This degree seeks to develop graduates with a global mind-set that have the necessary business and cultural skills to work in a global marketplace. All organisations are now operating in a competitive global arena, seeking to expand and develop beyond their national borders. Success in foreign markets requires knowledge of how to adapt to local cultures, languages and customers as well as an understanding of fundamental business theories and practices. Global leaders ultimately cultivate cultural intelligence by travelling to and working in different cultures, developing and applying both their business and language skills. The International Business with a Language degree at Queen’s Business School provides a platform for developing the required knowledge and skills to pursue a career in our globally connected business world.
Current and past placement companies include Hugo Boss in Berlin. PwC in Madrid, KPMG in France, Learnlight in Barcelona, Ernst & Young (EY) in Luxembourg and MySugr in Vienna.
International Business (Major) with French highlights
Further Study Opportunities
Students can choose from a wide range of Master’s programmes as well as a comprehensive list of research topics, as shown on the Queen’s Business School website.
Queen’s Business School is committed to the continuous improvement and enhancement of all of its degree programmes. New modules may be developed and included to replace or enhance those which are mentioned in this brochure.
Industry Links
Students will hear from industry professionals who regularly deliver guest lectures. The opportunity to network afterwards can give students valuable connections with senior professionals. Guest speakers have previously come from Google, LinkedIn, Coca Cola, PwC, EY and Deloitte.
Internationally Renowned Experts
Queen’s is one of the 24 world-class universities that make up the Russell Group in the United Kingdom, and is the only Russell Group University in Northern Ireland.
Global Opportunities
The degree also provides you with further opportunities to work and study abroad through schemes such as Study USA, British Council, Erasmus, International Workplace Tours, Study China, City Scholarships and much more.
Career Development
Graduate jobs are varied and include Brand Development, Corporate Banking, FDI Analyst, Consulting, Digital Marketing, Global Business Development.
Internationally Renowned Experts
Students will experience innovative and dynamic teaching and learning methods including simulations, live case studies, company tours, group work projects and presentations, consulting projects, practical workshops, embedded e-learning and much more.
Student Testimonials
“Studying International Business with French has been one of my best decisions so far. During my placement year, I was working in Luxembourg for EY and I had the opportunity to put my theoretical knowledge into practice
and strengthen my business acumen - all done in a foreign language. It was a life-changing experience that opened global opportunities”.
Ema-Iordache Platis
BSc International Business w/ French
This four-year BSc Honours degree in International Business with a Language is delivered by Queen’s Business School (Major) and the School of Arts, English and Languages (Minor).
Currently five language options are offered:
• French (Beginners and Advanced)
• German (Beginners and Advanced)
• Mandarin (Beginners)
• Portuguese (Beginners)
• Spanish (Beginners and Advanced)
Programme Director for BSc International Business with a Language
Queen’s Business School Andrei's research interests include innovation management and crowdsourcing, digital platforms and the gig economy, and social innovations in emerging markets. He has taught in the areas of technology and innovation management, strategic management, and international business.
Contact Teaching Hours
Personal Study
24 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc.
Medium Group Teaching
4 (hours maximum) hours of practical classes, workshops or seminars each week
Small Group Teaching/Personal Tutorial
2 (hours maximum) hours of tutorials (or later, project supervision) each week
Large Group Teaching
6 (hours maximum) hours of lectures
Learning and Teaching
On the BSc International Business with French programme we achieve these goals by providing a range of learning environments which enable our students to engage with subject experts both academic staff and industry guest speakers, develop skills and attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world-class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this degree programme are:
Adviser of Studies
Assigning each student an Adviser of Studies to be a key point of contact throughout each year. Students meet their adviser of studies at induction and will be given contact information and guidance on how to arrange a meeting if needed.
Computer-Based Practicals
These provide students with the opportunity to develop technical skills and apply theoretical principles to real-life or practical contexts.
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of 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.
Induction
A formalised induction for all undergraduate students. For Level 1 students, this includes several half-day sessions the week before the programme begins to allow students to familiarise themselves with the campus and the degree programme. During Level 1 there are a number of follow-up sessions throughout the year. Topics such as academic writing, referencing, plagiarism, communication skills, examination preparation and managing time effectively are all covered in these practical sessions.
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. Additional lectures are also delivered by employer representatives and staff from a number of organisations are involved in the delivery of International Business with French workshops and problem solving sessions. In addition to the academic content of the lectures and workshops, this enables employers to impart their valuable experience to QBS International Business with French students, introduces important local employers to our students and allows our Business students to meet and engage with potential future employers.
Peer Mentoring Scheme
A Peer Mentoring Scheme whereby students in second and third year of their degree programme volunteer to mentor Level 1 students. Developing the programme themselves, with support from academic staff in QBS, the mentors organise informal meetings, regular contact and a series of events ranging from ice-breaker type events to employer-led sessions with the Level 1 students.
Personal Development Planning
To encourage students to engage in independent learning.
Placement Year
Students must complete at least nine months on an international placement, which can be supplemented with study abroad or virtual/remote work which may be in a country which speaks your chosen language.
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 15-20 students). These sessions are designed to explore, in more depth, the information that has been presented in the lectures. This provides 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, students will be expected to present their work to academic staff and their peers.
Student Support Systems
QBS has an active and co-ordinated student support system to assist students in making the transition from school to university.
Work placements
The BSc International Business with French programme has a compulsory placement year with a business organisation in the host country. This begins after all Level 2 modules have been successfully completed. The dedicated Careers and Work Placement Office within the School facilitates students in sourcing and securing appropriate placements and provides appropriate support whilst the student is with the host organisation. The purpose of this compulsory placement year is to allow the students to practice and finely hone their language skills while gaining experience of working in a business role.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction. International Business with French modules are typically assessed by a combination of continuous assessment and examinations. Continuous assessment consists of: class tests, computer generated practical experiments where students have to manipulate and interpret management-related data, case study research and analysis of a particular organisation and its international business issues, academic essays exploring a specific current issues such as international marketing, business ethics etc., small group project and presentations whereby groups of three/four students work on a particular business-related task and Language refinement exercises including report and essay writing and individual and group presentations in the target language
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
The information below is intended as an example only, featuring module details for the current year of study (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.
