to identify and define the major issues in British politics. Moreover, students will be able to appreciate and explain the major changes in British politics that have taken place over time. Students will be able to locate and engage with data relevant to past and contemporary British politics.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Apocalypse: Cultures, communities, and the end of the world
Overview
The aim of the course is to introduce students to historical and anthropological reflection on millennial / millenarian beliefs and movements across space and time. Taking a long view of historical events and using case studies of present-day groups that attend to ideas about the end of the world, taking advantage of the interdisciplinary character of the School, and using a wide range of primary sources, including novels, film, websites, and ethnographic case studies and film, this course will invite students to consider the ancient roots of millennial theory; its foundational texts, exponents / prophets and movements; examples of well-known failed and successful millennial claims and movements, including the Crusades, radical puritans, Mormons, Jewish Zionists, American evangelicals, new religious movements, including UFO and suicide cults, and radical Islamists; the use of millennial theory as presentist critique; the development of millennial majorities, and the social, cultural and political implications of their dominance; millennialism’s place in utopian theory; and a final consideration of theoretical rejoinders, in which the course leaders encourage students to consider whether millennial claims might be right – for example, in terms of global warming – and whether that might change the way in which historians and anthropologists should approach the subject.
Learning Outcomes
An understanding of the broad history and anthropology of millennial movements across space and time; An ability to discuss millennial ideas and movements using heuristic tools from history and anthropology; An ability to use electronic resources and to develop key research skills; Effective communication skills; An ability to write an informed analysis of historical problems discussed in the module; An ability to work independently.
Skills
Enhanced ability to think critically, reason logically, and evaluate evidence; Further develop communication skills, both written and oral; Critical appraisal of, engagement with, and effective use of a variety of historical and anthropological sources.
In a nation which would later commit itself to upholding the ideals of freedom and democracy, the early American South developed a distinct social order based on the enslavement and subordination of Africans and their descendants. This course will explore the development of southern distinctiveness over two centuries, from the evolution of racial ideology in the early Chesapeake to the armed defence of the South's "peculiar institution" in the Civil War.
Learning Outcomes
To explore and understand the unique development and problems of the American South.
Skills
The ability to analyse and explain orally and on paper, the complex issues relating to the topic.
This module serves as in introduction to the European Union and demonstrates how this evolving and expanding tier of European governance impacts on national political systems . The module is divided into three parts. The first part sets the scene for the study of the EU and introduces students to the evolution of the EU, the treaty base and the theories of integration. The second part explores the composition and powers of the main EU institutions (such as the Commission, the European Parliament, the Council and the Courts). It also accounts for the decision making process and the role of NGOs in the EU system. The final part focuses on the EU policy base and seeks to explain where and why the EU is active in certain policy areas. It examines a series of salient policy areas including the common agricultural policy, environmental policy, foreign and defence policy, enlargement.
Learning Outcomes
To provide an understanding of the evolution of the European Union as the principal instrument of integration in Western Europe.
Skills
Development of critical and analytical skills. Emphasis on comparative methodology and the ability to synthesise knowledge in both written and oral form in a cross-national (European) context.
The Roman Origins of the East and West; From Augustus to Charlemagne
Overview
This course focuses on one of the most exciting periods in the formation of the East and West, namely, the transition between the ancient and medieval worlds. Invasions of ‘barbarian’ hordes across the Rhine and Danube frontiers in the fifth and sixth centuries ended a stable system; in the seventh and eighth centuries, the invasions came from the south, as the forces of Islam exploded from Arabia and changed the Mediterranean Sea from a Roman lake to a contested frontier. In response to these political changes, individuals such as Augustine, Jerome, Basil of Caesarea, Gregory Nazianzos, Basil of Nyssa and John Chrysostom sought to incorporate the Classical heritage into the Christian life. Beginning with the Emperor Augustus, this course charts the development of the Roman empire and surveys its major institutions and culture, from the mechanics of autocracy to the character of polytheism. The success of Christianity within this empire is examined, particularly in relation to persecution and the ways in which the triumphant Christian church shaped ‘late antiquity’ are explored. This world, however, became subject to forces of change that transformed it dramatically. The course proceeds to highlight the significance of Theoderic, King of the Ostrogoths, who strove to unify Roman and barbarian cultures. It also examines Justinian the Great, the Byzantine emperor, whose attempt to reunite the Roman world ultimately failed. This course looks at Rome’s successor states in the East and West, namely medieval Byzantium, Frankish Gaul, Ostrogothic Italy and Visigothic Spain. The emphasis is on the theme of continuity and change. We look at how the Franks, having conquered Gaul, drew on Roman imperial and Christian ideology to legitimise their authority; how the Visigoths, having established their authority in Spain, produced a remarkably rich Roman-based culture; how the Romans of Byzantium, under hammer blows of Gothic, Hunnic and Muslim invasions, forged an enduring Byzantine culture combining Roman polity, Greek civilisation and Christian religion.
Learning Outcomes
• Help students think critically, reason logically and evaluate evidence.
• Develop students’ written and communication skills.
• Encourage critical appraisal of historical sources.
• Enable students make effective use of electronic sources
Skills
• Demonstrate knowledge and understanding of Late Roman and early medieval history.
• Make conceptual links between different historical periods and places.
• Trace concepts and ideas over time.
• Critically evaluate historical issues and problems in this field.
• Write essays and develop arguments, making extensive use of both primary and secondary literature in the field
A dramatic expansion of medieval Europe occurred between about 1000-1300. This module will explore the growth of kingship and state formation, but will cover not only political history, but also economic and social, religious and cultural change. The main historical themes that dominated and shaped the history of Europe in the central Middle Ages will be explored with a focus on those institutions that laid the foundations for the formation of modern Europe.
Learning Outcomes
Students should acquire knowledge of the history of medieval Europe and be able to recognize and evaluate historical debates relating to the content of the module; be able to engage with historical interpretations and to judge between them; be able to evaluate the strengths and limitations of the principal primary sources relating to the module; be able to write informed and critical analysis of the historical issues and problems explored in the module.
Skills
Development of skills in critically analysing, contextualising and evaluating different types of written evidence; development of a critical understanding and appraisal of different types of historical writing and of approaches and concepts used by historians;; development of writing skills through formative and assessed coursework and a timed examination; development of oral communicative skills through tutorial presentation.
The union and post-union government of Ireland; the development of nationalism and unionism in their different forms; the relationship between religion, politics and society; economic and social development, the famine and emigration; gender relations and the family; the land question and attempts to resolve it; Home Rule and resistance to it; Ireland’s relations with the British empire.
Learning Outcomes
Students should understand the key developments in Ireland’s political and social history over the course of the nineteenth century, in terms of continuities and changes.
Skills
The acquisition, weighing and assessment of historical information and interpretation. Analytical skills in interpreting and critiquing primary sources. Development of presentation skills involving the analysis and interpretation of material and articulation of evidence-based argument.
Without understanding the methodology of research practice it is not possible to undertake political research effectively or to critically assess the work of others. Equally, without research skills it is not possible to test our assertions, assumptions, knowledge and preconceptions about the political world. Research methods are therefore crucial if we are to be able to address the important questions of ‘how do we know’ and ‘what is there to know’, which are critical in all fields of political studies. Consequently, this module has four aims. Firstly, to introduce students to the political research environment, incorporating both the elements and processes that underpin inquiry. Secondly, the module seeks to examine different methodologies and techniques to enable the undertaking of both original and critical research. Thirdly, to encourage candidates to develop a critical appreciation of data including both content and use. Fourthly, to promote a general awareness and working knowledge not only of the complexities of political research but also of the variety of environments in which research takes place.
Learning Outcomes
On successful completion of this module, students will be able to:
• Describe the relationship between the researchers of, the actors in and the environment determining political and social processes.
• Develop communication skills through computer lab participation and writing for coursework.
• Identify both the strengths and weaknesses of different research techniques.
• Pursue intellectual questions on the basis of interpretation and analysis of data in a rigorous and academic manner by employing analytical skills and critical thinking.
• Critically assess the collection of data and understand its use as a tool for understanding political processes.
• Evaluate and discriminate between qualitative and quantitative data analyses and, in doing so, demonstrate a willingness to implement good practice.
• Interpret the research of others and appreciate the problems involved in both collection and interpretation of data.
• Compare, contrast and choose between different quantitative research methods and justify the choice through an awareness and working knowledge of quantitative methodology.
• Implement basic intellectual skills that include data understanding, analysis, numeracy, and problem solving.
• Present research findings in an appropriate manner and communicate finding to others in a clear and concise manner in written form.
Skills
To think analytically and methodologically, to apply quantitative analysis techniques using specialised computer software, and to interpret and communicate results of statistical analyses.
The making of contemporary Britain: 1914 to the present
Overview
The course examines key debates in British history between 1914 and the present and complements "The making of modern Britain". It charts political, economic and social change in twentieth century Britain, including decolonisation and the loss of empire.
Learning Outcomes
At the end of the module, students should have developed an increased ability to demonstrate knowledge and understanding of contemporary British history as well as an enhanced ability to critically evaluate historical issues and problems in this field. Increased ability to discuss key historiographical debates relating to contemporary Britain. Students should also have enhanced ability to prepare written analyses of a primary source that draws upon key secondary literature. Increased ability to gather and synthesise material.
