This programme offers teachers and educational professionals opportunities to learn across a range of areas within the broad field of education.
Education professionals in the twenty-first century are expected to have strong knowledge and skills in core areas as well as an ability to move flexibly in and out of a variety of specialist areas. This Educational Studies programme is designed to meet these diverse needs by offering students the opportunity to select modules from a wide range of topics including: learning and teaching, assessment, educational leadership, inclusion and special educational needs.
The programme offers students an opportunity to familiarise themselves with current research on these topics. In addition, students are encouraged to consider and reflect on the practical implications of theoretical perspectives and research findings.
The MEd in Educational Studies is open to teachers in primary-, secondary- and tertiary-level institutions as well as to professionals in other fields of education.
On completion of the modules students will be able to:
- demonstrate a broad-based knowledge and understanding of educational research, policy, practice and theory covered by the modules of their choice
- analyse and critically apply examples of the research literature in the chosen modules (and, where appropriate, skills)
- reflect critically on their own personal practice.
Closing date for applications: Friday 27th June 2025 at 4pm.
Over 83% of research submitted by colleagues based in the Education Unit of Assessment was judged to be ‘World Leading’ or ‘Internationally Excellent' by a peer review panel (REF2021).
Educational Studies highlights
Internationally Renowned Experts
The core discipline of Education at Queen’s is one of the leading areas for educational research in the UK and Ireland.
Student Experience
The diversity of topics is particularly appreciated by students who want to learn across a range of topics, rather than focusing on one specialist subject.
Credit transfer
Students who have completed other master's-level awards, e.g. PGCE, within the last 10 years are eligible to credit transfer. The credit transfer application must be submitted at the same time as the online programme application as retrospective applications are not accepted.
Flexibility
This programme is delivered via blended learning (a mixture of face-to-face and online learning).
Flexible exit qualifications (PgCert, PgDip) are available and individual course modules can also be taken as short courses.
Student Testimonials
“My career objective is to create and improve teaching and learning processes in classroom settings to benefit all types of learners. The modules offered under this course have been ideal in helping me in achieving this. The teaching faculty have been extremely professional and resourceful. The course layout, delivery and execution has been well structured and effective.”
Renu Gopalakrishnan
Students may enrol on a full-time (1 year) or part-time (3 years) basis. Individual modules may be studied as a short course. Part-time students typically complete one or two modules per semester. Full-time students typically complete three modules per semester.
Students must choose 120 CATS points from the modules listed on the 'Modules' tab or any other modules from the MEd/MSc programmes offered by the School (except certain ABA modules EDU7225/7227/7229/7230/7900).
Modules on the MEd Educational Leadership and MEd Inclusion and Special Needs Education pathways may be of interest, e.g.
Digital Literacy and Communication
Fundamental Elements of Behaviour Change
Leadership in Practice
Leadership: Theoretical Perspectives
Reimagining Special Needs Education: Inclusive Pedagogy
Leadership for School Improvement and Change
Special Needs Education and Issues of Equity
The Intellectual Foundations of Special Education
Understanding Adults with ASD
Understanding Children with ASD
* These modules are subject to change.
Dissertation – 60 CATS points (15,000 words max.). Students choose to work on a topic of interest under the supervision of an academic member of staff.
NOTE:
Assessment Issues in Teaching and Learning in Classrooms
NB Students are not permitted to take this module if they have taken/will take module EDU7253.
Behaviour Analysis for Effective Teaching
*Note: This module is not a core ABA module and would be beneficial to students on a range of programmes, as well as other areas of pedagogy and education studies as course content will focus on practical applications of learning in educational settings.
The MEd is awarded to students who successfully complete six taught modules (120 CATS points) and a 15,000 - 20,000 word research dissertation (60 CATS points).
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a Postgraduate Certificate by successfully completing 60 CATS points from taught modules.
