Sociology is a discipline concerned with the explanation of social life and human behaviour. It equips students with the skills to understand the breadth of social experience, ranging from the global (including power and politics, norms, religion, conflict and peace, the digital world, climate change, racism, sexism and other forms of inequality) to the personal (including family life, intimacy, emotions, beliefs and mental health). Through theoretical tools and methodological techniques, Sociology at Queen’s provides students with a unique way of learning to explain the dynamics of social life as critical and engaged citizens.
Sociology at Queen’s staff members are holders of Teaching Excellence awards.
Sociology highlights
Internationally Renowned Experts
The Sociology programme meets the highest standard in Ireland and the UK for undergraduate education in social theory and research methods including their combined application.
Sociology is taught by a group of internationally recognised scholars who specialise in areas such as family, religion, conflict, norms, social movements and social change.
We offer a high quality, supportive, student-centred learning experience in a top Russell Group University.
Career Development
Opportunity to develop substantive knowledge and research skills through collaboration in Northern Ireland’s vibrant community sector, including field trips, summer work placements, guest lectures and workshops.
World Class Facilities
Queen’s is an historic campus university in the heart of Belfast, ranked one of the most affordable universities in the UK.
Internationally Renowned Experts
We are a research-intensive university, which means that what you are taught is directly linked to the latest discoveries and innovations. Members of staff have delivered invited talks at prestigious universities around the world, including Harvard, LSE, the Humbolt (Berlin) and European University Institute.
Further Study Opportunities
There is a range of further study options. Within the School, we offer the MRes in Social Science Research, which provides the opportunity to develop and significantly advance skills in research methods, as well as substantive topics and theoretical debates. We also have a new MSc Sociology and Global Inequality programme which launched in September 2024. http://www.qub.ac.uk/ssesw
Student Experience
The Lockheed Prizes are awarded annually to students for the Bachelor of Arts degrees taking single, major or joint subjects in Sociology, Social Policy and Criminology.
You will be assigned a personal tutor during induction. This member of academic staff will provide one-to-one support and mentoring throughout your studies at Queen’s.
We offer a peer-mentoring scheme for Sociology students, with the support of staff and the Centre for Educational Development.
Global Opportunities
We have a solid tradition of students undertaking Study Abroad through Erasmus schemes (with universities in Barcelona, Lund in Sweden, Paris, Aix en Provence, in France, Munich and Dusseldorf in Germany, Rotterdam and Nijemegen in the Netherlands, Jyvaskyla in Finland)
Our students can also undertake periods of study in Canada, the US, Australia and the Asia-Pacific region more broadly. As well as visiting international students often also take Sociology modules at Queens, particularly those connected to research expertise for which the sociology team is renowned (e.g. Conflict, Ethno-nationality, Family, Inequality, Religion, Social Movements, Social Change).
Student Testimonials
“My Sociology degree opened my eyes about the world - I now question everything and my curiosity has grown! It has helped in my current job as I developed my analytical and problem-solving skills, which are essential for the workplace.”
Anna Savage
BA Sociology graduate
Statistical Officer, NISRA
“Modules are thought-provoking and challenge common perceptions of ourselves and our social world. All the skills I have learned are transferable to the world of work and give you a solid basis for employability.”
Deborah Murphy Enniskillen, Northern Ireland (BA Sociology graduate)
The Sociology team’s diverse research interests translate into an exciting and dynamic programme, with opportunities to study a range of subjects, such as:
• Intimacy, families and gender
• Conflict, deviance, violence and peace building
• Emotions and Politics
• Ethnicity, race and racism
• Health, illness and care
• Inequalities, poverty and social exclusion
• Religion and extremism
• Research methods and data skills (quantitative and qualitative)
• Social Change
• Social Movements
Stage 1 Core Modules
In first year, you will learn to think sociologically and explore the sociological imagination using up-to-date research, from studies on racism in Britain to ‘hoods’ in Belfast. Our core module Digital Society allows students to critically reflect on the impact of digital technology on our interactions and identities, from social media to artificial intelligence.
Stage 2 Core Modules
In second year, you will be introduced to classical and contemporary theories, and develop proficiency in quantitative and qualitative research methods. You will gain skills in using the most widely used software, for example, SPSS and NVivo. We take advantage of ARK, a key resource situated in the School, and use their wide range of attitudinal surveys, often commissioned by government and key NI organisations. This allows students to apply their research skills training to contemporary issues, using the latest survey data.
Stage 3 Core Modules
In final year, students design and undertake their own research project, under the guidance of a dedicated supervisor. This allows students to develop their own research question on a topic of their own selection, building on their studies. We encourage students to partner with community organisations to ensure that their research has direct and often immediate impact, where it is needed. As well as the development of specialist subject knowledge, the final year project provides key transferable skills, including independent project management and problem solving. A key aspect of final year is the ability to choose from the specialist Sociology options, reflecting the team’s research interests.