Skills
Students should develop an enhanced ability to think critically, reason logically and evaluate evidence, as well as to have further developed written and communication skills. They should also have an increased critical appraisal of and engagement with historical sources. Enhanced ability to make effective use of a range of sources.
This module explores contemporary approaches to the study of security and terrorism. It will examine changes in definitions of security and terrorism, the evolution of approaches to the study of security and terrorism. Students will be familiarised with the main “threats” to state and human security; the changing nature of war and other organised violence; and areas of security policy and practice including arms control, alliance formation, peacekeeping and peacebuilding, among others. Students will also explore domestic and transnational non-state terrorism, state terrorism, and counter-terrorism policy and practice.
Learning Outcomes
On completion of the course students will:
• Be familiar with the main theories and approaches to the study of security and terrorism; and the debates between them.
• Understand and be able to discuss the relative merits of different theoretical approaches to security issues.
• Be able to critically evaluate international policy and practice in key areas of security policy and counter-terrorism.
• Be able to communicate ideas to others in a clear and concise manner, both orally and in written form;
• Be able to pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner.
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments.
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field.
Communication Skills, including oral and written communication.
• Time-Management
• Information Technology skills;
• Organisation and communication skills;
• Enterprise Thinking.
This module focuses on a critical analysis of key texts and themes in the history of modern political thought. It has two aims. Firstly, by adopting a historical approach to the development of modern political thought we learn about the ideas that have shaped our own political thinking. We are typically unaware of the ways in which this history has shaped how we frame problems and our basic assumptions about how to respond to them. Adopting a historical perspective on modern political thought helps us to bring these unexamined assumptions into focus and allows us to think more creatively about how to respond to political problems. In learning about this history we are learning about ourselves
Secondly, the course has a practical aim. Ideas are tools for responding to problems. By learning about the different arguments of these thinkers we can acquire tools to help us think about our own political problems. Some of the ideas of these thinkers are good ones, some not so good and there is often disagreement about which is which. We can learn from the mistakes of others as much as we can learn from their positive contributions.
Learning Outcomes
On successful completion of this module, students will:
- Be familiar with the central arguments of key texts in the history of modern political thought
- Understand the main traditions of thought which have shaped contemporary political thinking
- Be equipped with the analytical skills necessary to necessary to interpret and criticize complex arguments.
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. These are key transferable skills.
The outcome of the Civil War sealed the destruction of slavery and raised hopes among African Americans and others of a new,more egalitarian social order in the American South. After a promising start in the immediate aftermath of the War,those hopes were crushed beneath the weight of racial reaction and the demands of the region's new industrial order,leaving ordinary southerners of both races languishing amidst intense poverty and racial violence. In this module we will attempt to understand both the remarkable resilience of racial divisions in the American South and the periodic attempts on the part of black and white southerners to challenge regional "tradition".
Learning Outcomes
To explore and understand the consequences of the ending of slavery in the American South.
Skills
An ability to analyse orally and on paper, the complex issues of race in the context of the American South.
An examination of the Politics of Ireland (North and South) since 1920.
Learning Outcomes
To provide an understanding of the political systems of both parts of Ireland and to understand Northern Ireland as an example of a deeply divided society.
Skills
The ability to think analytically, communicate ideas with peers, reproduce ideas in an exam setting, and construct cogent essays.
This module will focus on museums from the Renaissance to the modern day, charting the transition from private collecting to public display. It will consider the shifting roles of museums across time and will provide students with an understanding of how and why museums’ aims, purposes and functions continue to change. Students will engage with debates about object collection, preservation, repatriation and display, and will explore some of the current issues facing museums. They will also consider diverse museum audiences, including the elite and wealthy audiences of the eighteenth century and international audiences served by twenty-first-century online museums. Through their reading, research and museum visits, students will also begin to appreciate the different roles of museum staff and through their object engagement project, will gain vital skills that could be useful for their own future employment.
Learning Outcomes
On completion of this module, the successful student should be able to
- Discuss the history of museums
- Understand debates about the purpose, aims and roles of museums in society
- Explain how and why the function of museums and their target audiences have changed over time
- Identify current issues facing museums, particularly in Northern Ireland
- produce object labels or object biographies for a wide audience
Skills
- Analytical skills
- Research skills
- Object appreciation skills
- Written, oral and visual communication skills
- Debating skills
- Computer/multimedia skills
- Group work skills
This module will introduce students to the analysis of civil wars and the fields of conflict analysis and peace studies. The aim of this module is to introduce students to theoretical and empirical problems in the study of the outbreak, development and resolution of armed civil conflicts. It explores the conflict cycle, the complexity of violent conflict, dynamics of political violence, the effects of certain situations on conflict dynamics, different types of actors in civil war, the outcomes of civil war, peace processes, and techniques such as mediation. It explores the main concepts (such as “conflict”, “civil war”, “peace”, etc.), some theories (such as the causes of civil war, the dynamics, and consequences), and some issues and debates (such as when and how to mediate conflicts) in peace and conflict studies. It also covers theoretical and methodological issues in peace and conflict studies, such as issues in classification and measurement.
Learning Outcomes
On successful completion of this module, students will:
-Understand basic approaches to the causes, development and resolution of conflicts
- Be able to identify and critically evaluate central concepts, issues, debates, and obstacles in civil wars, conflict resolution and peace
- Be able to explain, critically evaluate, and discuss central questions and theories on causes, development and resolution of conflicts
- Conduct independent research by independently finding, gathering, and evaluating information and texts on armed conflicts and peace
- Be able to recognise and differentiate between descriptive, explanative and normative studies
- Be able to distinguish between and locate primary and secondary sources of information
- Be able to identify different approaches to conceptualization and measurement of key variables as they relate to Peace and Conflict Studies
- Communicate ideas to others in a clear and concise manner, both orally and in written form
- Pursue intellectual questions in a rigorous and academic manner, employing analytical skills and critical thinking.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
- Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
- Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
- Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
- Communication Skills: ability to communicate clearly with others, both orally and in writing
- Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
- Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
- Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
- Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
- Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
- Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
- Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
- Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
- Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The module will examine the revolutionary developments in Europe from the age of the high Renaissance around 1500 to the outbreak of the French Revolution in 1789 and its aftermath. Although the course content will be structured and delivered chronologically, the main focus of the module will be on those specific events and developments that historians have labelled ‘revolutionary’. Included in the analysis will be the cultural innovations brought on by the Renaissance, the upheavals in the religious world effected by the Reformation, the social and political changes associated with the rise of the state, and the revolution in forms of thought (from the scientific to the political) that emerged during the Age of Enlightenment. The module will end with a close study of the French Revolution, which was in many ways the culmination of the events and developments that make up the content of the module.
Learning Outcomes
Students should acquire knowledge of the main historical developments of early modern European history and the extent to which the various revolutionary aspects of the age (from the religious and the cultural to the social and political) led to a fundamental reshaping of society and provided the foundations for the making of the modern age. The student should acquire knowledge and understanding of these historical developments in historical context, by which is meant they should acquire an understanding of the cause, consequences, and basic histories of developments such as the Renaissance, Reformation, state formation, and the rise of political revolution. They should also be able to place the specific developments within the broader dynamic of early modern history, thus acquiring a knowledge of how the various revolutions during this period influenced each other.
Skills
The module should enable the student to develop the following skills:
Analytical Thinking: the ability to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
Critical & Independent Thinking: the ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field;
Communication Skills: ability to communicate clearly with others, both orally and in writing;
Efficient and Effective Work Practice: demonstrate the ability to work efficiently to deadlines for both written work and tutorial presentations;
Clear Organisation of Information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information.
This module focuses on two themes: party system change and the contemporary challenges that affect political parties. Why and how do new parties emerge? Why do old parties survive crises and new party challenges? Who joins political parties and how can we explain the decline in party membership? How can parties and their representatives be more representative of society at large? Should parties be funded through our taxes or private money These are some of the questions that will be addressed in this module.
The module is comparative in nature, with a focus on European and North American countries, but discussions of other cases are welcome.
Assessment is designed to hone the students’ presentation, writing, critical and knowledge-transfer skills: students make a presentation that is partly assessed through student peer evaluation, write a country report, and write a policy paper in which they advise a political party on addressing a contemporary challenge (representation of women and minorities, party finance, or membership).
Past students on this module have enjoyed the presentations and the advantages of peer assessment (making the presentation to the whole class, more focus on content and making a good presentation, and getting to exercise their critical skills through marking), as well as the relaxed style of the seminars and the ability to write a policy paper instead of an academic essay.
Learning Outcomes
- ability to critically discuss the functions and roles played by political parties in modern representative democracies
- ability to identify the challenges political parties currently face
- increased ability to use comparative qualitative and quantitative data to support arguments
Skills
I- oral presentation skills through a presentation and seminar activities
- written communication skills and knowledge-transfer skills through writing a case-study report and a policy paper, including ability to write for a non-academic audience
- critical skills through seminar discussions, writing a book review and a policy paper, and assessing their peers’ presentations.
There is a complicated and academically understudied history between African-descended peoples and Irish immigrants in the Americas. Both populations experienced the effects of colonization and displacement in their native lands and discrimination and exploitation in the “New World.” The web of relations between Africans and Irish people, however, was multifaceted. There are numerous examples of Irish-descended individuals who fell along the spectrum from enslavers to overseers to anti-slavery advocates to allies and countless other roles.