Marketing is a key factor in business success. On a daily basis, we are exposed to a plethora of marketing messages and actively engage in the marketplace. Often our purchasing decisions are heavily influenced by organisational marketing efforts and we ‘display’ our favourite brands through the clothes we wear, the cars we drive and the football teams we support. Marketing is everywhere! It is an inescapable feature of our contemporary world.
The focus of this module is on the theory and practice of marketing in the context of organisations. The module will provide students with insights into the issues and tasks that marketing managers face in traditional and digital marketspaces and the concepts and theories that can be used to inform marketing decisions. The range of marketing topics that will be covered in the module include the marketing environment, market segmentation and targeting, management of the marketing mix, market research and brand development. The module intends to offer a solid grounding in these fundamental mechanics, while providing opportunities to engage with practical examples and exercises in how these techniques are applied in industry.
Learning Outcomes
Successful completion of the module will enable students to:
1. Understand the nature, scope and role of marketing as a business management process.
2. Examine the key marketing concepts and theories associated with marketing and value creation.
3. Identify and discuss the key issues that marketers face as they make decisions in local, national and international markets.
Skills
This module provides opportunities for students to acquire or enhance the following skills:
1. Develop critical and creative thinking skills through the assessment of strategic marketing problems and the proposal of feasible solutions.
2. Identify and synthesise relevant information/data from a variety of source.
3. Practice and improve communication of ideas in written and oral form
4. Improve team working skills and independent enquiry.
5. Organisation and time management skills.
This module conceptualises firms and their management systems as ‘open systems’ which interact with fluid external environments. The module seeks to introduce students to a multi-layered and multidimensional global business environment, highlighting the local, regional and global dynamic of the business environment. The module focuses on the external macro environment of the business organization. Central to the aims of the module is to understand and explain the ways in which firms are influenced by and shape their external environments in pursuit of their goals. The module considers a number of broad societal features and trends, including the role of the state, emerging economies, changing societies, trade dynamics and currency fluctuations, globalization and corporate social responsibility, with respect to dimensions such as the political, macroeconomic and socio-cultural contexts of business activity.
Learning Outcomes
1. understand the concept of "organisations as open-systems";
2. understand the external forces which may impact on the operations of business organizations;
3. understand interactions between internal working of business organizations and the external environment;
4. understand the interaction between different parts of the external business environment;
5. evaluate the contemporary constraints and opportunities faced by organisations.
Skills
This module aims to develop subject specific skills, cognitive skills and key transferrable skills. For example:
Subject-specific Skills
1. Knowledge acquisition, cultural development and analysis skills;
2. Critical reflection and analysis, synthesis of different perspectives and knowledge;
3. Writing skills and practical strategic problem solving skills and understanding of the relevance and implications of cross-cultural issues for the performance and survival of the organization.
Cognitive Skills
1. Problem solving
2. Logical reasoning
3. Independent enquiry
4. Critical evaluation and interpretation
5. Self-assessment and reflection
Transferable Skills
1. Synthesise and evaluate information/data from a variety of sources
2. The preparation and communication of ideas in written form
3. Work both independently and in groups
4. Organisation and time management
5. Problem solving and critical analysis
All organisations, irrespective of size, sector or ownership, play an important part of society and serve many important needs. They vary greatly in size, complexity and the activities they undertake. To achieve organisational goals effectively, people working in organisations have to be managed. The module explores three key areas. Firstly, the factors that influence individuals such as personality, attitudes, perception, motivation, learning, communication and job satisfaction. Secondly, the factors that influence the nature of groups and teams and the importance of leadership. Thirdly, the module explores the nature of organisations by analysing issues such as goals, structure, design, control, culture and development
Learning Outcomes
Upon successful completion of the module students should be able to:
Understand and analyse the role and importance of Organisational Behaviour (OB): paid work, individual behaviour and group processes in organisations.
Analyse and evaluate Individuals in the workplace and invisible “differences”: How individual traits and characteristics (such as personality, identity, perceptions and emotions) influence individual behaviour in organisations, including motivations, incentives and ways of learning.
Analyse and evaluate visible “differences” in individuals in the workplace: race, gender, disability and age, and how these “diversity factors” might influence individual behaviour and group processes, such as inequalities.
Explore the role of people management and diversity management: How organisations can effectively manage individuals and their differences.
Analyse and critique group dynamics and management processes: How individuals behave in teams, communicate in teams, how supervisors effectively lead teams, how teams make decisions and how individuals solve conflicts within teams.
Explore the role of organisational design and change: How organisational culture and structure as well as the implementation of (new) technology and organisational change processes can influence the behaviour of individuals and teams, including resistance to change
Skills
• Critically evaluate information and its veracity in relation to organisational behaviour
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
This module introduces students to economic approaches to the study of organisations. The module examines:- why organisations exist in a market context; the role of the entrepreneur; buyer behaviour; production and costs; the pricing decision and game theory; how the firm makes profits; the firm as a focal point for a set of contracts; the principal-agent problem; growth and innovation; the macro-economic environment.
Learning Outcomes
On completion of the module you will have acquired:
Knowledge and understanding:
Students will gain an understanding of both the textbook applications of theory and real world managerial practice. The course will cover standard topics such as demand and supply, production and cost, pricing decisions, market structures, mergers and vertical integration, R&D etc.
Intellectual skills:
Students will gain an understanding of how economists think and how to engage in economic analysis. They will also get some understanding of the economic techniques that are available to address business problems and the strengths and weaknesses of these techniques.
Practical skills:
Students will develop organizational skills, communication skills, presentation skills and word processing skills.