The Optional Quantitative Methods Exit Pathway
Students who wish to benefit from specialist training in quantitative research can undertake a series of dedicated social science research modules over the course of their degree studies. Successful completion of 80 CATS credits of advanced quantitative research training (four modules) in level 2 and level 3 will receive the enhancement of BSc “with Quantitative Methods” added to the name of the degree awarded.
SSESW Cate's research interests focus on family demography, specialising in the areas of race-ethnic and socioeconomic differences in family outcomes, union formation, and fertility preferences. Cate teaches on family and quantitative methods for the social sciences at the undergraduate and postgraduate levels.
SSESW Emma’s research interests include employment and the labour market, education and inequality. As well as her research-led teaching, she trains students in quantitative research methods.
SSESW Jonathan teaches social theory and undergraduate and postgraduate levels, as well a new final year option course on the political sociology of emotion. His primary research interests lie at the intersection of political sociology and the sociology of emotions, and he is currently working on emotion and power dynamics in relation to nationalism, the state, populism, and party politics more generally.
SSESW Rin's research covers the cultural and political struggles over commemoration and public representations of the past, especially historical denial. His primary areas of interest are cultural sociology, political sociology (especially right-wing movements), memory studies, and social theory.
SSESW Véronique’s expertise lies in the globalisation of religion, new religious movements, religious exoticism, responses to cultural and religious diversity, and anti-Semitism.
Email: v.altglas@qub.ac.uk
SSESW John's current research focusses on the role of social movement activism in divided societies, particularly in Lebanon, Syria and Northern Ireland. In this, John examines how a range of non-sectarian social movements – including LGBTQ, feminist and class based groups - mobilize for inclusion or challenge power sharing structures in divided societies.
SSESW Lisa specialises in the norms, emotions and social conflicts, focusing specifically on conflicts over various aspects of human reproduction, including abortion and breastfeeding, as well as over social roles such as motherhood.
Contact Teaching Hours
Large Group Teaching
6 (hours maximum) Hours in lectures
Personal Study
24 (hours maximum) Hours studying and revising in your own time each week, including some guided study using hand-outs, online activities etc.
Medium Group Teaching
3 (hours maximum) Hours of practical classes, workshops or seminars each week
Small Group Teaching/Personal Tutorial
10 (hours maximum) Hours one-to-one academic supervision during final year dissertation
Teaching Times
Teaching is scheduled across the working week, normally not before 10am to facilitate work/life balance. Specific timings vary yearly due to timetabling.
Learning and Teaching
We aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the Sociology single honors course we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society, and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Sociology students at Queen's are taught in a dynamic academic environment by an award-winning teaching staff, in a School which was rated as one of the leading departments in the United Kingdom.
Examples of the opportunities provided for learning on this course are:
Computer-Based Practicals
Practicals provide students with the opportunity to develop technical skills and apply theoretical principles to real-life contexts. For example, using recent survey data to address topical research issues, from attitudes to ageing to immigration. Specialist computer software includes SPSS (statistical package) and ARCGIS (mapping and spatial analysis)
E-Learning technologies
Information associated with lectures and assignments is often communicated via our Canvas Virtual Learning Environment. A range of e-learning experiences are also embedded in the degree programme including the use of interactive support materials.
Lectures
Lectures are normally delivered in large groups and provide important introductions to significant concepts, debates and theories. They also provide opportunities to ask questions and seek clarification on key issues as well as gain feedback and advice on assessments. We often invite guest speakers from key organisations and civil society groups.
Personal Tutor
Undergraduates are allocated a Personal Tutor from their first day at the University. The Personal Tutor is available to give advice and support throughout their time at QUB. The Personal Tutor will meet with them on several occasions during the year to support their academic development.
Self-directed study
This is an essential part of life as a Queen’s student and includes private reading, engagement with e-learning resources, and reflection on feedback and assignment preparation.
Seminars/tutorials
A significant amount of teaching is carried out in small groups. 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 and to assess their own progress and understanding with the support of their peers. During these classes, students will sometimes be expected to present their work to academic staff and their peers.
Work-based learning opportunities
You will have the opportunity to gain valuable work experience with one of the many employers who are keen to benefit from the important skills you develop through your degree pathway. These opportunities can range from extra-curricular summer work placements, accredited by Degree Plus, through to working with community sector organisations on a research project in your final year.
Assessment
Modules are typically assessed by a combination of continuous assessment, assignments and/or final written examination. Examples of continuous assessment include:
Small Group Projects/Presentations – usually on a topic of students’ own choosing.
Written assignments – including essays, book reviews, critical commentaries and blogs.
Research-based assignments – for example, research proposals, questionnaire design, face-to-face interviews, reflective research diaries, analysis of statistical data and independent research projects.
Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction. Following each element of assessed coursework, students are provided with detailed feedback on the quality of their written work and how they can improve future assignments.
Feedback
Students receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement employers, personal tutors, advisers of study and peers. As a university student, you will be expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of your 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 comments. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Online or emailed comments.
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.
Placement employer comments or references.
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.
Facilities
The School is located in an attractive building, with state-of-the-art learning facilities. There is also a dedicated student common room which students can use freely between 9am – 5pm Monday to Friday. The common room has seating, basic kitchen facilities and computer access with printing.