This module will employ a comparative lens and will be particularly focused on two Deep South cities in North America, New Orleans and Natchez, and a Caribbean island (TBD), all with vibrant Black and Irish populations. New Orleans contained the largest slave market in the 19th century US and a robust free Black population. Natchez, Mississippi held the second-largest slave market during the same period and the biggest population of free Black people in that state, although much smaller than New Orlean’s. All three places also had Irish immigrant communities. We will explore the linkages between Irish-descended immigrants and free and enslaved Africans and African Americans in these places to flesh out some of the intertwined dimensions of their relationships. The module will be informed by the growing historiography of this pointed topic while being grounded in the rich literature of studies of slavery and freedom in the regions. Students will heavily engage in rich and relevant primary source materials.
Learning Outcomes
After completion of this module, students will have:
A broad understanding of major trends in the historiography of the patterns of forced and voluntary migration to the Deep South and Caribbean and the development of these regions into slave societies.
An understanding of the intricacies of relationships between Africans and Irish-descended people within these societies.
An understanding of the socially-constructed and shifting nature of racial and ethnic ideology in these locales in the Americas.
Skills
Students will speak and write with fluency about the key developments within this historiographical field.
Students will analytically review a relevant book in this field.
Students will critically evaluate primary documents and understand their importance for reconstructing the past.
Students will assess the quality of a range of online resources and make use of them in an historical essay.
Students will recognize and evaluate interpretive differences in historical writing on the subject.
Students will plan and implement an extended research project on a centrally related theme.
This Module offers students the opportunity to undertake a work placement for a total of 3 days per week for 12 weeks (36 days total) in a host organisation. Students will undertake a project relating to the work they are undertaking for the host organisation.
Learning Outcomes
On successful completion of this module, students will have significantly developed their administrative knowledge and capacity; acquired a clear understanding of the work, organisation and operation of the host institution; produced a body of work that is both academically sound and, ideally, of practical utility for the host institution; and developed and acquired a range of skills including working within a team setting and complying with the norms and ethical standards of a professional working environment. Students will also have learned to locate their applied experience with academic interests and concerns.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritizing Knowledge * Analytical Thinking * Critical & Independent Thinking Professional and career development skills * Communication Skills * Teamwork * Diversity * Self-Reflexivity * Time Management Technical and practical skills * Information Technology * Regulations and standards
The dissertation is a research project that the student develops, designs and implements. There is a Dissertation Synopsis of approximately 1,000 words and the end product is a substantial piece of written work of 12,000 words on a topic that has been agreed between the student and his/her supervisor.
Learning Outcomes
By the end of the dissertation, students will be able to: (a) develop a sustained argument, test a hypothesis, and/or write an original narrative; (b) carry out research including finding appropriate sources of information for the topic in question; (c) review appropriate theories for the topic.
Skills
Students participate in a workshop at the start of the dissertation, which focuses on how to formulate a dissertation question, how to conduct research for the dissertation, and how to organise and write the dissertation. Students engage in further consultation and skills development with their individual dissertation supervisor. A further workshop is held at the start of the second semester. Students work closely with their supervisor throughout the research, drafting and writing of their dissertation. The skills required for ongoing research and writing of a dissertation are acquired and monitored through liason with the supervisor.
An examination of the Thatcher era (1979-1990) from political, cultural, social, intellectual and international perspectives. The module will also consider the longer-term, post-1945, development of Thatcherism and its legacy in the 1990s. Topics to be considered include: race and national identity; Britain and the wider world; devolution and local government; economics; party and identity politics; urban unrest; and debates over the nuclear deterrent.
Learning Outcomes
On completion of this module, students should be able to demonstrate: 1) knowledge of the main developments of the Thatcher era, both in outline and fine detail; 2) an understanding of the deeper, and longer-term, changes occurring in British politics, society and culture after 1945; 3) an ability to engage with the relevant historiographical debates; 4) an ability to analyse a range of relevant primary sources; 5) an appreciation of the distinctive challenges of contemporary history.
Skills
On completion of this module, students should have acquired the following skills: 1) an increased ability critically to engage with historiography; 2) an increased ability to analyse primary sources; 3) an increased ability to develop an argument in written and oral forms.
This module will focus on various crimes and different forms of punishment in nineteenth-century Ireland. It will consider offences against property and the person, including political offences, arson, murder, infanticide, domestic and child abuse, prostitution and sex offences. The punishment of criminals changed significantly during the nineteenth century and included execution, transportation, and imprisonment. Other suspects were deemed to be insane and were transferred to the so-called lunatic asylum. Much attention was devoted to the ways in which criminals could be punished and reformed before being safely released back into society. In this module, students will explore how female and male suspects, criminals and convicts were treated during this period. Emphasis will also be placed on the interpretation of primary source material relating to crime and punishment in nineteenth-century Ireland.
Learning Outcomes
On completion of this module, the successful student should be able to: Outline motives for and consequences of various criminal offences; Identify, describe and assess ways that criminals and convicts were punished in nineteenth-century Ireland; Locate, question and interpret nineteenth-century sources relating to crime and punishment; Identify how the Irish experience of crime and punishment compared to other countries; Present work in written form for different audiences and develop additional transferable skills such as team-working and quantitative research skills.
Skills
Analytical skills; Research skills; Written and oral communication skills; Debating skills; Quantitative methods skills; Computer skills; Group work skills; Peer assessment skills.
This module provides a framework for understanding contemporary critical theory by exploring some key thinkers in the minor canon (e.g. Spinoza, Hume, and Nietzsche) before turning to exploration of contemporary debates and positions such as the critical theory of the Frankfurt School, poststructuralism, and radical liberalism.
Learning Outcomes
On successfully completing this module, students should have an appreciation of the central role that theoretical concepts play in understanding and critiquing social and political life. In particular, students will appreciate the contested nature of concepts such as reason, autonomy, progress, power, the body, the Other, and modernity, and be able to use these concepts in a critical and interrogatory way in political analysis. Students will also appreciate the contested and ambivalent nature of the Enlightenment legacy to contemporary social and political theory. Seminar discussions will develop oral presentation skills, and sharpen students' ability to debate succinctly some theoretically informed critical perspectives. On completion of the module, students should understand the critical potential of social and political theory in offering both critiques of and alternatives to the political legacy of the Enlightenment.
Skills
The ability to think conceptually and to construct cogent essays. Communication of complex ideas in a clear and concise form, both orally and in writing. Pursue intellectual and political questions in a rigorous manner, employing analytical skills and critical thinking.
This module is built around a problem-aware approach to the study of the Middle East and Politics affecting the region. It looks at the enduring issues and problems associated with perspectives on statebuilding and sectarian divisions in societies across the region and poses critical questions around issues that pertain to state-society relations. Discussion of the role of religious, language, ethnic and gender identities play up in societal and political conflicts in the region, alongside issues of political economy and security in the region are also approached to illuminate the relationships in societies and politics of the region, but also refracted in interstate competition in the Middle East. The module identifies factors that characterise the region as a unique geopolitical playground yet highlights parallels in the Middle East to other parts of the world where the role of state in delivering good governance is taken for granted.
Learning Outcomes
• Place issues of governance in the middle east in the context of domestic societal expectations and legal obligations to ensure political stability;
• Contrast the differential interactions between state and society in individual countries of the region and appreciate lessons to be learnt from managing diverse expectation of populations over time;
• Ascertain that diversity of populations in the region and within individual countries may enhance stability and peace under specific circumstances
• Understand and be able to reflect critically on the impact accommodation and support for societal initiatives can have on the likelihood of conflict in the region and within individual countries
• Understand and be able to critically engage with claims regarding the differences and similarities between politics of the Middle East as a region, as opposed to other regions of the world.
• Communicate clearly and concisely, both orally and in written form on issues relating to political situation in individual countries and the region as a whole.
• Pursue intellectual questions in an academic manner, using analytical skills and critical thinking to develop transferrable skills
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module investigates the making of the Irish diaspora; explores factors that led unprecedented numbers of Irish migrants to permanently leave the country of their birth in the course of the 19th century and comparatively assesses the often challenging experiences of Irish migrants in the leading host societies of Britain, the United States and Australia. It also assesses the Irish migrant outflow against the backdrop of European migration to ascertain the distinctive features of Irish 19th-century migration. Course contents: Week 1 Introduction to migration history Week 2 The Scattering: the Irish case study Week 3 The key features of a diaspora Week 4 Pre-famine migratory patterns Week 5 Famine migration Week 6 Post-famine migration Week 7 Women and Irish migration Week 8 Host society analysis I: Britain Week 9 Host society analysis II: The United States Week 10 Host society analysis III: Australia - convict migration Week 11 Host society analysis IV: Australia - free settler migration
Learning Outcomes
On successful completion of this module, students will:
In Understand the social and economic conditions in Ireland, and in recipient countries over the course of a century; Comprehend why people leave their country of birth; the difficulties and prejudices they often face in their new homelands; and the impact of migration on the place of birth and to the place of destination; Develop a wider and deeper understanding of the experience of Irish migration and the historical debates that surround the Irish diaspora; Understand the occupational and residential distribution of Irish migrants, paying particular attention to regional diversity and gender difference; An Be aware of the comparative aspect of migration studies; AN Be able to investigate migration in a rigorous academic manner Co Communicate historical arguments effectively both orally and in writing Have knowledge of Irish immigrants’ political, cultural and religious affiliation and the complex and problematic questions of ethnic identity, ethnic fade and attitudes to migrant populations which are issues of considerable contemporary resonance.