Skills
The aim of this module is to introduce students to the relevance of economic analysis to managerial decision making. Economics is central to understanding management and underpins many functional decisions, e.g., in marketing, finance, production and human resources.
This modules aims to provide students with little or no previous knowledge of French with the grammatical, written, and spoken language skills necessary go further in the study of French. It will also equip them with professional and employability skills complimentary to their studies. It consists of:
1. Language Seminars (3 hours per week)
Seminars will equip students with the knowledge and understanding of grammatical constructions (both basic and more complex) and syntax required to use the French language independently in written and spoken form. Language skills are practiced in a range of activities: grammar exercises, reading, spoken and listening comprehension, translation, expressive and descriptive writing. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
Seminars also introduce students to language in context. Students are exposed to new vocabulary, expressions and nuances of use through reading, translation and writing exercises based on sources from the Francophone world.
2. Conversation Class (1hr per week)
Led by a native speaker, this class develops students’ listening and speaking skills in French. The content from seminars is deployed in a range of practical scenarios likely to be experienced in French -speaking countries.
Learning Outcomes
This modules aims to provide students with little or no previous knowledge of French with the grammatical, written, and spoken language skills necessary go further in the study of French. It will also equip them with professional and employability skills complimentary to their studies. It consists of:
1. Language Seminars (3 hours per week)
Seminars will equip students with the knowledge and understanding of grammatical constructions (both basic and more complex) and syntax required to use the French language independently in written and spoken form. Language skills are practiced in a range of activities: grammar exercises, reading, spoken and listening comprehension, translation, expressive and descriptive writing. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
Seminars also introduce students to language in context. Students are exposed to new vocabulary, expressions and nuances of use through reading, translation and writing exercises based on sources from the Francophone world.
2. Conversation Class (1hr per week)
Led by a native speaker, this class develops students’ listening and speaking skills in French. The content from seminars is deployed in a range of practical scenarios likely to be experienced in French -speaking countries.
Skills
On successful completion of the modules students should have developed the following range of skills: A comprehensive dexterity using French grammar; Translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills.
This module aims to consolidate and develop the students existing written and oral language skills and knowledge of French and Francophone culture, equip them with professional and employability skills and prepare them to go further in the study of French. It consists of four elements designed to provide a comprehensive consolidation of French language competence:
1. Language Seminar (1hr per week)
Seminar aims to develop students ability to understand, translate and compose French language materials in a range of forms: text, image, audio-visual. Language will be engaged in context, guided by themes such as University life, Culture and Identity and Culture and Communication. Linguistic competence will be developed through a range of methods that may include: group discussion, comprehension, translation, responsive and essay writing.
2. Grammar Workshop (1hr per week)
Workshop designed to consolidate and enrich students' knowledge and understanding of French grammar and syntax. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances. It focuses particularly on developing competence in the key area of translation into French.
3. Professional skills (1hr per week)
The class focuses on language skills for special purposes and contains two strands: Language for Business and Language for Law. Both provide linguistic and socio-cultural knowledge important to work-related situations in different fields.
4. Conversation class (1hr per week)
Conversation class is led by a native speaker of French and compliments the content of the Language hour. Students will meet in small groups to discuss, debate and present on the main themes of the course.
Learning Outcomes
On successful completion of the modules students should:
1. Be able to read French texts in a variety of forms and demonstrate a sensitivity to their detail and nuance in speech, writing and when translating.
2. Be able to produce French texts appropriate to different requirements and registers.
3. Be able to investigate, structure and present a complex argument in longer pieces of written work.
4. Be able to communicate using more sophisticated grammatical and syntactical constructions with a good level of accuracy (without basic errors).
Skills
On successful completion of the modules students should have developed the following range of skills: comprehensive dexterity using French grammar; translation skills; text analysis; comprehension; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills
Students on this module will develop a sophisticated understanding of the complex global economic, political, legal and cultural environment and a deep appreciation of how this affects the strategies, operations and decisions of organisations and professionals who operate in an international business context. Students will also become familiar with a variety of organisation forms, operating modes and activities relevant to international business.
Learning Outcomes
Upon successful completion of the module you will be able to:
1. Explain and evaluate a variety of strategies and activities used by firms for conducting international business;
2. Utilise relevant theories and concepts to analyse international business decisions and recommend courses of action.
3. Demonstrate a critical understanding of how firms conducting international business are influenced by economic, institutional, political, and geographical factors.
Skills
On completing this module students will have enhanced subject specific skills in:
1. problem-solving and critical analysis: analysing facts and circumstances to determine the cause of a problem, decision-making and selecting appropriate solutions;
And personal transferable skills in:
2. Conceptual, systemic and critical thinking, analysis, and evaluation’
This module aims to develop the awareness, skills and knowledge required by managers seeking to work abroad as international executives. The module provides a key grounding in the nature of management in the global context by increasing awareness and understanding of the soft skills in international management, particularly those relating to cross cultural management.
The course explores key theoretical lenses through which international management can be considered. The meaning of culture will be explored by touching on a range of national culture models and studies. Additionally, the module explores the institutional lens as a frame for considering international management. Other more contemporary issues in relation to ethics and ethical management practices across cultures is explored along with issues on cross cultural teams, cross cultural leaderships; cross cultural negotiation and communication and biculturalism. In particular the impact of culture on various management practices as well as human resources of the organisation are considered through contemporary issues such as international assignments and how multinationals manage the process of sending managers abroad on assignments.
Culture as an enabler and a constraint on international management practices is an important overall theme of this module. The impact of culture on knowledge management and sharing in organisations and the benefit of developing cultural intelligence and a global mind-set are important factors in this module.
Learning Outcomes
• Understand the importance of cross-cultural management, and of the major theoretical and empirical studies comparing cultures and institutions
• Apply their understanding of cultural and institutional differences to evaluate the challenge and opportunities of doing business in different countries
• Understanding a range of international management practices and how culture impacts upon them: work, motivation, performance appraisal, leadership, cross-
• To analyse and critique theory and research on national cultures, and to convert theory and research into practice.