What our academics say
"Sociology is a fantastic discipline, helping its students to develop critical thinking. It is like suddenly wearing a pair of glasses and suddenly see the world like it is, with more accuracy, from close-up to long distance. The understanding of the social world it provides, whether it is about religion, conflicts, emotions and relationships, inequalities and so forth, change one’s perspective for ever and as such it is so empowering."
Dr Véronique Altglas, lecturer in sociology, Queen’s University Belfast
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.
The module offers a general introduction to Social Policy as an applied academic subject. Students will be encouraged to take a broad perspective on how social policies are implemented by examining political, economic and social perspectives on human needs and wants. The second half of the course introduces social security, taxes, benefits and their implications for citizenship. The course offers a useful entry point to Social Policy; piquing students’ interest in core theories and principles which they will explore in more detail in second and third year social policy modules.
Learning Outcomes
• To introduce students to theories, concepts and principles underpinning social policy.
• To provide an applied understanding of the implications of tax and benefits systems for human well-being.
Skills
Development of analytical and evaluative skills; independent learning skills and academic writing skills.
This module will introduce students to major sociological approaches for researching social developments surrounding digital and online technologies.
The lectures and the classes will introduce students to key theories, theorists, and concepts for understanding contemporary developments such as online communication technologies, social media, artificial intelligence, online surveillance, and automation of labour. Through these discussions, this module interrogates whether digital technologies have fundamentally altered the nature of ‘modernity’, and what features of contemporary society have changed or stayed the same.
This course will explore both theoretical and normative questions about whether digital technologies ameliorate or reproduce social inequalities and whether people have the capacity to change the world through engagement with – or rejection of – digital technologies.
Students will be encouraged to reflect critically on their own everyday use of technology and how their behaviour in turn shapes contemporary society. This will include questions surrounding the ‘information revolution’ and its effects on social relations at personal and institutional levels. Students will also be encouraged to examine evidence both supporting and challenging commonplace conceptions about the role of digital technologies on modern life.
Learning Outcomes
Students on this module will have the opportunity to develop knowledge and understanding of:
1. Key concepts and theories in sociology and social theory relating to the impacts of digital technologies in contemporary societies.
2. The potential positive and negative effects of digital technologies on the quality of life.
3. The consequences of digital technologies on online and in-person interactions and identities.
4. The social impacts of the so-called ‘digital divide’ in national and global contexts.
Skills
Students will have the opportunity to develop skills in the following areas:
• Find and select relevant information from print and electronic sources.
• Interpret theoretical arguments grounded in sociology of the internet and new media.
• Interpret and use existing reliable data to back up theoretical arguments.
• Develop and demonstrate critical and independent thinking skills.
• Develop oral skills through participation in lectures, tutorials and group discussions
• Develop an ability to write in a clear, structured and critical manner.
This module offers a general introduction to the discipline of sociology for those with no experience of studying sociology before. Its primary objective is to initiate students to sociological thinking. Sociology does not rely on our subjective experience and general ideas commonly shared withing the society (beliefs, customs, traditions, values, norms); its critical way of thinking and its methods allow us to discover aspects of social life that most people are unaware of. This will be done through a diversity of topics such as social class, suicide, race, gender, disability, globalisation, violence and other social phenomena. The module will provide a background for those intending to study sociology in the second and third years, but also acts as a stand-alone sociology course for those who do not intend to study it further
Learning Outcomes
By the end of the module you should be able to:
Have a general understanding of the cncepts, approaches and theories available within the discipine of sociology.
Understand the effect of social norms and common sense on our perception of social life.
Apply a sociological way of thinking on a diversity of topics.
Effectively gather, retrieve and synthesise information to evaluate the key aspects of social life.
Skills
- To develop analytical and oral skills through participation in lectures and tutorials.
- To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
- To be able to use information technology to gather, organise and evaluate information.
This module aims to provide a general introduction to doing sociological research, through a critical engagement with landmark studies. C. Wright Mills’ idea of a ‘sociological imagination’ provides the framework for evaluating the quality of key pieces of research, exploring the connections between how they are defined, carried out and written up. The module covers a range of research methods, as they are employed in studies of important aspects of social life, such as racism, drugs and urban life, love and technology, social networking, education and masculinity and violence. The module also provides an in-depth introduction to the theoretical character of sociology by introducing classic perspectives shaping the discipline.
Learning Outcomes
Provide a general introduction to the practice of sociology and the evaluation of sociological research; a background for entry into second year sociology; and knowledge about inequality in society.
Skills
Critical evaluation of sociological studies; introduction to sociological analysis; public speaking and writing skills
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.
This module explores the social construction of crime and social responses to crime. It introduces students to critical criminology and sociological studies of deviance and social control in order to interrogate the role of power in defining ‘crime’ and the social, economic and political contexts for crime and social harm. It also explores how intersecting social identities and inequalities relating to race, gender, class, sexual orientation and disability affect peoples’ experiences of crime, criminalisation, victimisation and social control.