Skills
Managing and Prioritising Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments Critical and Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field professional and career development skills Communication Skills: ability to communicate clearly with others, both orally and in writing Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Practical and technical skills: demonstrate the knowledge and ability to use contemporary and relevant ICT/historical databases/online archival resources. Organisational skills: Efficient and effective work practice: demonstrate ability to work efficiently to deadlines Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show ability for the effective use of information in a direct and appropriate way Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments by the use of historical evidence
United Irishmen and Unionists: the religion and politics of Ulster protestants
Overview
This course considers the religion and politics of protestants in Ulster from the eighteenth to the twentieth century. It examines the interplay of religious, social, and political developments by considering a number of themes. These include, the formation of the United Irishmen and the 1798 rebellion, the rise and significance of evangelicalism, the response of churches to urban growth and industrialisation, religious revivalism and missionary activity, the development of unionist politics, and church-state relations in Northern Ireland. Students will be encouraged to place Irish developments in a broader context. They will encounter a range of primary source material including pamphlets, newspapers, sermons, and official reports.
Learning Outcomes
An understanding of the relationships between the religion and politics of protestants in the north of Ireland.
An ability to engage with the most important historiographical debates relating to the subject-matter of the module.
An ability to evaluate critically, and place in their particular historical context, primary documentary sources relating to the subject-matter of the module.
An ability to write an informed analysis of the historical problems discussed in the module.
Skills
Enhanced ability to think critically, reason logically, and work independently.
Further develop communication skills, both written and oral.
Critical appraisal of, engagement with, and effective use of a variety of historical sources.
This module examines how politics conceived as relations between governments and with and between various socio-economic interests and groups shapes the global economy and the power relations it represents. Various issues addressed in the module include: how to think about power and authority in the global economy; contrasting national models of capitalism; the United States as a global economic hegemon in the post 9/11 era; the political economy of the rise of BRIC; the Doha Round of trade talks; Credit Crunch (causes, implications and responses); the geo-politics of currency rivalry; the global governance of oil; and a new global economic order to replace the old order?
Learning Outcomes
On successful completion of this module, students will:
Students will understand the importance of politics and the role of power in the global economy.
Students will be able to debate a range of contemporary global economic issues with reference to the relevant academic literature.
Students will have an appreciation and understanding of some of the key policy issues to be faced in the management of the global economy, the theoretical and normative debates surrounding them and the trade offs they entail.
Students will be able to communicate ideas concisely and coherently in written and oral form.
Students will be able to pursue intellectual questions in a rigorous and academic manner, based on analytical and critical thinking.
Skills
Students will be able to communicate ideas to others in coherent and concise, written and oral form;
Students will be able to think analytically, critically and logically about a range of important contemporary social issues.
Students will have the capacity to identify many of the key causes, strategies and motivations of contemporary global economic trends and developments.
This module will examine the different ways that war and conflict are produced and represented across both historical and contemporary visual culture. It will examine specific examples of how war and conflict are represented in visual art (e.g. photography, photojournalism, museums and memorials), but also how visual technologies enable conflicts and reconcile citizens to permanent war (e.g. Surveillance, drone warfare). It will draw on interdisciplinary research in Visual Culture, International Relations, Cultural Studies and War Studies, and ask students to reflect on their own assumptions about, and engagements with, how war and visuality intersect.
Learning Outcomes
Students should be able to explain the complex relationship between war and representation, and understand relevant interdisciplinary debates that inform how we interpret and create meaning out of images of war and conflict. Students should be able to explain the political importance of war representations through theoretical concepts such as consensus-building, ideology and discourse, and develop these concepts through more specific issue areas (e.g. nationalism, gender, patriotism, race, the sublime). Students should be able to reflect on their own engagements with visual representations of war, and identify different political positions from which to interpret images.
Skills
Students will be given the opportunity to communicate their ideas in a clear and concise manner, both orally and in written work. Tutorial sessions will allow them to develop their oral communication skills whilst working in teams and completing set tasks. The written assignments will enhance student skills such as time management, prioritizing knowledge, managing information, and producing analytical, critical and creative arguments. Because the students will be asked to address their own interpretations of visual images, the module also enhances the general skills of self-reflexivity.
This module examines the last century for the most populous country in the world. During that period China experienced far-reaching changes and after a long submission period to the Western powers reaffirmed its central role on the global stage. In terms of political structures, there was a move from empire to republic, and then from a right wing to a left wing mono party rule. In that regard, the century can be split into before and after World War Two, when the leadership of the country was first in the hands of the Chinese Nationalist Party led by Sun Yatsen and then Chiang Kaishek, and since 1949 by the Chinese Communist Party led by Mao Zedong, then Deng Xiaoping and his successors. The twentieth century for China also witnessed epochal changes regarding society and culture, including the New Cultural Movement, the May Four Movement, the emancipation of women, and opposition to Confucian values. The course also presents the intricate foreign policy, which passed from a tributary system, to Japanese occupation, to a central player of the Cold War in Asia, and to a central player in the globalized world of today.
Learning Outcomes
On successful completion of this module, students should be able to:
• Demonstrate detailed knowledge and understanding of the political and social changes of twentieth-century Chinese history.
• Confidently evaluate a range of relevant historiographical debates and approaches.
• Analyse and evaluate in translation a variety of primary sources drawn from across the period.
• Evaluate evidence for continuity and change across the period, and compare regional variations.
Skills
• Students will improve their ability to engage with and critique a variety of historical interpretations.
• Students will develop their ability to identify and locate primary and secondary sources and to exploit them in constructing sustained and coherent arguments.
• Students will enhance their self-confidence, team-working and oral and written communication skills by engaging in group discussions, making presentations, and submitting written work.
This module considers the ancient Greco-Roman city as a dynamic form of settlement, from its origins in archaic Greece to its demise (or transformation) in the late antique West. Our readings will include ancient discussions of the political and economic roles of cities and of urban architecture and design, as well as depictions in prose and poetry of everyday life in imperial Rome and classical Athens. We will also examine the material remains of these two ancient “mega-cities” and of the smaller but well-preserved cities of Pompeii and Herculaneum. We will attempt to formulate our own definition(s) of the ancient city, and we will trace changes in the organization and uses of urban space, and in ancient writers’ conceptions of the political, social, economic, and religious roles of cities, over the course of classical antiquity.
Learning Outcomes
- An understanding of the historical and geographical diversity of ancient Mediterranean urbanism.
- An ability to recognize and evaluate historical debates (both ancient and modern) relating to the development of the Greco-Roman city.
- An ability to evaluate the wide range of textual and material-cultural evidence pertaining to the Greco-Roman city.
Skills
- The ability to engage with historical interpretations and to judge between them, both orally and in written form.
- The ability to evaluate the strengths and limitations of diverse primary and secondary sources.
- The ability to locate relevant sources and to construct a consistent written argument from them.
- The confidence to discuss, present and articulate arguments to peers.
War, Politics, and Identity in Late Medieval Ireland, c.1166-c.1521
Overview
This module explores the politics and culture of Ireland during the later medieval period. The module begins by assessing the state of Irish politics on the eve of the Anglo-Norman (or English) invasion of 1169. The course then charts the expansion and consolidation of English power during the later twelfth and thirteenth centuries before investigating the political and military recovery of the Gaelic Irish aristocracy during the fourteenth and fifteenth centuries. The module pays close attention to the themes of ethnicity and identity formation. It examines how growing interaction between the Irish and English (as well as interactions with the Scots and Welsh) shaped attitudes towards being ‘Irish’ and being ‘English’ in late medieval Ireland. Students will also consider key events such as King John’s expedition of 1210, the Bruce invasions, the Black Death, Richard II’s expedition, the Wars of the Roses, and the impact of the Renaissance. The module concludes by examining the advent of the Tudors and the beginning of early modernity in Ireland. During the course, students will engage with a range of debates on the history and culture of late medieval Ireland. They will also be introduced to a rich meld of primary source material including Irish annals, bardic poetry, genealogical material, as well as English sources such as governmental records and chronicles.
Learning Outcomes
Upon successful completion of this module, students should be able to:
• Demonstrate a detailed knowledge of how Irish politics evolved c.1166-1521
• Discuss how scholarship has evolved on medieval Irish history
• Think critically about some of the main political, economic, social, and environmental factors shaping Irish history in this period
• Communicate ideas to others in a clear and concise manner, in both oral and written form
Skills
Upon successful completion of this module students will have:
• Enhanced their critical and analytical skills through close readings of primary sources.
• Completed a detailed literature review of the main debates in the secondary literature.
• Employed library skills to prepare assignments and research.
• Developed a greater degree of self-directed learning.
• Enhanced their oral and written presentation skills.
This course will examine the causes and repercussions of the Peasants’ Revolt of 1381. This was a significant uprising by the peasantry (and others) within medieval England, though its roots and consequences are the subject of much debate. The fourteenth century as a whole was a period of much social and economic upheaval, dominated by famine, plague, war and heresy. Students will explore the Peasants’ Revolt by situating it within the wider contexts of medieval society, such as lord-peasant relations, the Black Death, the decline of serfdom, the Hundred Years War, the growing repression of the Wycliffite or Lollard heresy, the kingship of Richard II, and revolts across Europe in the late-fourteenth century. A variety of primary sources will be examined in depth, such as court rolls, laws, chronicles, literature and tax records, in order to gain a detailed insight into the nature of revolt.