• Display an understanding of cultural difference in interactions with different nationalities.
Skills
This module aims to develop subject specific skills, cognitive skills and key transferrable skills. For example:
Subject-specific Skills
1. Knowledge acquisition, cultural development and analysis skills;
2. Critical reflection and analysis, synthesis of different perspectives and knowledge;
3. Writing skills and practical strategic problem solving skills and understanding of the relevance and implications of cross-cultural issues for the performance and survival of the organization.
Cognitive Skills
1. Problem solving
2. Logical reasoning
3. Independent enquiry
4. Critical evaluation and interpretation
5. Self-assessment and reflection
Transferable Skills
1. Synthesise and evaluate information/data from a variety of sources
2. The preparation and communication of ideas in written form
3. Work both independently and in groups
4. Organisation and time management
5. Problem solving and critical analysis
1. Preparation for Placement: Students will be able to understand and respond to the diversity, availability, accessibility and expectations of employability opportunities.
2. Placement Performance: Students will be able to record, review and realise the personal, career, and skill development opportunities of placement.
3 Placement Review and Application: Students will be able to identify the tangible value of placement learning and apply it to a graduate interview and presentation.
Course contents: Building on skills acquired at Level 1, this module aims to consolidate productive (writing and speaking) and receptive (reading and listening) skills in French language. Key components are: comprehension, translation into English and into French, résumé, grammar, CV preparation. The oral French component includes presentations and preparation for job interviews. Languages for special purposes strands equip students in law or business with skills for legal and professional contexts.
This module will contain the following elements:
1.Written language (2 hrs per week)
This component will focus on enhancing ability in written French through engagement with a range of journalistic and literary written texts at appropriate level. A variety of topics will be covered, dealing with current themes in society and topical issues. Written language tasks include translation (from and into French), résumé, comprehension and grammar exercises.
2.Oral language (1 hr per week)
This component will focus on enhancing ability in oral French. A variety of topics and themes are covered, which aim to develop knowledge of issues in present-day France, prepare students for the year abroad and for job interviews in the target language. Stimulus materials from a range of media (textual, visual, audio, video) are used.
3.Contextual Study (filière; 1 hr per week)
This component will raise awareness of cultural and linguistic issues in French and allow students to deepen their perspective of the field, as well as preparing students for a residence in a French-speaking country.
Learning Outcomes
Learning Outcomes: On successful completion of the modules students should:
1) be able to demonstrate fluency, accuracy and spontaneity in spoken and written French, with a broad range of vocabulary and expression, so as to be able to discuss a variety of complex issues;
2) be able to read wide variety of French texts and identify important information and ideas within them;
3) be able to translate a range of texts into and from French;
4) have developed a detailed critical understanding of representative textual and other material;
5) be able to engage in complex problem-solving exercises.
Skills
On successful completion of the modules students should have developed the following range of skills:
Skills in written and oral expression; critical awareness and problem-solving; close textual analysis; translation; comprehension; presentation; IT skills; employability skills, such as interview technique and cv preparation.
Increasingly, organisations are relying on data analytics to interpret corporate information when making business decisions. Indeed, the timely and appropriate use of analytics is considered a crucial component among organisations that are committed to achieving business success. The aim of this module is to develop students' knowledge and skills of business analytics, based upon research methods, which are essential for the business world as well as other modules within the degree programme. This module introduces secondary and primary research and the main empirical methods (i.e., qualitative, and quantitative) employed in business practice. Specifically, Students should acquire an understanding of the issues of data collection, measurement, sampling, analysis, and presentation of results.
Learning Outcomes
On successful completion of this module students will be able to:
1. Demonstrate an understanding of the role and impact of data analytics in dealing with a variety of business problems.
2. Demonstrate an ability to summarise, analyse and present data effectively to others.
3. Employ statistical techniques to draw well founded inferences from quantitative data.
4. Demonstrate an ability to use appropriate software.
5. Demonstrate an ability to understand the scope and limitations of quantitative methods.
6. Identify sources of published analytics, understand their context and report on their wider relevance.
7. Interpret and disseminate research results and findings.
Skills
Students should be able to:
1. Apply critical analytical skills and problem solving skills to a variety of different situations.
2. Synthesize, analyze, interpret and critically evaluate information from a variety of different sources.
3. Work effectively as an individual and as part of a team.
The module uses contemporary theories and models of leadership in organization to study how leaders influence organizational effectiveness. Students will lean to apply the theoretical perspectives or models to study how leaders develop future vision, and how they motivate, manage and change people and organization to achieve the vision. The module will provide a wide knowledge on a number of major perspectives on organizational leadership. These perspectives include leadership behaviours, leading and managing organizational change, contingency theories of effective leadership, leading teams, ethical practices, transformational leadership, leading cross cultural activities, strategic leadership and leadership development.
Learning Outcomes
Successful completion of the module will enable students to:
1) analyse and apply the theories and models that underpin organizational leadership
2) demonstrate a critical understanding of how managers establish relationship with peers, and manage and motivate the performance of their subordinates
3) Understand the role of leaders in shaping and changing organizational structure and culture.
4) Explore how leaders develop an organization’s future vision and achieve it by aligning the organization and motivating people.
5) Apply different leadership and decision making strategies to achieve superior organizational performance.
Skills
The module aims to provide a theoretical and practical understanding of the core characteristics associated with leadership, and its effect on contemporary business situations. It will also provide an opportunity for students to develop leadership and management skills.
This module explores a number of themes which include: managing human resources; trends in human resource management; providing equal employment opportunity and a safe workplace; recruiting human resources; selecting employees and placing them in appropriate jobs; training employees; managing employee performance and pay; providing employee benefits; collective bargaining and labour relations; managing human resources globally.