Learning Outcomes
Upon successful completion of this module, students should be able to:
• Explain how definitions of crime and responses to crime are socially constructed and related to power
• Critically analyse the main social theories, debates and concepts relating to different forms of crime and social harm
• Critically analyse the impacts of intersecting social identities and inequalities in crime, victimisation, criminalisation and social control
• Develop and communicate academic arguments supported by appropriate academic references
Skills
This module aims to enable students to develop the following skills:
• Identifying and retrieving relevant information from print and electronic sources in relation to a particular topic
• Evaluating evidence and drawing appropriate conclusions
• Summarising complex ideas and research evidence, conveying it in a clear, structured and critical manner (both orally and in writing)
• A capacity for critical reflection and independent thinking, generating new insights and seeing sensitive problems and issues from different perspectives
• Time planning and management
The module offers a general introduction to criminology and some of the key debates and topics in the subject. The first half of the course (weeks 1 – 6) introduces some essential background materials for those pursuing study in criminology including an overview of historical and contemporary crime and crime control, the workings of the criminal justice system, sources of information on crime and criminals and an introduction to some theoretical concepts in criminology. The second half of the course (weeks 8-11) introduces a number of key debates and issues in criminology – many of which can and will be studied in greater depth in second and third year criminology modules.
Learning Outcomes
1. Critically evaluate the term ‘crime’ and the historical evolution of crime and our responses to it.
2. Critically apply criminological thinking to our understanding of crime and criminal justice processes.
3. Identify, find and evaluate a range of criminological sources especially (but not limited to) academic sources (books, journal articles) and official and other statistics on crime and criminality
Skills
1. To develop analytical and oral skills through participation in lectures and tutorials.
2. To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
3. To develop the ability to find and evaluate academic materials in the area of criminology.
4. To be able to use information technology to gather, organise and evaluate information.
The module introduces students to the visual presentation of quantitative data. By establishing a basic working knowledge of measurement procedures, data sources, and appropriate conventions in quantitative data visualisation, it introduces students to basic graphic functions in spreadsheet and geographical information system packages. Students will gain experience in the selection of appropriate graphics for different kinds of variables, in the construction of basic datasets from secondary data sources, and in the mapping of spatial data.
Learning Outcomes
On successful completion students will be able to:
Understand how different forms of data visualisation are appropriate for different data types
Source and format data independently from online data repositories
Appreciate the implications of proper visualisation for clear communication
Perform basic spreadsheet calculations and visualisation functions
Produce basic maps and perform preliminary diagnostics using Geographical Information Systems Select from and appraise a range of data visualisation techniques
Skills
On successful completion students will have:
Proficiency with data analysis and visualisation packages (MS Excel and open source geographical information software)
Knowledge of online data repositories (World Bank, EuroStat, AMECO, OECD, Penn Tables) Appreciation of the history of, and public / political uses of, visual quantitative data
Critical thinking in the selection and use of appropriate visualisation methods
Experience of independent work through in-class and outside assessments
This module is an introduction to moral philosophy, requiring no prior acquaintance with the subject. The module is topic based. In the first half, we will investigate some major theories of morality – systematic accounts of what makes something morally right or wrong. In the second half, we will look at the application of these theories to some practical issues, including abortion, the treatment of animals, and our duties to those in the developing world.
Learning Outcomes
On successful completion of this module, students will be able to demonstrate knowledge of a number of theories in moral philosophy; explain the relevance of these theories to some key issues in applied ethics; converse and write with critical authority about the ideas of a number of important philosophers; demonstrate the principles of sound and effective reasoning and argument; show tolerance for different and challenging ideas.
Skills
Students should develop skills in literacy, analysis, and communication, and the ability to comprehend and develop clear and extended arguments.
Introduces students to a variety of qualitative and explorative research methods, including research ethics and methods of data collection.
Learning Outcomes
On completion of the module, students should:
• Be aware of the nature and range of qualitative empirical scientific data that can be used by sociologists, criminologists, anthropologists and those working in related fields;
• Know how to collect qualitative data in a systematic manner;
• Have acquired basic knowledge of how to analyse qualitative social data;
• Be aware of the strengths and limitations of qualitative research methods in sociological research;
• Be able to make a basic assessment of the rigour of data collected using qualitative research methods;
• Be capable of designing and writing a research proposal for a small scale dissertation on a subject of their choosing.
Skills
The course will provide students with an elementary knowledge of a range of techniques for the collection, analysis and interpretation of qualitative research data. The course will enable students to read and make sense of data presented in different formats and to interpret the results accordingly.
The course will enable students to develop the ability to critically examine the methodology and the findings of social science research, particularly those where qualitative methods have been employed. In addition to promoting basic academic and research skills, the project based workshops will promote the development of a range of additional employment related skills, namely communication skills; project management skills; innovation and creativity; as well as cognitive skills (e.g. critical thinking; problem solving; evaluating) and personal conduct.
This module will critically examine key sociological debates about the character and dynamics of contemporary society from the point of view of social inequalities. It provides an introduction to key concepts, current research findings, and theories of social inequality. The objective is to discuss how social inequality impinges on virtually all facets of individual and social life and how it is created and maintained.