Learning Outcomes
On completion of this module students will have:(a) acquired detailed knowledge of the events of the Peasants' Revolt; (b)understood key aspects of social, economic, political and religious changes in fourteenth-century England; (c) evaluated the different factors which contributed to the outbreak of the Peasants' Revolt of 1381; (d) analysed a variety of medieval primary sources in a knowledgeable and critical manner.
Skills
On completion of this module students will have: (a) critically analysed a variety of primary source material; (b) integrated social, economic, religious and political history; (c) evaluated and synthesised relevant secondary material; (d) followed an independent investigation of an historical subject, including identifying and locating suitable primary and secondary sources; (e) developed their communication skills in both written and oral forms.
This Module offers students the opportunity to undertake a work placement for a total of 1.5 days per week for 12 weeks (18 days total) in a host organisation and complete a project relating to the work undertaken for the organisation.
Learning Outcomes
On successful completion of this module, students will have significantly developed their administrative knowledge and capacity; acquired a clear understanding of the work, organisation and operation of the host institution; produced a body of work that is both academically sound and, ideally, of practical utility for the host institution; and developed and acquired a range of skills including working within a team setting and complying with the norms and ethical standards of a professional working environment. Students will also have learned to locate their applied experience with academic interests and concerns.
Skills
This module will assist in developing students’ skills in a number of important areas. These include: Intellectual skills * Managing & Prioritizing Knowledge * Analytical Thinking * Critical & Independent Thinking Professional and career development skills * Communication Skills * Teamwork * Diversity * Self-Reflexivity * Time Management Technical and practical skills * Information Technology * Regulations and standards Organizational skills * Efficient and effective work practice * Clear organisation of information * Organisation and communication * Enterprising thinking
The American Civil War and Reconstruction, 1860-1877
Overview
Against the backdrop of increasing tensions over slavery, Abraham Lincoln posed the question in 1855 of whether the United States could “as a nation, continue together permanently—forever—half slave and half free.” The answer came in 1861, when war broke out between the federal government at Washington and the newly seceded Confederacy. The American Civil War and the period of Reconstruction that followed are sometimes referred to by historians as a “Second American Revolution”: together they constitute one of the most dramatic social upheavals of the nineteenth century world, and their outcome established the foundations upon which—for better or worse—the modern United States would be built.
Making use of a range of primary sources and some of the best recent scholarship in the vibrant field of Civil War & Reconstruction historiography, we will approach the events through close examination of key historical problems: sectionalism and the causes of war; Lincoln, war and emancipation; slavery and grand strategy, North and South; and Reconstruction & the limits of black freedom.
Learning Outcomes
To explore and understand this critical period in the history of the United States.
Skills
The ability to analyse and explain both orally and on paper, the complex issues relating to this topic.
Religion and Empire: Christian Missions To Africa, Asia and Middle East
Overview
Christian missions are often seen as old fashioned, but for long they were at the forefront of modernity. They carried modernity overseas and brought back fresh ideas which helped shape new societies. This course investigates when and how Christian overseas expansion happened; how missionaries related to empire and indigenous peoples; why and how Africans or Asians chose to convert; what they did with the Christianitywith which they were confronted; and how missionary activities contributed to the elaboration of new ideas of race, class and scientific knowledge at home.
Learning Outcomes
Students who successfully complete the module should
• Be able to demonstrate an understanding of the history of Christian expansion in the 19th and 20th centuries;
• Be able to develop critical arguments about religion and modernity in the West and in the rest of the world;
• Be able to engage successfully with archival material;
• Be able to demonstrate an understanding of the requirements of essay writing, bibliographic work, and oral presentation.
Skills
Critical writing; archival research; oral presentation.
Archival research will be kept to a minimum, in an archive in Belfast or online. The oral presentation will be a presentation of archival material to be used for the second (major) essay.
down many routes for asylum seekers, turning attention to security and border control concerns. Bilateral and multi-lateral relations are imbued with concerns about controlling the movement of people as states work with and respond not only to each other, but to non-governmental and international organizations. These dynamics are imbued with global power relations, with changing notions of security and with age-old questions of sovereignty, citizenship, and belonging. The dominant policy direction favours solutions that emphasize either preventative protection or repatriation, both practices of containment and conflict resolution and management. We are witnessing a decline in the traditional category of refugees, but a rise in the number of internally displaced persons. Economic deprivation and poverty continues to pair with conflict to drive migration that muddies the waters between “forced” and “voluntary” categories. Increasing incidents of human smuggling and human trafficking, and a failure in many circles to effectively distinguish between the two, are demanding new policy innovations that are linking international criminal law to diplomatic relations – and migrants are caught in the middle. Finally, emerging categories such as “environmental refugees” are challenging the current refugee regime, which remains rooted in the 1951 Convention.
This module will examine these changes in the fields of refugee and migration studies, asking questions that assess not only shifting policy and practices but also the impacts these shifts have on the lived lives of migrants themselves. We will engage these questions and the issues they raise through thoughtful and critical dialogue. We will focus on the politics of migration and citizenship as dynamic practices rather than pre-determined institutions, and ask what roles the various structures and frameworks of contemporary International Relations play in these politics. Importantly, we will also ask what role individuals play, and examine the politics of voice and agency in both shaping, contesting and resisting state practices. To tackle these issues, we will engage with both policy and theoretical literatures and illustrate conceptual and philosophical arguments through extensive use of specific case studies from different regions of the world. We will emphasize contemporary and emerging issues, but also look at the historical contexts and questions that shape the politics of migration and citizenship as they exist today.
This module examines problems in contemporary normative political philosophy. Topics may vary from year to year, but will typically include questions about the interpretation of values such as freedom, equality, and welfare, principles of distributive justice, equal respect and social recognition, pluralism, toleration, and democracy.
Learning Outcomes
On successful completion of this module, students will:
-be in a position to think critically about the normative aspects of social and political life,
-understand and be able to construct normative arguments about moral and political problems
Skills
The aim of the module is to provide students with the necessary analytical and interpretive tools to understand complex arguments. It will provide students with an opportunity to develop communication skills (listening, oral and written), and equip students with basic intellectual skills (particularly critical thinking and analysis). Students will also learn to present their own thoughts and arguments in a logical and coherent manner and to make points in a clear and succinct manner. Students will learn to identify particular tasks and what is required to complete them.
Understanding the nature and sources of the world’s pre-eminent superpower is indispensable in analysing global security arrangements and the liberal international system. Using international relations theoretical perspectives and approaches in security studies, this module introduces students to a number of themes and debates concerning the central role of the United States in the international system and the contemporary global order. More specifically, it critically engages students with US foreign policy during the Cold War, US grand strategy, the purposes of US global military presence and its influence in the contemporary liberal global order, the “Pax Americana”, and other pertinent issues, placing these in historical context from the Cold War up until the current challenge of the rise of China. The course uses various historical cases to elucidate central dynamics in US foreign policy, from US involvement in Latin America during the Cold War to US counter-terrorism strategies in the War on Terror. In this sense, the course is designed to provide substantive content regarding US foreign policy and its dynamics as well as critically evaluate the role of US power in the international system.
The political, social, economic and international conditions leading to Bolshevik success after 1917; the nature of the Soviet state as evolving under Lenin ; the evolution of Stalin's personal rule and the Stalinist system; the nature and limits of de-stalinization under Kruschchev.
Learning Outcomes
To understand the Bolshevik takeover of Russia, the adaption of Marxism to Russian conditions and the adjustment of the peoples of Russia to such circumstances.
Skills
To discover, assess and select evidence mainly from secondary sources, to interpret and evaluate this material, to envisage the ways of thinking in a very different environment.
The module will explore revolutionary politics in Ireland between 1916 and 1921. Key themes will include the rise of Sinn Fein following the Easter Rising, the establishment of Dail Eireann, the Irish Volunteers' military campaign and the British government's response to these political and military challenges. The course will make use of a wide range of local and thematic studies to investigate controversial questions relating to the Irish revolution: what factors motivated republicans, how important was sectarianism in revolutionary violence, why did some areas of the country see little fighting and how important a factor was the north?
Learning Outcomes
An ability to identify the key issues and themes of this period. An understanding of the importance of the economic, social and cultural forces which contributed to the political events of this period. An ability to assess and evaluate a range of approaches to the key controversies relating to the Irish revolution. An understanding of the historiography of the Irish Revolution.
Skills
The ability to demonstrate an argument based on study of documents and secondary readings in a written essay and examination paper. Oral participation in tutorials through debate and presentations. Assessing and evaluating conflicting arguments in the secondary literature.