Learning Outcomes
At the end of the module, students should be able to analyse and evaluate the role, responsibilities and functions of human resource management in today's organisations and the challenges human resource managers face. Students should also be able to understand and appreciate the ethical issues in human resource management and to critique not only how human resource management contributes to an organisation's performance, but also the types of skills needed for effective human resource management.
Skills
The module aims to develop the intellectual and practical skills of the student in acquiring, analysing, interpreting and understanding current human resource management issues by introducing them to the theoretical concepts and principles underpinning the effective management of human resources in a variety of organisational contexts. Students will be encouraged to work independently and in groups to improve their own learning and to provide solutions to human resource problems.
This course develops the major themes of Operations Management within both manufacturing and service organisations and highlights contemporary issues, methods and models, as well as trends. The primary objective of the module is to familiarise students with both, the basic concepts, techniques, methods and applications of operations management, as well as some new approaches. Content includes some traditional operations management topics, such as operations strategy and performance, process design, and lean management, as well as contemporary topics related to sustainability of operations, circular economy and implications of the use of new manufacturing and digital technologies (Industry 4.0).
Learning Outcomes
This module is designed to give the learner practical and theoretical knowledge of the intricacies of operations management and its link with the organisation's overall competitiveness.
At the end of the module, students should acquire knowledge and understanding of
- Main principles and key theories of operations management, as well as tools and models for quantitative and qualitative analysis of operations and their environmental impact.
- Contemporary issues that impact managing operations, as well as new manufacturing and service trends, tools and technologies
- Importance of considering sustainability implications of manufacturing and services, and assessing their impact of business on the environment and society.
- Impact of digitalisation on both, the productivity of manufacturing and services as well as environment and society.
Skills
Plan, conduct and report a piece of original research;
- Synthesise, analyse and evaluate information from a variety of different sources;
- Enhanced communication skills - both written and oral;
- Teamwork;
- Competent use of information technology (MS Office, internet searches, AI-powered tools, subject-specific software).
Technology continues to transform the way business is conducted. New and emerging technologies such as cloud computing, social media, the internet of things or big data present as many challenges as opportunities for organisations and their stakeholders. This module explores these challenges and opportunities and examines the use of digital business models in enhancing organisational competitiveness.
Learning Outcomes
Successful completion of the module will enable students to:
Understand the role and strategic nature of digital technology in organisations
Understand and analyse digital-age business models
Evaluate the role and impact of the digital business both nationally and internationally
Critique the security and risk management issues facing organisations when adopting and implementing digital technology
Critically analyse a range of case studies both theoretically and practically on the impact of technology in business.
Skills
This module introduces students to the role and impact of technology in business both strategically and operationally.
This module constitutes 10% of the assessment for the International Business with a Modern Language (IBML) degree. The module comprises both formative and summative assessment methods. Formative assessment is largely confined to pre-placement activities i.e. desk research on the potential host company / country and attendance at relevant placement workshops. Summative assessment methods are linked to placement performance during Year 3 and comprise 4 elements; academic essay; reflective log; academic supervisor's report; presentation to School of Modern Languages.
Learning Outcomes
As a result of successfully completing an international work placement students should have developed and/or enhanced their skills/competencies in each of the following four areas:
LO1: Linguistic Skills
• Demonstrate advanced competence in the study language in both oral and written contexts.
• Be able to understand the spoken study language at near-native level.
• Have developed enhanced strategies for independent study language acquisition.
• Be able to prepare and deliver an analytical oral presentation in the study language.
LO2: Academic and Professional Skills
• Have demonstrated an ability to adapt to a new professional context.
• Be able to analyse and reflect critically on these experiences and to communicate your conclusions orally and in writing.
• Have developed an awareness and understanding of the structures and ethos of a workplace in an international setting and draw comparisons with the UK/Ireland.
• Have enhanced your employability profile.
LO3: Cultural Awareness
• Have gained an enhanced understanding of the professional and societal culture of the country where the work placement was carried out and be able to draw comparisons with those of the UK/Ireland
• Have developed some awareness of cultural relativity in international business and be able to draw comparisons with those of the UK/Ireland.
LO4: Key Skills
• Have enhanced personal skills in the following areas: self-management and development, managing tasks, communication, working with others, applying knowledge, problem solving and reflective practice.
Skills
Linguistic Skills, Academic and Professional Skills, Cultural Awareness, Personal Skills: self-management and development, managing tasks, communication, working with others, applying knowledge, problem solving and reflective practice.
Building on skills acquired at level 2, this module aims to develop the skills and understanding required to deal with a broad variety of language tasks. Linguistic, sociolinguistic and cultural awareness will be consolidated and deepened. The module will contain the following elements:
1. Written Language Skills (2 hours per week) which will offer students an opportunity to enrich their linguistic skills, consolidate grammatical awareness and develop facility in handling the structures of standard, modern French, across a variety of genres, by means of practical engagement with a range of texts carefully selected for both their linguistic interest (varying in style and register) and the insights they offer into aspects of contemporary France and the Francophone world. Emphasis is placed on accuracy, fluent and idiomatic expression, and linguistic flair. A variety of language acquisition and development methods will be employed: grammar practice, editing work, essay-writing, translation into English and into French.
2. Spoken Language (1 hour per week), which will focus on aspects of contemporary France and the Francophone world, with the aim of training students to speak accurately and fluently in French, to express a range of different ideas and opinions, and to organise material logically and coherently when presenting. This component of the module includes a presentation and extended discussion.
3. Contextual Study (1hr per week). This component, which will vary across the two semesters, will deepen and contextualise the other elements of the module by placing them in a broader cultural context and will include, for example, literary texts, films, art and linguistics. A specific languages for special purposes strands equip students in law or business with skills for legal and professional contexts. This element includes an essay in the target language.
Learning Outcomes
Learning Outcomes: On successful completion of the modules students should:
1) be able to demonstrate a high level of fluency, accuracy and spontaneity in written and oral French, including the use of a broad variety of linguistic structures and vocabulary;
2) be able to deal with a broad variety of material in the target language, including material which is complex and abstract, and which involves a variety of genres and registers; 3) be able to demonstrate an advanced knowledge of the structures of the language and their broader linguistic context and the ability to use appropriate reference works effectively;
4) be able to structure and present arguments at a high level in a range of formats and registers.