Learning Outcomes
• Gain an understanding of debates in sociology concerning the character and dynamics of social inequality in contemporary society
• Develop a capacity for critical reflection on taken-for-granted assumptions about social inequality in contemporary society
• Appreciate the value of comparative and systematic study of social inequality
• Provide an analytical account of social inequality, its causes, and its effects
Skills
- Retrieve and select relevant information from print and electronic sources;
- Select, utilise and interpret material to address a particular issue or problem;
- Present information and communicate ideas in a coherent and appropriate manner and format;
- Analyse, evaluate and interpret information in relation to social inequality;
- Develop and defend reasoned opinions;
- Develop and demonstrate independent thinking;
- Develop oral skills through participation in lectures and tutorials, and group discussions;
- Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
This module provides an introduction to social theory. The development of sociological thought is traced from initial forumulations in the late 18th c. through to the work of contemporary theorists. As well as explaining the nature of various sociological perspectives, the module will show how these can be used to help us understand particular events and problems that occur in the social world.
Learning Outcomes
To provide students with a grounding in classical social theory. To introduce students to the central theoretical problems that sociologists face.
Skills
Demonstrate competence in evaluating sociological arguments. Display ability to write informed and literate essays.
This module is an undergraduate elective module. It will address contemporary debates on migration and gender while contextualising migration as individual and collective cross-border movement, internationally. It focuses on the gendered dynamics of (im)migration while differentiating agency of men and women, problematising the notions of femininity and masculinity, speaking about LGTB people, and also looking at nation state power formations (e.g. pull/ push factors) that trigger and shape migration movements, historically. Students will be introduced to a range of relevant sociological and feminist theories advancing our understanding of gendered migration, and they will learn how state regulated (e.g. nation states as defining what is ‘legal’) migration changes across time. Topics include among others labour migration (e.g. immigration law; gendered citizenship and EU trans-border mobility), but also forced migration (e.g. gendered causes and experiences of asylum seekers/ and refugees).
Learning Outcomes
* To develop students’ understanding of the feminist critique of Migration Studies and the ways Gender (& Ethnic) Studies influence this field of academic study and practice, especially since the 1970s.
* To understand the heterogeneity of gendered experiences of migration, including the contexts of individual, family-based and mass movements, and those in particular social spaces, for example, regional, rural and urban contexts.
* To understand the gendered implications of different ways of representing and responding to immigration.
* To engage critically with key debates regarding the gendered dimensions of concepts such as nation, agency, rights and belonging.
Skills
By the end of this course, students will have acquired the capacity to:
Understand and evaluate different conceptual approaches to the phenomenon of migration;
understand discourses on migration as historically situated and embedded in nation-state politics;
reflect sociologically on legal, political and social structure framing migration discourses in and beyond Europe;
understand the specific dynamics of gendered migration;
develop oral and written communication skills in presenting arguments on migration policy and debates with respect to different countries;
apply knowledge of gender and migration to various country case studies;
apply communication skills in order to disseminate research results effectively;
design and write up an essay on the topic of current gender & migration debates.
This module introduces students to sociological approaches to identity, peace and conflict in Northern Ireland. The nature of Northern Ireland’s peace process is analysed in relation to contemporary local evidence as well as to scholarly debates about conflict transformation.
Learning Outcomes
To promote a critical understanding of the nature of conflict and peace in Northern Ireland. To use sociological approaches to identity and conflict in Northern Ireland. To connect empirical observations of the society around us to scholarly analyses of the nature of conflict transformation in Northern Ireland.
Skills
Presentation and writing skills. Critical evaluation of evidence. Logical argument in written work and seminar presentation. Demonstration of competence in understanding sociological concepts. Literature review and searches.
This course provides a critical understanding of how social policy shapes a person’s life trajectory. The course takes a life course perspective, immersing students in a range of social science literature including social gerontology, social policy and life course sociology. Key issues and themes covered include human rights (including children’s rights), disability, old age, birth and death. The role of public information and education in developing human agency is explored through the examination of contentious issues in social policy such as birth practices and our experience of death and dying. In 2020/2021 There will be a fortnightly on-line quiz via Canvas and a virtual field-trip to The Victoria & Albert museum.
Learning Outcomes
• To introduce students to theories, concepts and policies relevant to ageing and the life course.
• To provide an applied understanding of the implications of social policy for the lived experience of ageing, from birth to death.
Skills
Development of analytical and evaluative skills; independent learning skills; Oral and written communication and presentation skills; teamwork skills.
This module introduces students to sociological approaches to conflict and peace processes. It presents theoretical approaches to conflict and peace, as well as comparative analyses of particular cases, such as Northern Ireland, Rwanda, South Africa, Sri Lanka and Zimbabwe. Topics include theoretical approaches to conflict management, resolution and transformation; the role of civil society in conflict/peace processes, militarism and military masculinities, the role of religion, the role of women, the role of ex-combatants, and victims/dealing with the past.