Radical Hope:Inspiring Present-day Sustainability Transformations through an Examination of Our Past
Overview
• Indicative module content
• Listening Carefully (Carsten Wergin)↓
• Looking at the ordinary – a tender practice of forging relationships (Tania Katzschner) ↓
• Radical Hope in Turbulent Times: sources of inspiration from politics to poetry (John Barry)
• The Rise of Optimism in the Conservation Movement (Elin Kelsey) ↓
• Expecting the Unexpected—The Role of Art in the Dissemination of Radical Hope (Patrick J. Reed) ↓
• The Art of Protest: Radical Hope Envisioned and Embodied (Amy Hay) ↓
• Recurring Earthquakes and the Rebirth of Hope (Sophia Kalantzakos) ↓
• Infrastructures of Hope (Erika Bsumek) ↓
• Air Pollution: Issues and Solutions (Hal Crimmel) ↓
• Thrifty Science (Simon Werrett) ↓
• Planting seeds of hope: Environmental Education for the Present & future (Kieko Matteson) ↓
• Environmental Security: The Courage to Fear and the Courage to Hope ( Allan W. Shearer) ↓
• Look Down for Hope – Phytoremediation in an Italian Steel Town (Monica Seger) ↓
• Living In Good Relation with the Environment: A Syllabus of Radical Hope (Alina Scott) ↓
• On Love and Property (Kara Thompson) ↓
• Design, Hybridity and Just Transitions (Damian White) ↓
• The Answer is Blowing in the Wind: Grassroots Technological Networks of Wind Energy (Kostas Latoufis; Aristotle Tympas ) ↓
Learning Outcomes
By the end of this course, you should be able to demonstrate:
• An understanding of the different dimensions of hope and its variants and opposites in the context of climate breakdown, environmental crisis
An ability to integrate different disciplinary perspectives on hopeful responses to the global ecological crisis;
• Understanding of the uses and resources from history and other countries;
• The ability to analyse and evaluate different disciplinary, historical and geographical examples and debates around radial hope and the Anthropocene;
• Develop ability to think critically, reason logically, and evaluate evidence in multidisciplinary context
• Understand main differences and similarities between political, ethical, economic, creative and historical methods of studying the Anthropocene
Skills
Ability to work with other people;
Ability to work across and integrate different disciplinary perspectives on the same issue;
Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments *
Critical & Independent Thinking: ability to think critically and in creative and innovative ways and construct one’s own position in relation to existing and ongoing debates in the fields of study
Communication Skills: ability to communicate clearly with others, both orally and in writing Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance Technical and practical skills
Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT Organizational skills
Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The study of public administration and policy has witnessed resurgence in political and other social sciences in recent years, as scientists in these fields seek to better understand a) how political preferences are translated into action, or otherwise, and b) the role played by contemporary bureaucratic systems and international organisations in shaping public policy. The recent financial, economic and political crises across the OECD have also renewed popular interest in key aspects of governing, including the regulation of markets, the organisation and role of the public service, the interplay between institutions and policy choices, and the politics of reform – all of which require analysis that moves beyond the political sphere. This Module, addresses these and other questions by drawing on a new generation of scholarship with which the Convenor is closely involved. In combining theoretical learning with real-world practice, it will provide students with high-quality competence in respect of the dominant theories and schools of thought concerning the organisation and management of contemporary government.
The Module provides students with the opportunity to develop a more detailed understanding of modern governing by exploring the interplay between politics and public administration in the process of policy making. For the last three decades, the disciplines of public administration and policy-making have been predominantly taught in business schools (under such titles as public sector management) but without recourse to concepts or theories which political science usefully offers and which are now in much demand. This Module thus presents an excellent opportunity for graduate students to gain proficiency in public administration and policy, and to develop detailed knowledge of modern governing in and beyond the political arena.
• The role of public administration in public policy
• Comparing systems of policy making and administration
• Autonomy and control in public administration and policy
• The policy process in theory and practice
• Regulatory governance
• The role of politico-administrative culture
• Public policy development and network forms of governing
• Public policy and administration at the sub-national level
• The role of international organisations in national public policy and pdministration
• The politics of administrative reform
In all cases, students will be exposed to theoretical approaches to these issues with a view to mastering them, and also expected to apply their learning to real-world practice of policy-making in a political environment. The Module will also involve engagement with statistical datasets and publications produced by international organisations such as the OECD, IMF and EU which have become of increasing importance in understand the motivations of national governments. The Module will be presented by means of 11 seminars, including some with invited practitioners, and assessed by means of written assignments and reflective learning logs.
Learning Outcomes
On successful completion of this module students will have acquired:
1. Critical knowledge and awareness of contemporary theories in public administration and policy making and their relevance to current problems faced by Western governments
2. Enhanced understanding of political-administrative relationships and their role in shaping contemporary policy making
3. In-depth knowledge of a number of key processes in contemporary government, including policy implementation, regulation, reform and evaluation
4. Competence in some of the key international and national debates concerning the future role, organisation and cost of public administration systems
5. Excellent knowledge of varieties in public administration systems and cultures, at national and local levels
6. The ability to sustain critical assessment of policy proposals and administrative organisation
7. Communicate ideas about the work and reform of systems of political governance
Skills
As per the University’s requirements, this module will assist in developing students’ skills in a wide variety of areas. These include:
Intellectual skills
• Managing, Understanding & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage and use such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments in the context of theoretically informed knowledge
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Technical and practical skills
• Information Technology: demonstrate the knowledge and ability to use contemporary and relevant ICT to source data and produce coherent information
• Data management: ability to source timely and relevant information from international organisations and databases
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Extermination: History and Memory of the Murdered Jews of Europe
Overview
This is a final-year UG taught module devoted to the destruction of European Jewry during the Second World War. The module will treat separately the following components of the history and memory of an event often referred to as the Holocaust or Shoah, but here called “the Extermination”: 1. The origins of the Jewish peoples some 5,000 years ago and their eventual settlement in North Africa and Europe near the end of the Ancient period. 2. The flowering of Jewish culture in the Middle Ages and Early Modern periods. 3. The growth of antisemitism and anti-Jewish pogroms across Europe from the late 19th C., spawning successive waves of emigration. 4. The peculiar qualities of Nazified antisemitism in Germany from 1933, included the piecemeal and soon wholesale denial of civil rights for German Jews. 5. Wartime escalation of the persecution of Jews, both in Germany and across occupied Europe. 6. The transition to ghettoization, and then extermination, resulting in the murder of six million Jewish persons by spring 1945. 7. The implication in the Extermination of a wide array of collaborators beyond Nazi Germans, including bystanders, neighbors, neutral governments and the Allies. 8. Post-1945 memory wars, stalled attempts at reparations and restitutions, and the creation of public history research centers and memorials. 9. The struggles to represent the Extermination, on the stage, in the cinema, on the page and in other media. 10. The more recent biological imperative for historians to reinvent Holocaust Studies as the last wartime survivors and eyewitnesses die out.
Learning Outcomes
* an understanding of the destruction of the Jews of Europe between 1939 and 1945, in the context of previous and later historical developments * knowledge of a variety of historical sources from this period, including official documents and the press, memoirs, novels, films and images, as well as with secondary materials and historiographical debates appearing books and articles * knowledge of the wartime European political regimes and their ideologies that gave rise to exterminationist antisemitism * an understanding of the outlook and experiences of various sectors of Jewish society over the course of WWII, including women and children * an understanding of the post-war emergence of Holocaust studies and the various ways that the Extermination was remembered, memorialised, but also trivialised and falsified * an appreciation of the depths of the problems of representation, on the screen and on the page, as well as in other forms of representation * an understanding of the key role of survivor testimonies in creating narratives of the Extermination, and the current crises of transition to a post-survivor re-invention of Holocaust studies.
Skills
* to promote the development of key skills required to study history effectively * the ability to identify and select information relevant to the topic area from a variety of sources * the ability to analyse and evaluate evidence and argument * the ability to present your own arguments in essays, using appropriate evidence to support your views * the ability to work effectively within a group, making appropriate contributions to discussions, debates and tasks, as well as contributing and presenting a small group presentation * to hone public speaking skills and confidence, through discussions, debates and presentations
To understand the most terrible historical moment in modern Irish history. This single-semester module is concerned with one of the great climacteric episodes in Irish history. The demographic, economic, social and political events of the period 1845-49 will be studied in detail. Considerable attention will also be paid to the decades preceding the Great Famine, in an attempt to answer the question: "was the Great Famine inevitable?" Similarly, consideration will be given to the longer-term economic, social and political consequences of the Great Famine. This is a tutorial-led module and will employ a purpose-designed tutorial handbook.
Learning Outcomes
To understand the most terrible historical moment in modern Irish history.
Skills
The analysis of historical problems; critical evaluation of facts and arguments; the interpretation of primary historical evidence; practice in constructing and writing informed and literate essays; verbal presentation and group work.
This module introduces students to the centrality of gender and sexuality in shaping political dynamics at the local, national and global level. It approaches the topic from three perspectives - feminist political thought; strategies for political mobilization and change; and the relevance of gender in international affairs. The module aims to offer an introduction to the contribution of feminist intersectional scholarship in challenging understandings of politics and international relations as gender-neutral and draws attention to the, often neglected, experiences, agency and political claims of gender minorities. It considers key contemporary issues such as intersectionality and feminist politics, sexuality and reproductive justice; social movements and anti-gender politics; war, peace and security; climate change and the politics of global crises.
Lectures will chart the development of feminism in its diverse ideological strands and ‘waves’.
Students will have the opportunity to discuss theoretical perspectives and empirical examples as entry points to the gendered complexities of global politics.
Learning Outcomes
To provide a political perspective on gender; to clarify the diversity of feminist thought; to analyse and explain the causes of women's inequality in the public and private realms; and to provide an understanding of the inequalities confronting women.
Skills
The ability to comprehend the politics of sex and gender in an historical and theoretical framework; to develop a political perspective on gender; to debate positions; to engage in small group activity; to improve oral presentation and essay-writing skills.