Skills
On successful completion of the modules students should have developed the following range of skills: Communication skills; translation skills; textual analysis; essay writing; lexicographical skills; IT skills; presentation skills; employability skills, such as report writing and editing skills; problem solving and critical thinking.
This module aims to reflect on multiple theories, concepts, and approaches, at the interface between strategic management and international business. It will also address more practical analytical tools by applying them to contemporary cases of major global companies. Ultimately, it is concerned mainly with the holistic, strategic level perspective of management decision-making in a global setting. In doing so, this module aims to provide you with the analytical tools for analysing how firms balance local and global tensions and how individuals are a crucial part of this process.
Learning Outcomes
At the completion of this module students will be able to:
1. Evaluate how strategic change is managed in a global business environment that is increasingly fragmented
2. Critically analyse tools, theories and frameworks in strategic management and apply them across local, regional, and international settings.
3. Develop a critical understanding of the role of strategic leadership in the implementation of cross border strategies.
4. Evaluate the impact of cross border strategic activities, processes and practices at the corporate, business, and individual levels.
Skills
In addition, this module provides opportunities for the student to develop:
Subject-specific Skills
1. Knowledge acquisition, strategy development and analysis skills;
2. Critical reflection and analysis, synthesis of different perspectives and knowledge;
3. Writing skills and practical strategic problem-solving skills and understanding of the relevance and implications of international strategic issues for the performance and survival of the organization.
Cognitive Skills
1. Problem-solving
2. Logical reasoning
3. Independent enquiry
4. Critical evaluation and interpretation
Transferable Skills
1. Synthesise and evaluate information/data from a variety of sources
2. The preparation and communication of ideas in written form
3. Work both independently and in groups
4. Organisation and time management
With data analytics, machine learning, and artificial intelligence (AI) being the buzzwords in today’s business world, it is imperative for business management students to gain an understanding of their workings, intersections, and applications. Furthermore, it is equally important for future managers to examine the implications of data-driven and AI-assisted decision-making in organizations for various stakeholders and develop strategies to maximize the benefits and minimize the risk.
This module will prepare students for the ever-expanding world of technology-based business in two steps. First, students will explore how data analytics, machine learning, and AI technologies work, how they intersect, and how they are currently being utilized in organisations This will build a foundation for the second part of the module, which will introduce students to the implications of using these technologies in organizational decision-making for different stakeholders and the strategies to mitigate the risks: including human in the loop, auditing, enhancing explainability, and lessons from user-centered design.
Indicative topics:
• Definitions and history of technology such as data analytics, machine learning, AI and their intersection; Overview of the types of data analytics and AI systems with business examples
• Critical examination of business examples that use data analytics and machine learning: appreciating how data and algorithms are used to generate outputs (based in computer labs)
• Data-driven and AI-assisted decision-making in organizations: the bright side (productivity booster) and the dark side (discrimination and opacity)
• Strategies to mitigate the risks: including human in the loop, auditing, enhancing explainability, and lessons from user-centered design.
Learning Outcomes
On successful completion of this module, students should be able to:
• Evaluate the utilization of technology such as data analytics, machine learning, and AI in an organizational context and identify opportunities for improvement
• Critically examine the implications of using AI-assisted or data-driven tools in organizational decision-making for different stakeholders
• Exploring the skills and knowledge needed for different organizational actors to utilize AI and data analytics tools and prevent adverse effects
• Develop strategies to increase the impact and reduce the risks of these technologies
Skills
Subject-specific Skills
• Evaluation of the utilization of data analytics, machine learning, and AI in a given organization.
• Critical examination of the implications of data analytics and AI for different stakeholders and development of strategies to mitigate the associated risks
Transferable Skills
• Critical thinking
• Problem solving
• Logical reasoning
• Independent enquiry
• Organisation and time management
• Self-assessment and reflection
Venture Start-Up is designed for learners who are interested in better understanding the process of making novel ventures come into being, particularly those oriented toward tackling major sustainability challenges. The module teaches entrepreneurship and new venture creation using a portfolio of practices which includes play, empathy, creation, experimentation, and (critical) reflection (Neck et al., 2014). It offers learners a critical understanding of a range of concepts, frameworks, and theoretical ideas related to the process of creating a new venture, and a chance to immediately apply this knowledge via experiential workshops and games.
Learners should expect to ‘get out of the building’ as part of this module (Blank and Dorf, 2010), to actively listen and respond to the needs and voices of Others. In groups, students will co-define problems and co-create novel opportunities with local users/stakeholders through semi-directed iterative processes of fieldwork, prototyping, and testing. In addition to helping students become more receptive to the voices and needs of users/stakeholders, the module aims to have learners find their own voice–to develop their own sense of self-efficacy—in the venture creation process. It is precisely in the interspaces between the voice of the Other and the voice of the learner/entrepreneur that genuine novelty can arise (Rosa, 2019).
Venture Start-Up challenges students to envision an entrepreneurship beyond the high-tech, high-growth Silicon Valley model that exalts heroic individuals. It aims to open learners’ minds to a richer and more diverse understanding of entrepreneurship and to create critical entrepreneurial subjects, those who challenge taken-for-granted norms and stock tools within the entrepreneurship domain (e.g., the Business Model Canvas, Lean Start-Up) and have both an eye and an ear toward issues of social (in)justice, climate (in)justice, and alienation/resonance.
Learning Outcomes
(1) Appreciate the diversity and richness of different models of entrepreneurship and new venture creation, e.g., social entrepreneurship, ecopreneurship, public entrepreneurship, indigenous entrepreneurship, etc.
(2) Critically evaluate and apply a broad range of tools and techniques, e.g., design thinking, empathy mapping, mind dumping, etc., to the venture creation process.