Learning Outcomes
Understand theoretical approaches to conflict management, resolution and transformation, including sociology’s distinctive contributions to these theoretical debates.
Understand and critically evaluate the concepts of ‘civil society’ and ‘social peace processes’.
Critically analyse and compare the sociology of conflict and peace processes in different contexts.
Identify key actors within social peace processes and critically evaluate their role, including religious actors, women, ex-combatants and victims.
Skills
Intellectual Skills
* An ability to critically read and evaluate sociological literature and non-academic/media material on conflict and peace processes.
* An ability to collect and interpret evidence about conflict and peace processes.
* An ability to demonstrate evidence of independent thinking and to compose reasoned opinions based on development of thought and knowledge
Practical/study skills
* An ability to write in a clear, structured and critical manner using a range of source material
* An ability to present information in spoken form and to contribute to discussions
* An ability to retrieve and synthesise primary and secondary, quantitative and qualitative, sources of (print and electronic) information
* An ability to use information technology to gather, organise and evaluate material
Employability skills
* Organisation: planning and managing your learning, working on your own initiative
* Communication skills: written and oral
* Problem-solving: research, analysis, handling different types of data
This module is designed to complement the core Sociology Development of Social Theory module, which introduces students to a range of sociological theories. The module will explore the relationship between theoretical development and empirical evidence. Theory Counts examines how different theories use, or ignore, quantitative data. It will also introduce students to approaches to testing theories using different types of quantitative data. Students will be exposed to research design issues as well as a range of analytical strategies involved in the testing of different theories.
Learning Outcomes
On completion students will be able to:
Critically appraise and evaluate a range of sociologically relevant theories from the perspective of quantitative research.
Be familiar with the role of hypothesis testing in the social sciences.
Appreciate the different types of research design involved in theory testing in the social sciences.
Appreciate the different analytical strategies underpinning theory development.
Appreciate problems and issues in establishing causal relationships.
Skills
On completion of this module students will be able to:
Determine appropriate statistical analyses for testing theories and hypotheses.
Carry out and interpret multivariate analysis using statistical software.
Select appropriate research designs depending on the particular research question.
Present and communicate quantitative analysis logically and coherently, including in visual forms.
This course reviews key concepts and traditions in political philosophy and social theory which have affected the development of a number of welfare regimes internationally and historically.
Learning Outcomes
To develop an understanding of concepts such as social and economic justice welfare regime and the main political philosophical traditions; fabianism, neo-conservatism, socialism and social democratic; to develop an appreciation of the relationships between politics and social policy and social change and social policy.
Skills
An appreciation of theoretical frameworks and concepts in social policy. Effective communication and presentation skills; the ability to marshall ideas behind an arguement.
An undergraduate research dissertation on a sociological topic of the student's choice (with agreement of the School). The project must include the collection of original data or the secondary analysis of existing data.
Learning Outcomes
To give students the experience of carrying out a small research project through all its phases.
Skills
The ability to marshall ideas and concepts and to link them in practice with a sociological research method.
Emotion, Power, and Politics: The Political Sociology of Emotions, Trump, Brexit, and Populism
Overview
The module will introduce and give students a firm understanding of a new, and increasingly important, sub-field that operates at the intersection of political sociology, and the sociology of emotion: the political sociology of emotion. The approach is interdisciplinary, deploying concepts and literature from various areas across the social sciences, including social and political theory, sociology and the sociology of emotion, political psychology, and political science. The module examines the ‘politics-emotion nexus’ in various ways, and shows how an understanding of emotion has become increasingly salient in and vital for the explanation of the contemporary world. There will be seminars addressing the relationships between emotions and: social movements; nationalism; affective and/or emotional citizenship; war and conflict; the emotional state; the increasing importance of emotions in and for party politics; the rise of populism, Trump, and Brexit; and emotions in post-conflict and divided societies. This is a research-led module, arguing for the importance and distinctiveness of the sociological approach to understanding and explaining these issues, and introducing work and case studies at the very cutting edge of the discipline. Teaching will combine a lecture and seminar/discussion format.
Learning Outcomes
By the end of this module students will:
• Gain an understanding of key theoretical concepts debates about emotions and power in social and political life from sociology and other social science disciplines;
• Evaluate a range of perspectives on the relationship(s) between emotions, power, and politics;
• Develop a capacity for critical analysis of emotions and power in the field of politics, using case studies and examples.
Skills
This module will provide practice in:
• Analyzing, evaluating and interpreting information
• Developing and defending reasoned opinions
• Developing and demonstrating independent thinking
• Employability Skills
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word
Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
Modern Families: Intimate and Personal Relationships
Overview
This module will focus on the sociological theory and research on the family and it will do so by examining both the scholarship on the family and the place of the family in different European societies. The history and current state of the family in Northern Ireland will be examined in the immediate context of family studies in both the UK and Ireland and in the broader context of other European societies. Both theoretical and empirical work will be considered.