We've made it easy to study for a master's module as a short course. If you would like to apply for a short course, please contact the Education Secretary (ssesw@qub.ac.uk) for advice.
The majority of sessions are in the evenings. Attendance at weekend workshops is occasionally required.
Learning and Teaching
Learning opportunities available on this course are outlined below:
Evening and Weekends
The majority of sessions are in the evenings. Attendance at weekend workshops is occasionally required. In some modules there is an online taught element.
Assessment
Assessments associated with this course are outlined below:
There are no written examinations. Modules are assessed by coursework. Modules with an online element use a variety of assessment methods, e.g. multiple choice tests and contributions to an online forum.
Facilities
The School is situated across a suite of three buildings in Belfast's Queen's Quarter. We provide student and staff common rooms, computer suites and designated study spaces.
Explore the teaching and social spaces in our School through our 360 Virtual Tour: https://youtu.be/PJeiF24bjxE
“The MEd in Educational Studies offers a fantastic range of opportunities for teachers and others involved in education to engage in professional development. You will benefit from a stimulating and supportive environment that will introduce you to new ideas, the latest research and fresh approaches in the field of education.”
Dr Laura Dunne, Programme Director
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.
An Introduction to Research Methods: Children, Young People and Education
Overview
This introductory research methods module is compulsory for all Masters students in the School of Education and assumes no previous experience or knowledge of research methods. The aim of the module is to provide a general research overview and to contextualize the broad range of approaches and debates that are evident within contemporary educational research. The module aims to provide students with an understanding of the theory and an appreciation of the differing perspectives that underpin quantitative and qualitative methodologies. Students will be introduced to the ethical issues related to educational research as well as a range of methodological approaches, within which the key theoretical and practical issues will be addressed.
Learning Outcomes
By the end of the module students will be able to:
1. Critically discuss the historical development and philosophical underpinnings of educational research
2. Identify the key ethical issues involved in educational research
3. Demonstrate critical awareness and understanding by discussing the strengths and weaknesses of quantitative and qualitative approaches to research methods
4. Demonstrate conceptual understanding to formulate a research question and identify an appropriate methodological approach
Skills
On successful completion of this module students will have gained the following:
i) Key skills
- Develop critical, analytical and creative thinking and problem solving skills
- Enhance communication and ICT skills
ii) Subject specific skills
- Understand a range of research approaches in education
- Ability to select an appropriate research design to an education-related research problem
iii) Employability skills
- Awareness of the relevance and applicability of research in the educational setting
- Insight into the transferability of research skills to other areas of teaching and learning
The module is concerned with the production of a 15-20k word dissertation. Supervision takes place on a one-to-one basis. The dissertation may be composed of a literature review, systematic review, meta-analysis, secondary data analysis or an empirical study in an area of educational research.
Learning Outcomes
By the end of the module students will be able to:
1. Identify and discuss the ethical issues involved in educational research
2. Discuss the strengths and weaknesses of quantitative and qualitative approaches to
research methods
3. Choose an appropriate research design and analysis to address a specific research question
Skills
Skills
Appropriate selection and use of a range of research methods and analysis techniques; Quantitative and / or qualitative data analysis Data presentation and report writing.
This module introduces students to the study of fundamentals of and specific procedures for behaviour change. The module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast.
Its August 2021 7 contents are based on the BCBA 6th Edition Test Content Outline and it covers the required 60 hours of Behaviorism and Philosophical Foundations (A1-2), Concepts and Principles (B4, 5, 9, 11), Behavior-Change Procedures (G1, 4, 7, 9-17), and Selecting and Implementing Interventions (H1).
Learning Outcomes
Students who successfully complete this module will gain foundational knowledge of the fundamental elements of behaviour change. They will be able to describe basic
principles and concepts using scientific terms (e.g., reinforcement, punishment, extinction, prompting, shaping, etc.). Second, students will be able to describe in scientific terms specific behaviour change procedures, such as discrimination training procedures and contingency contracting. Finally, they will be able to apply these procedures in a theoretical setting to achieve behaviour change
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Describe in scientific terms the fundamental elements of behaviour change
procedures.