(3) Co-define problems and co-create possible solutions/opportunities with local users/stakeholders through semi-directed, iterative processes of fieldwork, prototyping, and experimentation.
(4) Create and critically evaluate alternative business models that seek to balance an economic value orientation with a more explicitly social and environmental one.
(5) Grasp the content and communication behind crafting clear, compelling, and captivating pitches for new venture ideas.
(6) Critically reflect on one’s own experiences practicing play, empathy, creation, experimentation, and reflection over the module and consider how to further develop these practices in life after it.
Skills
(1) Design thinking: Adopting a structured, user-centred approach to tackle complex problems by empathising with others, defining problem areas, ideating creative solutions, prototyping ideas, and testing them iteratively.
(2) Systems thinking: Learning to analyse and understand complex systems by examining their interrelationships, structures, and dynamics and considering the broader implications of one’s own actions within interconnected systems.
(3) Basic primary research: The ability to observe and gather important insights from potential users, customers, beneficiaries, and stakeholders to (co)create better opportunities and solutions.
(4) Collaboration and teamwork: Learning to work effectively in diverse teams, understand group dynamics, resolve conflicts, and leverage collective strengths.
(5) Oral, written, and visual communication skills: Convincingly conveying ideas, information, and research through spoken, written, and visual mediums.
(6) Time management and organisation: Learning to manage time effectively, prioritise tasks, and balance different responsibilities.
The module aims to develop consultancy-based analytical problem-solving skills enabling students to apply their knowledge and skills to explore problematic situations. Students will furthermore think about how they communicate solutions to stakeholders.
The module uses a mix of workshops, seminars and practical exercises to enable students to understand consulting methods and approaches, hear real-world examples of consulting case studies and have the opportunity to practice consulting methods, drawing on materials learned across Levels 1 and 2 to systematically approach a business problem.
Indicative topics:
• Approaches to management consulting
• Consulting project management
• Problem analysis
• Developing a client proposal
• Working as an effective team member in a consulting team – High performing teams
• Managing client relationships and expectations.
• Communicating with impact - Preparing and presenting a consulting report.
Learning Outcomes
On successful completion of this module, students should be able to:
• Demonstrate a comprehensive knowledge and understanding of the nature of consultancy, clients and the consulting process;
• Evaluate the usefulness and apply a range of tools available to analyse problems, issues and challenges in business and management;
• Understand and develop a consultancy project plan and a proposal;
• Critically discuss, evaluate and communicate solutions to a business challenge, producing a synthesis of theories, frameworks and research findings to create an intellectually substantiated view.
Skills
• Enhance problem-solving and analytical skills;
• Ability to think critically and creatively and to argue coherently;
• Enhance planning, organisational and time management skills through the consulting challenge group work
Contemporary and Emerging Issues in Business and Management
Overview
In today's rapidly changing and uncertain business environment, business leaders and managers need to be aware of emerging trends and issues and how these might impact the organisation both strategically and operationally.
This module allows students to explore a range of contemporary and emerging issues under the broad umbrella of grand challenges and wicked problems. Thus, macro level and emerging global ‘issues’ such as those relating to, for example, to the United Nations’ Sustainable Development Goals (SDGs), modern day slavery, and (de)industrialisation may be discussed.
Changing trends in consumer behaviour, the role and impact of working with diverse stakeholders will also be addressed.
Given the uncertainty and operating in VUCA environments, topics such as organisational resilience and diversity will also be explored.
Attention will be also be given to local and national issues and their impact (both positive and negative) on the internal business environment.
Learning Outcomes
Upon successful completion of the module students should be able to:
Critically evaluate the role and meaning of grand challenges and wicked problems as applied to business and management
Critically evaluate a range of contemporary and emerging issues in business and management nationally and internationally
Analyse the potential (and actual) impact of these issues in a range of business environments
Demonstrate knowledge and understanding of a range of relevant management theory and its application to contemporary and emerging issues in business and management.
Skills
• Critically evaluate information and its veracity in relation to the role and impact of emerging ‘issues’ in business and management
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
Venture Scale-Up equips learners with the knowledge, skills, and reflective capacities necessary to navigate the unique challenges and opportunities associated with scaling new ventures (<10 years old). After successfully starting a new venture, many entrepreneurs find that the activities that worked well during an early start-up stage, for example, highly generalised roles, close and frequent interactions with customers or beneficiaries, and tightly centralised decision making, are no longer practical or suitable. Taking ventures to the next level requires a new set of abilities, ethical reflections, and strategic approaches to meet the particular challenges of scaling ventures.
The module considers important differences between starting and scaling a venture. Key types of scaling (e.g., scaling-up, scaling deep, scaling across), modes of scaling (e.g., organic, acquisitive, ecosystem), and units of scaling (e.g., business model, product/service, capability, etc.) are discussed. How to scale social impact for social enterprises and non-profit ventures is also considered alongside traditional ‘for-profit’ ventures. The module helps students to evaluate a venture’s readiness to scale and put in place a financially viable strategic scaling plan that is attuned to the people, culture, and processes necessary to achieve successful scaling. Ethical challenges associated with scaling ventures and arguments against scaling are also discussed.
Venture Scale-Up is specifically designed for students who are eager to learn what goes into growing successful and high impact ventures, and how to mitigate some of the practical and ethical challenges of doing so. In addition to learning from the rigorous base of research that underlies the module, learners will frequently receive insights from Queen’s University Belfast alumni who have gone on to scale their social or commercial ventures.