An examination of the range of concepts related to the notion of identity in modern and contemporary Europe. The module offers an interdisciplinary survey of the construction of identity in localities, regions, and states of Western Europe, with a particular emphasis on the role of identity in cultural integration and diversity
Learning Outcomes
To introduce students to the notion of identity and the various factors (linguistic, ethnic, national, social, historical) which have contributed to the identity of western Europeans.
Skills
Development of critical and analytical skills. Emphasis on comparative methodology and the ability to synthesise knowledge in both written and oral form in a cross-national (European) context.
National and Ethnic Minorities in European Politics
Overview
Often trapped between the competing logics of nation and state, minority groups in Europe have played an important role in the twentieth century's bloodiest tragedies and have been targeted in many conflicts. However, contemporary Europe offers a substantial institutional approach to put minority issues on an entirely novel footing. This course looks at the role of minority groups in Europe addressing their competing claims over political representation, economic resources and cultural rights that persist throughout the Union. The course will examine minority issues from a comparative perspective to shed light on challenges that face specifically postcommunist European societies and will address issues pertaining to recognition of minority rights in the ‘older’ EU member states.
We start with the analyses of the origins of minority rights, the establishment of the European minority rights regime, and the relationship between national minorities and majorities in contemporary Europe. The module will engage with issues on European minority rights agenda moving beyond the perspective of nation-state, and will focus upon the impact of both, social processes domestically and geopolitical considerations regionally to enhance understanding of complicated relationship between the human rights and non-discrimination agendas globally. It engages literature on postcommunist Europeanisation, minority rights regime and accommodation of rights of migrants during the complex path of building European institutions. Taking its starting point in theoretical debates of post-cold War minority protection in Europe, the module is focused empirically on European cases, East and West, where tensions between groups have been identified and examined in terms of ethnic and/or national identities. By contrasting the issue relevant for national minorities throughout Europe the course will allow greater understanding of consequences going in hand with the recognition of national minority rights for European societies with growing numbers of old and new minority communities.
Learning Outcomes
On successful completion of this module, students will be able to:
• Place minority situations in a broader context of domestic and European politics
• Contrast the differential impact European integration had on minority groups in different waves of enlargement
• Ascertain importance of national minorities as guarantors of geopolitical stability
• Understand and be able to discriminate the impact of new and old minorities have on likelihood of ethnic conflict in contemporary Europe
• Communicate clearly and concisely, both orally and in written form contemporary situation in Europe
• Rigorously pursue intellectual questions in an academic manner, using analytical skills and critical thinking.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
Organizational skills
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear argument; show aptitude for the effective use of information in a direct and appropriate way
This module examines the role of natural resources in modern societies through the specific lens of energy resources – from hydrocarbons to renewables – and how they have shaped international politics, economics and societies. Specific topics include: the transition from coal to oil and the emerging role of the multinational energy corporations in international politics; the link between natural resources and development in the Global South; the nature and consequences of the ‘resource curse’; the geo-strategic implications of contestation over energy resources; a range of case studies, which may include the following: the politics of energy and resource nationalism; the politics of post-colonial petro-states; the global impact of the US shale revolution; energy and authoritarianism in the Global South; the future of fossil fuels and the capitalist world order; and the nature of the embryonic energy transition towards a low carbon global economy.
Learning Outcomes
By the end of this module, students will be able to identify key developments in the modern era of resource politics, and how domestic and international contestation over natural resources such as oil, gas, minerals and land have shaped global economic and political developments. Students will also be able to relate a range of topics and developments in global resource politics to other aspects of international politics and economics, including the emergence of the post-colonial world and the rising powers of the Global South, socio-economic development, international conflict and environmental sustainability.
Skills
This module will assist in developing students’ skills in a number of important areas. These include:
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
Wolf Children and Baby Boomers: The Family in European History 1945-1970s
Overview
The Second World War caused enormous upheaval to families across Europe, separating parents and children as well as couples and resulting in an estimated 11 million children having lost one or more parents by 1945. The project of the reconstruction of post-war Western European society placed a huge emphasis on reuniting families, where possible, and reconstructing the so-called traditional family. As the Cold War took hold, the idea of the ‘traditional’ – nuclear, Christian – family also came to be seen as a bulwark against the threat of Communism. However the return to traditional family life after 1945 was in large part an illusion, since the impact of war was so deep that there could be no return to normal. The long separation of war put enormous strain on the couples and families who were reunited, while aerial bombardment meant that millions had lost their homes: separation, divorce and single mothers were common features of the late 1940s. The war also changed how psychologists thought about parents and children: witnessing the trauma of children in war sparked a new focus on children and childhood in psychoanalysis.
By the 1950s, Western European society was also being transformed in new ways: migration was transforming European cities into modern, multicultural spaces, while villages and farmlands across Europe were being emptied of people. The scale of social change meant that political and religious authorities also felt the so-called traditional family to be under threat, prompting moral panics about women and youth. By the late 1960s, it was clear that the ‘traditional family’ of conservative, Christian rhetoric was deeply out of touch with reality. The ‘sexual revolution’ of the 1960s gave way to wide-scale youth revolt by the end of the decade. The 1968 protests which erupted across schools and universities in France, Italy, West Germany and beyond, were above all a generational rebellion. The second-wave feminist and gay liberation movements of the 1970s continued their radical critique of the family, suggesting new communal forms of living were the answer.
This module will examine the political importance of the family in the post-war reconstruction and the Cold War, setting the rhetoric of political and religious leaders against the reality of changing family life, while exploring how new ideas of family life emerged in the 1960s and 1970s. We will draw on the history of the emotions to discuss changing family relationships. We will also examine how ideas about children, childhood and adolescence changed over the late twentieth century from the fears about feral ‘wolf children’ playing in the rubble of bombed cities to the emergence of the teenager in the 1960s. While the focus will be on Western Europe, with case studies drawn from France, Britain, Italy and West Germany, we will also examine the alternative ways of thinking about the family that emerged from communism. Tutorials will focus on source analysis and discussion: primary sources will be drawn from newspapers, political posters, novels, memoirs and films as well as manifestos and oral history interviews.
Weekly topics may include:
Displaced children after 1945
Returning veterans and post-war families
The family as Cold War propaganda
Moral panics about 1950s youth
Race, migration and multiculturalism in Britain and France
Migration and the family in southern Europe
Radical ideas about family in 1960s Italy and West Germany
Learning Outcomes
Aims
• Explore a variety of approaches to the history of the family, as they apply to late twentieth-century Europe.
• Examine the history of family life in late twentieth-century Europe as it intersects with cultural, social and political developments in history from the impact of World War II, the rise of consumer society, developments in medicine and technology to the rise of youth cultures, counter cultures and protest movements.
• Prompt reflection and debate about how and why the private, intimate sphere of family life can become the subject of political and religious concern.
Objectives
Having successfully completed the module, you should be able to:
• Understand the different methodological approaches to the modern history of the family.
• Demonstrate familiarity with a variety of different types of primary sources including personal testimonies, manifestos, fiction and mass media sources such as film, magazines and documentaries.
• Discuss how commercial, religious and political forces have shaped people’s attitudes to family life, emotions and relationships over the course of the late twentieth century.
• Be able to draw connections and comparisons across time and space, using the case studies covered in the module.
Skills
In completing this module you will develop the following skills:
• Analysing and discussing a range of primary sources in textual, visual and audio-visual forms
• Working individually and as part of a group to analyse sources and readings, and to present historical arguments
• Examining and evaluating the arguments of other historians
• Presenting your arguments and analyses in written form
Sin Cities? Everyday Life in the Modern Metropolis
Overview
What, when and - perhaps most importantly - where was modernity? Were cities merely the inactive sites or containers of emerging economic, social and cultural processes, or was urbanity a fundamental part of what it meant to be living in a ‘modern age’? ‘Sin Cities’ explores these questions through the study of metropolitan centres in the Western world between c.1880-1939. You will be taken through urban life in places such as London, New York, Paris and Berlin – and the pleasures, anxieties and identities that they came to represent.
The course begins with the late-nineteenth century growth of both academic and popular belief in the idea that cities were now somehow different to what had come before – new, shocking, and possibly the end (or maybe the beginning?) of Western society. Following lectures and tutorials range widely across a diverse field of analytical approaches and topics, including: sexuality sub-cultures; shopping and entertainment; miscegenation and ‘slumming’; prostitution and ‘sexual danger’; and the rise of urban sociology. We will end the module by debating the importance of the ‘urban variable’, and its value as a distinct category of historical analysis.
Learning Outcomes
i) Students will acquire knowledge and understanding of urban history as a specific discipline.
ii) Students will be able to critique the concept of ‘modernity’ in a Western framework.
ii) Students will hone their capability to understand different theoretical approaches (gender, class, sexuality) relevant to social history more broadly.
iv) Students will be able to understand the history of different countries in a comparative framework.
Skills
i) Students will enhance their ability to critically analyse different primary sources in connection with secondary literature.
ii) Students will increase their confidence and ability to orally present analysis and argument, working in groups.
iii) Students will increase their ability to organise and synthesise secondary literature in a coherent argument.