Learning Outcomes
(1) To make students familiar with the literature on the sociology of the family. (2) To give students a knowledge of the different approaches to understanding and studying the family. (3) To make links between this literature on the family and the main sociological theories more broadly. (4) To identify the significant feature of the family in Northern Irish society and how the family has functioned in this society as compared with others. (5) To give students an appreciation of comparative studies and the comparative method.
Skills
Acquisition of information, literature review, reproduction of information in essay and examination. Critical evaluation of evidence. Presentation skills.
This module explores some of the central concerns of sociology, namely the interplay between social norms, institutionally anchored social roles, and complex and contested identities. The focus is on theoretical approaches and debates as they address a number of social phenomena, including the dynamics of social stigma, gender, family life, work, collective/cultural identities, honour codes and rationales for punishment (the precise range of topics may vary from year to year).
Learning Outcomes
Students taking this course will have the opportunity to:
• gain an understanding of key sociological debates concerning the significance of norms in social life;
• develop an understanding of debates on the consequences of modernity for identities and role inhabitance;
• develop a capacity for critical reflection on taken-for-granted assumptions about the connections between social institutions and agency.
Skills
Students will have the opportunity to develop the following skills:\n1. Intellectual skills\n Analyse, evaluate and interpret information \n Develop and defend reasoned opinions\n Develop and demonstrate independent thinking \n\n2. Employability Skills (Practical skills transferable into employment):\na) Communication\nUsing the spoken word - participating in discussions\nUsing the written word\n \nb) Information and communication technology:\nSearching and obtaining information\nEntering and processing data\nPresenting information\n\nc) Improving own learning & performance\nDemonstrating a degree of independence while learning\nReviewing progress and achievements\n\nd) Problem solving\nIdentifying a problem\nExploring options\nSelecting an appropriate solution\nUse of appropriate resources\nSynthesis, critical analysis, and interpretation of information
The module aims to develop a sociological understanding of the dramatic social change which has occurred in recent times on the island of Ireland (particularly Northern Ireland). This will be accomplished by focusing on a series of key issues which help to illustrate both the scale and the nature of the transformations involved.
Learning Outcomes
By the end of this module, student will be:
- Familiar with contemporary sociological debates within, and applied to, contemporary Irish Society
- Able to analyse, evaluate and interpret information in relation to society and social life on the island of Ireland
- Capable of developing and defending independent thinking, reasoned opinions and argument
- Able to engage in systematic and critical reasoning about contemporary issues in Irish society
- Confident in using and comparing different types of evidenceand experience from across Irish society, north and south, and from a variety of case studies
Skills
The course aims to enable students to develop the following skills:
- Retrieve and select relevant information from print and electronic sources
-Select, utilize and interpret material to address a particular issue or problem
- Present information and communicate ideas in a coherent and appropriate manner and format.
- Develop oral skills through participation in lectures and tutorials, presentations in class and group discussions
- Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
In this module we will explore various aspects of identity, difference and social inequalities across a range of contexts. We will focus on the nature and extent of major social and cultural inequalities within society, in areas such as education, health, class, ethnicity, gender, age and social capital. The module examines how inequality not only shapes societies, but also affects our everyday lives. By considering various theoretical models of how inequality is maintained and reproduced, this module encourages students to challenge both classical theories (for example, those which see inequality as the result of class conflict) and more current arguments (for example, those which see class is of declining significance in the light of other social divisions such as gender or age), by engaging with empirical evidence.
Learning Outcomes
On successful completion of this module students will be able to:
Identify and compare different theoretical models of how inequality is maintained and reproduced. Critically discuss and evaluate the evidence for these theories, in terms of both the causes and consequences of social inequality.
Critically assess theoretical models of inequality using appropriate empirical evidence.
Understand the importance of using empirical evidence within sociological research, specifically relating to social identities, difference and social inequalities.
Skills
On successful completion of this module students will be able to:
Explore and assess empirical data, making links with sociological theories.
Compare and critically discuss different theoretical approaches relating to social identities, difference and social inequalities.
Demonstrate the ability to interpret quantitative data representing patterns of social inequalities.
Use quantitative research methods to develop an understanding of the contribution of different methodological approaches to sociological research.
Use an analytical approach when investigating social inequalities.
The module will enable students wishing to acquire advanced multivariate quantitative methods to be trained in such methods. This may include methods such as event history, multilevel modelling, or structural equation modelling.
Learning Outcomes
- Design strategies for collecting and modelling large complex quantitative data
- Identify techniques for analysing quantitative data
- Evaluate strengths and weaknesses for advanced quantitative methodologies
- Determine appropriate usage of advanced quantitative methodologies for varying contexts
- Recognise the principles needed to develop more specialist skills
- Describe and evaluate empirical data and sources using advanced quantitative methodology
- Interpret and convey quantitative output in both technical and practical terms
Skills
- Handling, managing and manipulating large and complex quantitative datasets
- Employ statistical software package to analysis data
- Design, execute, and interpret multivariate statistical analysis
- Present and communicate quantitative material in a coherent manner and format
This module covers the sociology of revolution and protest. It encourages students to examine the structural causes of protest and revolution and the agential factors involved in carrying out dissent and revolutionary change around the world. The module will be concerned with a range of historical and contemporary case studies internationally. Students will be stimulated to engage with a wide range of conceptual frameworks and social theories in relation to revolution and protest.