2. Design a specific behaviour analytic procedure and to achieve behaviour change.
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team.
This module will provide students with an opportunity to explore the nature and design of the curriculum including the formal and informal curriculum and the hidden curriculum. They will investigate influences on curriculum development drawing attention to the most common theoretical perspective on curriculum design (‘scientific’ curriculum making) in addition to exploring other theoretical influences such as critical pedagogy. The course will also provide opportunities for students to discuss how knowledge is selected for ‘transmission’ to the next generation through the curriculum and how knowledge is organized in the curriculum as ‘curriculum frameworks’. Students will also explore the role of the curriculum in conflict affected and societies.
Learning Outcomes
On successful completion of the module, participants will have acquired knowledge of:
• definitions of curriculum
• theories relating to the nature of knowledge and the orientation of curriculum
• approaches to the organisation of knowledge into curriculum frameworks
• the significance of the hidden curriculum
• curriculum policy and associated legislation in Northern Ireland
• the processes of curriculum planning, implementation and evaluation
Skills
On successful completion of the module, participants will have developed the following:
SUBJECT SPECIFIC SKILLS
• the ability to critically reflect on the nature and design of the curriculum
• competency in analysing curriculum policy and associated legislation in the light of curriculum theory
• capacity to evaluate curriculum practice in their own contexts
• competency in assessing the significance of the hidden curriculum in relation to their own contexts
PROFESSIONAL/PERSONAL SKILLS
• capacity to reflect on their own personal and professional experience of delivering the curriculum and to apply this to their own practice
• ability to formulate a perspective on the nature and design of the curriculum based on their professional reflections in the light of curriculum theory
• ability to contribute to the development of the curriculum in their own contexts
TRANSFERABLE SKILLS
• critical analysis of policy documentation and educational resources
• competency in applying concepts and theory to practice
• ability to present a theoretically informed perspective to others and to critically reflect on their own views and those of others
• ability to reflect on participatory and active learning strategies
Education Policy & Society: analysing reform and ideology
Overview
This module provides students with theoretical frameworks and analytical
skills for understanding and critically examining contemporary education
policies and reforms. Through engagement with current policy debates and
applications of key theoretical lenses, students will develop their ability to
analyse policy, evaluate policy impacts, and interrogate the ideologies and
assumptions that shape policy.
The module begins by equipping students with foundational knowledge on
the processes of policymaking and theoretical perspectives from which to
analyse policy issues. Students will be introduced to models including
rationalism, incrementalism. Punctuated Equilibrium Theory and Multiple
Streams Framework. Predominant global reform trends will be explored,
particularly the rise of neoliberalism and managerialism, which have
influenced education policy directions in recent decades.
With these theoretical foundations established, the module will then explore
current education policy landscapes. Marketization, school choice,
accountability, standardization, privatization, and responses to diversity will
be critically examined. Students will examine intended and unintended
impacts of reforms on students, teachers, and educational institutions.
By drawing on theory and critically engaging with real-world education policy
issues, students will harness their skills in probing assumptions, dissecting
ideologies and evaluating evidence,. The module intends to provide
education leaders and teachers [current and future] to apply theory to
analyse and explain policy development and implications.
Learning Outcomes
Demonstrate understanding of key theoretical frameworks and perspectives
for analysing education policy issues, including rationalism, incrementalism.
Punctuated Equilibrium Theory and Multiple Streams Framework.
• Explain and critically assess current education policy reform trends,
including marketization, school choice, accountability, standardization, and
policies to respond to diversity.
• Apply theoretical lenses to evaluate real-world education policies and
reforms, probing underlying assumptions and ideologies.
• Analyse intended and unintended impacts of education policies on students,
teachers, school systems, and educational institutions.