Security politics has long been associated with the development, use and regulation of new technologies, from the ‘nuclear revolution’ to contemporary practices of cyber-security and surveillance. This module focusses on the inter-relationships of technology and security, and seeks to develop advanced understanding of the complexities of the “technopolitics” of security. This includes both novel technologies and the mundane materialities of security (fences, walls, guns). It introduces students to the role and political significance of science and technology from different theoretical perspectives, from political realism to the contemporary ‘material turn’ in critical security studies. It seeks to engage students in contemporary political debates and practices that entangle science and technology and security politics which may include issues such as cyber-security, UAVs/Drones, disarmament, nuclear terrorism, critical infrastructure protection, technologies of killing, biotechnology, biometrics, surveillance, border control, food security, health and medical technologies, and technologies of (military) bodies, among others. The module incorporates both theoretical perspectives (including IR/Security theory, and wider philosophy of technology and Science, Technology and Society approaches) and in depth empirical material.
Learning Outcomes
Upon successful completion of the module students will:
- Demonstrate an awareness and understanding of different theoretical understandings of science and technology in security politics and practice.
- Be able to discuss in depth the politics of several key security technologies.
- Critically engage in debates on key developments in the politics of security that relate to emerging technologies and technologically mediated forms of security practice.
- Be able to reflect upon the ethical and political implications of technological developments and practices in relation to security.
- Pursue independent, creative and critical thinking through both written work and group discussions.
Skills
Intellectual skills
• Managing & Prioritizing Knowledge: identify relevant and subject-specific knowledge, sources and data; manage such information in an independent manner
• Analytical Thinking: identify, understand, interpret and evaluate relevant subject-specific arguments made by others; construct independent arguments
• Critical & Independent Thinking: ability to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: ability to communicate clearly with others, both orally and in writing
• Teamwork: ability to work with others in a team, negotiate conflicts and recognize different ways of learning
• Diversity: ability to acknowledge and be sensitive to the range of cultural differences present in the learning environment
• Self-Reflexivity: ability to reflect on one’s own progress and identify and act upon ones own development needs with respect to life-long learning and career development
• Time Management: ability to negotiate diverse and competing pressures; cope with stress; and achieve a work / life balance
Organizational skills
• Efficient and effective work practice: demonstrate ability to work efficiently to deadlines
• Clear organisation of information: show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information
• Organisation and communication: demonstrate ability to use evidence to develop logical and clear arguments; show aptitude for the effective use of information in a direct and appropriate way
• Enterprising thinking: Demonstrate ability to think and argue in novel and enterprising ways, to display originality of thought and argument and the ability to clearly support arguments in innovative ways
The Rise of Christianity 2: The Conversion of the Roman Empire
Overview
A study of the growth of the Christian community within the Roman world from the destruction of the Temple in Jerusalem (AD 70) to the death of Constantine the Great (AD 337). Students will assess the variety and character of early Christian teaching; the appearance and definition of heresies; the literary interaction between the upholders of Roman religio and Christians; the nature and extent of persecution within the Roman empire; the conversion of Constantine the Great (c. AD 312) and its significance for the Roman empire.
Learning Outcomes
To understand the methods used for the resconstruction of an historical topic and acquire advanced perspectives of early Christianity in its Roman context.
Skills
Advanced development of skills of analysis and evaluation, in particular the organization and interpretation of widely scattered and frequently fragmentary source material.
Political Parties and Elections in Northern Ireland
Overview
This module analyses political parties and elections in Northern Ireland. The module is motivated by the following simple question: What drives citizens’ party choice in Northern Ireland elections. The module situates the Northern Ireland case in the context of the international literature on political and electoral institutions. Specifically, given the consociational institutional context of Northern Ireland, what expectations should we have of how citizens choose parties at election time? The module assesses the relative importance of ‘conflict’ and ‘non conflict issues’ in determining voting behaviour.
The following is an indicative description of the seminars
1. Introduction
2. The Institutional Context: Consocationalism
3. Social Bases of Voting: Religion versus other effects
4. Ideological Bases of Voting: Ethno-national ideology versus other ideological effects (economic left-right, liberal-conservative, pro-EU anti EU)
5. Psychological identification: Positive Affective attachment versus negative identification
6. Group representation: Tribune versus Catch-All effects
7. Holding parties responsible for governing performance
8. Parties from the South and the East: What would happen if...?
9. Implications for other deeply divided places and consociational contexts
Note that there will be an element of quantitative statistical analysis in this module. Students should be prepared for this.
Learning Outcomes
Understanding of the nature of party competition and electoral choice in Northern Ireland
Skills
Intellectual skills
Understanding theoretical interpretations of political choice and understanding how theories are empiricallly tested
Professional and career development skills
Participation in seminars and knowledge of methodological matters
The module will examine the rise of Protestantism in the early modern period (1517-1740), from the onset of the Reformation in Germany and Switzerland to the spread of the movement throughout Europe and America to the eve of the mainstream Enlightenment.
Learning Outcomes
To introduce students to history of confessional development in Europe; to encourage critical thought.
Skills
Analysis of textual evidence (primary and secondary) and the ability to formulate arguments in written and oral form.
Earth, Energy, Ethics and Economy: The Politics of Unsustainability
Overview
The continuing problematic relationship between key dynamics of modern economic and social systems and the non-human world is one of the most pressing issues of the 21st century and will continue shape the political agenda both nationally and globally. This module will examine some of the key debates of the politics of sustainable development, including: green ethical and political theory; the role of the environment and nature in political theorising; the economic and policy alternatives to unsustainable development and the normative underpinnings of a sustainable society.
Learning Outcomes
Upon completion of this module students will: Have a firm understanding of the key ethical, political and economic dimensions of green theory Be able to identify and understand the varieties of schools of thinking with green theory. Have a firm understanding of sustainable development; Be able to relate green theory to the politics of sustainable development; Be able to relate green political theory to other schools of thought within contemporary political theory; Be able to articulate and defend their own understandings of both green political theory and sustainable development; Be able to relate the empirical and scientific arguments and debates about sustainable development to normative theorising about sustainable development; Be able to defend and explain interdisciplinary methodological approaches to the study of sustainable development
Skills
Knowledge of the main issues, thinkers, schools of thought and debates within green political and ethical theory; knowledge of the political, economic and ethical dimensions of debates about sustainable development; ability for independent research and study; critical, analytical and independent thinking; presenting informed arguments in class; critical independent and reasoned judgement and assessment and appreciation of the arguments of others; awareness and appreciation of the complexities and nuances of different normative positions; relating the issues, thinkers and schools of thought covered in this module to other modules that students have done in Politics or other pathways.
Students will research and write a dissertation of 10,000-12,000 words on an appropriate subject negotiated with a member of staff.
Learning Outcomes
Students will have gained a detailed knowledge of the secondary literature and primary sources relating to a specific historical problem, and will have acquired first hand experience of the processes involved in producing a piece of historical writing based on primary sources.
Skills
Students will acquire skills in identifying, locating, and gathering information from a variety of sources, in analysing evidence and formulating reasoned conclusions, and in presenting the results of research and analysis in an appropriate format.
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 grade A at A-Level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3
Access Course
Successful completion of Access Course with an average of 70%.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades D*DD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades D*DD
Graduate
A minimum of a 2:2 Honours Degree
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
There are no specific Level 3 subject requirements to study History and International Relations.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree offering A-Level/ BTEC Level 3 qualifications or equivalent must have had, or been able to achieve, a minimum of 5 GCSE passes at grade C/4 or better (to include English Language). The Selector will check that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate is taken into account. Applicants must have 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 applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits. For those offering a Higher National Diploma, some flexibility may be allowed in terms of GCSE profile but, to be eligible for an offer, the grades obtained in the first year of the HND must allow the overall offer to be achievable. The current entrance requirements are successful completion of the HND with 2 Distinctions, 10 Merits and 4 Passes overall. Any consideration would be for Stage 1 entry only.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, 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 would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (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, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
We regularly consult and develop links with a large number of employers, including NI government departments and the North/South Ministerial Council, who provide sponsorship for our internships.
In addition, the School offers a range of employment placements where students can gain real world work experience which is invaluable in terms of employment after graduation. Given that Belfast is a regional capital with devolved powers, we can offer students placements in the high profile political and related institutions on our doorstep - for example in the Department of Justice, Equality Commission, Police Ombudsman’s Office, or BBC Northern Ireland.
Employment after the Course
Skills to enhance employability
Graduates from this degree at Queen’s are well regarded by local, national and international employers and over half of all graduate jobs are now open to graduates of any discipline, including History and International Relations.
Studying for a History degree at Queen‘s will assist students in developing the core skills and employment-related experiences that are valued by graduate employers. Our modules are designed to enhance skills such as research, workload planning and management, presentational expertise, fluent literacy, close analysis, and the synthesis of competing arguments or evidence. Although the majority of our graduates are interested in pursuing careers in the public and voluntary/community sectors, significant numbers develop careers in the private sector, working in industries from management consultancy to law and journalism.
Graduates in History from QUB pursue careers in areas such as:
• Marketing
• Journalism
• Broadcasting
• Research
• Heritage
• museum sector
• education
• the Civil Service
• banking
• accountancy
• public relations
• local government itself.
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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, 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
In Year 2 students can apply for a number of optional history exchanges with institutions in the USA. The cost will vary depending on the institution and length of exchange and can range from £500 - £6,000.
Students are responsible for funding travel, accommodation and subsistence costs.
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 from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are 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 through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 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 the Agent List to find an agent in your country who will help you with your application to Queen’s University.