The course will additionally seek to outline approaches to measuring and understanding the effects of protest and revolution. Students will further examine forms of counter-protest and counter-revolutionary action, such as the policing of dissent. Case studies will include the Arab Spring, decolonisation, LGBTQ rights. African American Civil Rights, the Peasants Revolt, the French Revolution. The course will further encourage students to consider a wide range of forms through which dissent is expressed: e.g. street demonstrations, violence, art and culture, and political mobilisation.
Learning Outcomes
Students will develop an understanding of the main causes of protest and revolutionary action. They will also be able to analyse activism, social movements, and social change By the end of this module, students will be able to:
* understand classical and contemporary theories on protest, social movements and revolution
* identify and analyse the main causes of protest and revolution
* understand a range of historical and contemporary case studies
* analyse the effects of protest and social movements on our societies.
* systematically compare and contrast different case studies through analysis
* apply interdisciplinary approaches to analysing protest/revolution
* use various methodological approaches to researching protest/revolution
Skills
This module will provide practice in:
* Critical analysis of the structural forces the drive protest and revolution
* To engage in various methodological approaches to measuring the outcomes of protest and revolution
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in protest and revolution.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
* Interdisciplinarity in terms of using sociological, criminological, historical and political science approaches to protest and revolution
* To understand comparative sociology
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
The cultural politics of memory in a global perspective
Overview
This module provides students with an in-depth understanding of memory studies as an interdisciplinary field through a discussion of contemporary theoretical debates and case studies from across the globe. The module will cover key themes such as: memorial sites and commemorative objects; national memory and national identity; long-term impacts of conflict, terrorism, war, and genocide; transnational and diasporic
memories, and contemporary legacies of Empire and colonialism. The module is designed to equip students with theoretical and methodological tools for undertaking data collection and analysis of social processes surrounding memory and commemoration.
Learning Outcomes
Students will develop an understanding of the historical and contemporary debates surrounding collective memory and the cultural and political struggles over the social remembrance of the past. By the end of this module, students will be able to:
* understand contemporary debates in memory studies as an interdisciplinary field.
* analyse and critique the concept of ‘collective memory’ and its theoretical and practical implications.
* critically appraise different methods for studying commemorative processes.
* understand how memory and collective identity shape social relations, especially in post-conflict and post-colonial societies around the world.
* systematically compare and contrast different case studies through reasoned analysis
Skills
This module will provide practice in:
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in collective memory.
* Reflecting on suitable research methods for studying various aspects of memory and commemoration.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
This module examines the different positions of disabled and non-disabled men and women in Britain and Ireland in relation to social rights and public services. Students will consider how social protection systems, (social security and labour market policies) and other social policies produce these different outcomes. Students will also examine institutional responses to existing forms of disability discrimination, disadvantage and inequality. Students will be introduced to the social model of disability and consider its implications for policy and practice.
Skills
To develop critical skills; to enhance written and verbal skills; to develop skills in using offical government statistics and policy documents.
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
H3H3H3H3H4H4/H3H3H3H3H3
Access Course
Successful completion of Access Course with an average of 65%.
International Baccalaureate Diploma
32 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 of DDD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of DDD
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 Sociology.
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 all credits at Merit grade. For those offering a Higher National Diploma, 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 all credits assessed in final year to be at Merit grade. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
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.
Your degree in Sociology will equip you with a range of transferable skills that are highly sought in a wide variety of fields in the contemporary jobs market. Sociology graduates are found in a range of occupations, including management, communication, marketing, sales, retail, journalism, media research and publishing, youth and community work, charities and the voluntary sector, healthcare, social and civil services, and education. Sociology is also a good fit for a variety of careers in business: it develops the ability to gather and evaluate evidence, to engage in critical analysis, and to understand and explain complex problems and situations.
Employment Links
Our graduates have worked for organisations beyond and within Northern Ireland, such as:
• Northern Ireland Statistics and Research Agency (NISRA)
• Belfast Child
• Johnsons Solicitors
• PricewaterhouseCoopers
• Lloyds Banking Group
• Barnardos
• Northern Ireland Housing Executive
Alumni Success
“I had a summer placement working in the Northern Ireland Assembly. I believe that it was these CV extras that set me apart from other graduates, and landed me a job in the Northern Ireland Statistics and Research Agency only weeks after graduating“
Lauren Kinnear , NISRA
Prizes and Awards
Lockheed Employees' Prizes are financed from a benefaction to the University by the employees of the Lockheed Overseas Corporation, USA, who worked in Northern Ireland during the second world war.
The Lockheed Employees’ Prize is awarded annually to students for the Bachelor of Arts degrees taking Sociology, Social Policy and Criminology.
Top performing students are regularly awarded prizes and scholarships, including the Athena SWAN prize for the best work on gender in equalities, 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
There are no specific additional course costs associated with this programme.
There are no specific additional course costs associated with this programme.
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.