• Describe policy perspectives and arguments, orally and in writing, grounded
in theory and evidence.
• Build capacity as reflective education professionals to critically examine
policies, weigh alternatives, and explain policy positions.
Skills
Writing Skills:
• Developing concise arguments supported by evidence
• Synthesizing complex information from multiple sources
• Applying critical analysis and evaluation to policy issues
• Using formal academic language suited to a policy audience
Referencing Skills:
• Consistently citing sources using Harvard style of referencing
• Appropriately quoting, paraphrasing, and summarizing source
material
• Avoiding plagiarism through proper acknowledgement of other's
ideas
• Reference listing and bibliography construction
Literature Research Skills:
• Searching for relevant books, journal articles, policy reports, and
other sources
• Using educational databases, search tools, and libraries effectively
• Assessing credibility and bias of sources
• Identifying seminal works and key scholars/organizations in policy
subfields
• Managing citations and source materials systematically
Social Justice in Special Needs Education and Inclusion: A Capability Approach
Overview
In this core module, we will explore some of the complexities of understanding social justice in education and what it means to flourish, a much vaunted aim in education at present. While education systems across the UK and many parts of the world espouse equal entitlement to education, and the importance of allowing the child and young person to flourish and attain wellbeing, the precise content of this goal is difficult to determine and agree upon. One approach which has emerged with considerable power and application is the Capabilities Approach (CA).
The CA asserts two core normative claims: first, that the freedom to achieve well-being is of primary moral importance; and, second, that freedom to achieve well-being is to be understood in terms of people's capabilities, that is, their real opportunities to do and be what they have reason to value. Examples might include getting a degree, travelling, or being a teacher; or being valued, respected, and included.
The CA is an ethically evaluative framework that, in order to assess well-being, development and justice, simply asks two questions: what is a person able to do and to be? The answer to those two questions will depend on how society, including our educational institutions, are arranged. So, to what extent do our schools include minorities or children with special needs labels? For example, how is a child on the autistic spectrum enabled to be the person she wants to be and to do the things she values?
We will explore the CA by reading a key text together: Martha Nussbaum’s Creating Capabilities (2011). Tasks associated with this reading will be completed online and will be commented on by the tutor. This module will dovetail with EDU7256 and EDU7083.
Learning Outcomes
On successful completion of this module, participants are expected to have achieved the following learning outcomes:
1. a critical appreciation of the way in which Special Needs Education itself proceeds from a theoretical position, ie., from a particular way of seeing the world, the place of schooling within that world, and of those who are seen to have special educational needs and/or disabilities;
2. a critical understanding of the dominant or “essentialist” perspective of special needs education, which remains firmly focused on viewing difference as an individual deviance, problem or pathology;
3. an appreciation of the continuing, intimate and problematic relationship between dominant ideas about SEND and the discipline of developmental psychology, in particular;
4. a critical understanding of the limitations imposed on the development of special needs by the continuing assumption that student performance/ assessment is based on a normal curve of distribution (bell-curve thinking);
5. have a critical understanding of the social model of SEND;
6. using three contested disabilities as examples or specific cases, ie., Dyslexia, Dyscalculia and Attention Deficit Hyperactive Disorder (ADHD), have critically explored alternative theoretical perspectives on their history and nature;
7. have undertaken critical readings of SEND research underpinned by social constructionist, materialist, post-modernist and disability movement perspectives.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and Web-Based Information Services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
Behaviour Change in Education and Supervising Others
Overview
This module introduces students to the application of behaviour analysis for effective teaching. The focus of the module is on how to identify and understand the contingencies that govern pupil behaviour using the science of behaviour analysis to aid teaching practices. August 2021 18 Antecedent- and reinforcement-based procedures are suggested over more aversive approaches (e.g., time-out, referrals) for managing disciplinary problems and enhancing learning outcomes for all students. Specific behaviour analytic teaching methods and
strategies to improve student learning will be described in detail. This module also focuses on personnel supervision and management – a key topic for those in applied settings who
have responsibilities for other staff. Five of the weeks will be dedicated to the area of supervision and students will learn how to establish culturally responsive supervisory relationships, apply evidence-based performance management procedures, and address barriers to supervision. This module is part of the Association for Behavior Analysis International (ABAI) Verified Course Sequence offered at Queen’s University Belfast. Its
contents are based on the BCBA 6th Edition Test Content Outline. More specifically, this module covers the required 30 hours of “Personnel Supervision and Management” (Domain
I). It also covers select items from Domain A – “Behaviorism and Philosophical Foundations”, Domain B – “Concepts and Principles”, Domain D – “Experimental Design”, and Domain G –
“Behavior-Change Procedures”.