Learning Outcomes
(1) Appreciate the unique challenges and opportunities associated with scaling a young commercial or social venture
(2) Understand different types and modes of scaling, such as scaling up, scaling deep, scaling across, and scaling down
(3) Critically evaluate and assess the scalability of business models, products, services, resources/capabilities, and technologies
(4) Design and evaluate a financially viable, scalable strategic plan, considering the people, culture, and processes necessary to achieve successful strategy execution
(5) Understand how to identify and measure key performance indicators (KPIs) for scaling
(6) Grasp various ethical challenges linked to scaling ventures and consider counterarguments against scaling
Skills
(1) Project management: Applying project management skills to conduct a plan to scale, put in place key performance indicators (KPIs), and consider different scenarios for scaling ventures
(2) Ethical decision-making: Understanding ethical principles and practicing ethical reasoning within the context of scaling ventures
(3) Critical thinking: Ability to analyse information, assess its reliability, weigh-up evidence, escape formulaic thinking, and make informed decisions
(4) Written communication skills: Conveying ideas, information, and strategies through written mediums
(5) Time management and organisation: Learning to manage time effectively, prioritise tasks, and balance different responsibilities
Successful innovation at the firm level is increasingly regarded as key to both productivity growth and enhanced competitiveness while also acting as a driver of economic growth. Innovation is considered crucial for firms’ survival while research has further demonstrated that innovating firms grow faster, have higher productivity and are more profitable than non-innovators. Innovation is, however, an uncertain process and the strategies and processes associated with innovation require a specific set of resources, skills and competencies. Generally, most firms do not have well developed or professionally managed innovation strategies and as a result, they fail to innovate and create new value. This module demonstrates the strategic imperative for innovation and analyses the innovation management function.
This module provides an integrative view of the management of innovation, comprising industrial, organisational and managerial perspectives. In doing so, it aims to critically evaluate the main concepts, measures and indicators of innovation activity and to assess the importance of innovation to both individual businesses and the wider economy.
Learning Outcomes
At the end of this module students should be able to:
• Explain and critically reflect on innovation and why it is crucial to competitive advantage and organisational success.
• Conceptualise and critically explore the context and process of innovation management.
• Analyse innovation management in a variety of organisations using examples from the world’s most innovative firms.
• Critically evaluate innovation management and provide recommendations for change demonstrating appropriate judgement
Skills
In addition to the above this module provides opportunities for the student to develop the following cognitive and transferrable skills:
• Ability to synthesise, analyse, interpret and evaluate information from a variety of different sources (academic literature, lecture material, quantitative and qualitative business and market information, government publications, web-sites, bibliographic searches).
• Ability to apply critical thinking skills to a variety of different situations (through case study material, problem solving tasks).
• Ability to apply conceptual and empirical tools to business scenarios and use appropriate techniques to present and analyse company data.
• Effective communication (through essay writing, podcast creation and group discussion).
Post A-Level French
ABB including A-level French.
Note: for applicants who have not studied A-level French then AS-level French grade B would be acceptable in lieu of A-level French + GCSE Mathematics grade B/6
Beginners French
ABB + GCSE French grade B or evidence of linguistic ability in another language + GCSE Mathematics grade B/6
Note: the Beginners' option is not available to those who have studied A-level or AS-level French.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Note: if the language is studied at a higher level then the grade required at that level must be achieved.
Irish Leaving Certificate
H3H3H3H3H3H3/H2H3H3H3H3 including Higher Level grade H3 in French or evidence of linguistic ability in another language + if not offered at Higher Level then Ordinary Level grade O3 in Mathematics
Access Course
Successful completion of Access Course with an average of 70% + GCSE Mathematics grade B/6 or equivalent in Access Course.
NB Language requirements must also be satisfied - please see A-level entry requirements.
International Baccalaureate Diploma
33 points overall, including 6,5,5 (French) at Higher Level + if not offered at Higher Level then Standard Level grade 5 in Mathematics or GCSE Mathematics grade B/6.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits) at Level 3, with overall grades D*DD + GCSE Mathematics grade B/6.
RQF BTEC National Extended Diploma (1080 Guided Learning Hours (GLH) at Level 3), with overall grades D*DD + GCSE Mathematics grade B/6.
NB Language requirements must also be satisfied - please see A-level entry requirements.
Graduate
A minimum of a 2:1 Honours Degree + GCSE Mathematics grade B/6.
NB Language requirements must also be satisfied - please see A-level entry requirements.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by Queen's Business School. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by a member of administrative staff from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for the BSc Honours in International Business with French must be able to satisfy the University's General Entrance Requirement. In addition all applicants must have GCSE Mathematics at grade B/6 or above and must meet the relevant language requirement. Offers are made in terms of grades rather than UCAS Tariff points.
Demand for places differs from course to course and for International Business with a Modern Language, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. For last year’s entry, the threshold was a minimum of 4A/7 and 2B/6 grades at GCSE. Please note that this changes from year to year depending on the demand for places. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial requirements.
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 only 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 Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 4A/Distinctions and 2B/Higher Merits grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
Applicants offering other qualifications, such as BTEC Extended Diplomas, Edexcel Higher National Certificates and Diplomas, the International Baccalaureate or an Access course, will also be considered.
The same GCSE profile is usually expected of those applicants taking a BTEC Extended Diploma qualification or a Higher National Certificate (HNC), and must include GCSE Mathematics at grade B/6 or above.
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, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with Merits in all units assessed in the final year. Any consideration would be for stage 1 entry only.
In addition to the academic requirements above, the information provided in the personal statement section and the academic reference together with predicted grades are noted, but these are not the final deciding factors as to 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 will 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.
If you are made an offer then you may be invited to an Open Day organised by Queen's Business School, which is usually held in the second semester. This will allow you the opportunity to visit the University, to find out more about the degree programme of your choice, the facilities on offer together with a flavour of the academic and social life at Queen's.
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.
Students from this programme have secured either graduate positions or have undertaken placements in advertising, human resources, recruitment, training and development, marketing, export marketing, new product development, market research, brand management, operations management, supply chain management, quality management, business development, accounting, finance, management consultancy.
Prizes and Awards
This programme attracts prizes and awards from Randox Laboratories and the Foundation Scholarship.
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
Students undertake a placement in year 3 and are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement.
Students who undertake optional study tours are expected to make a contribution, of approximately £150.
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.