Learning Outcomes
Students who complete this module will gain an understanding of the history and philosophical foundations of the scientific discipline of behaviour analysis. They will learn how contingencies govern pupil behaviour and how to arrange the educational environment in order to encourage student learning and reduce disciplinary problems.
Students will be introduced to specific evidence-based strategies that can be used in the classroom and they will be able to justify the need for such methods in the educational setting. Finally, students will learn how to effectively supervise and
manage others within applied settings using a culturally responsive and evidence based approach to supervision.
Skills
On successful completion of this module students will have the following subject
specific skills:
1. Explain behaviour from the perspective of radical behaviourism
2. Distinguish among behaviourism, the experimental analysis of behaviour, and
applied behaviour analysis (ABA)
August 2021 19
3. Describe the seven dimensions of ABA and provide examples of each
4. Define teaching using behavioural terms
5. Identify the key features of the behavioural approach to education
6. Use contingency-based and rule-governed behaviours in the classroom
7. Describe and use various instructional programs and teaching strategies based
on the science of behaviour analysis
8. Use Skinner's analysis to teach verbal behaviour
9. Explain the importance of behaviour analytic supervision
10. Develop a culturally responsive supervisory relationship
11. Effectively train and monitor supervisees using empirically validated performance
management procedures
12. Use function-based procedures to improve personnel performance
13. Evaluate the effects of supervision and make data-based decisions
They will also have generic, transferable skills such as:
1. Critically analyse and apply creative thinking to problems.
2. Communicate effectively, both in writing and virtually.
3. Work as a member of an interdisciplinary team
This module is designed to assist participants to develop and extend their skills in understanding the needs of adults with Autistic Spectrum Disorder and their families. Participants will examine issues of identification, adult diagnosis, mental health, and transitions, as well as challenging behaviours, communication, and sensory issues, relationships, sexuality, self-advocacy, and neuro-diversity. The module will consider the implications of an ASD diagnosis for the nuclear and extended family, including siblings, grandparents, wives/husbands and sons/daughters of adults with ASD, etc.. Implications for schools, homes and employment will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria and associated features of Autistic Spectrum Disorder. An understanding of the range of individual differences in adults on the autistic spectrum. An understanding of recent issues and debates in regard to adults with ASD.
Skills
On successful completion of this module students will have subject specific skills
Identifying and assessing adults with ASD
Understanding issues related adulthood and ASD, ie transitions, employment, relationships, advocacy
Translating theory into practice
They will also have generic, transferable skills such as
Critically analyse and apply creative thinking to problems,
Communicate effectively, both in writing and ‘virtually’,
Higher Education is currently positioned as a driver of the Sustainable Development Goals, with a long tradition of impacting on change. This module enables participants to consider the role of higher education in transforming societies, and to debate their roles and spheres of influence in transforming higher education - and whether as professionals, teachers, researchers, stakeholders or global citizens.
Through critical reading and discussions of academic publications and influential policies, participants will learn about the principles and purposes underpinning macro-level frameworks of transformation in higher education. This includes critical consideration of the tensions underpinning orientations to the public/ private/ common good. Frameworks including sustainable development, human rights, democratisation and decolonisation will be analysed in relation to the contemporary dominant drivers and influences on the sector, including Global Capitalism, internationalisation and geopolitics. By planning and conducting a small-scale study, this module equips students with foundational research knowledge and skills to map the institutional, local, national and global sectoral concerns of higher education; and to explore the roles of leadership, inequality, identity, agency and representation for change.
To successfully achieve the outcomes of this module, participants will demonstrate their critical responses to existing discourses, research, policies, and/or practices on this topic; they will evaluate the implications for their academic and/or professional practice; and will identify potential areas for further research.
A list of the topics which structure the content include:
1. The purposes of higher education
2. Contemporary discourses in higher education
3. Leadership and agency in higher education
4. Transformative change in higher education
Learning Outcomes
At the end of the module, participants who actively engage with the learning processes should be able to:
1. demonstrate awareness of the drivers of change in the higher education context (at global, national, regional, institutional and/or disciplinary/ positional levels);
2. formulate critical responses to existing policies, discourses, methodologies, and/or practices relating to ‘transformation’ in higher education, and identify further areas for research;
3. identify risks, constraints and enablements to agency, and demonstrating the capacity to identify possible solutions towards addressing or negotiating structures and cultures;
4. evaluate the implications of ‘transformation’ for academic and/ or professional practice.
Skills
At the end of the module, participants who engage with the learning processes should be able to demonstrate the following skills:
1. conceptualisation and critical thinking, demonstrated by
• designing and undertaking critical investigations to review or address areas of theory, policy and/or practice.
2. problem solving, research and enquiry, demonstrated by
• constructing, representing and disseminating their research as appropriate, whether in oral/ written/ digital/ analogue formats.
3. interpersonal and communication skills, by
• working independently and with others to proactively formulate solutions;
• sourcing resources and support for their professional development in terms of educational technologies.
4. management strategies, including demonstrating
• the capacity to cope with additional commitments while working to deadline;
• exercising self-direction in their learning and acting independently in preparing for, planning and implementing tasks.
5. academic literacy skills, including
• the capacity to draw on a range of literature in order to provide a substantiated rationale for their position on relevant areas of research in higher education;
• the capacity to evaluate the academic integrity of their own work;
• the capacity to represent their research within the conventions of the appropriate genre
• the capacity to formulate (empirical and/or theoretical) strands of inquiry that address relevant and critical concerns pertaining to higher education;
6. autonomy and responsibility for actions, demonstrated by
• exercising initiative and reflecting on personal responsibility.
Epistemic Injustice: The Ethics of Knowing in Special Educational Needs/ Inclusion
Overview
What is a stereotype and how does a stereotype conduce to prejudice? How do forms of ignorance abet injustice against the marginalised? To explore these issues, we will examine how stereotyping and prejudice contribute to forms of ‘epistemic injustice’ whereby what certain groups of people know is given less credibility and weight simply because of their disability, sex, class or ethnicity. The testimony (what they know or experience) of members of stigmatized groups is likely to be discounted because of (often unconscious) prejudicial beliefs and attitudes, which can magnify the effects of injustice as well as create others, such as failing to recognize certain questions as relevant for inquiry, such as the sexual abuse of vulnerable girls and boys, or sexuality of disabled or impaired people. Our judgments, as we will learn, are likely to be affected by implicit biases even when we think we’re making judgments of scientific or argumentative merit.
We will here focus on, in particular, the work of Miranda Fricker – Epistemic Injustice: Power and the Ethics of Knowing (2009). This module will dovetail with EDU7254 and EDU7256.
Learning Outcomes
On successful completion of this module, you can be expected to have achieved the following learning outcomes:
1. Have an understanding of key terms, such as: epistemic, testimonial and hermeneutical injustices, prejudicial stereotypes and identity power;
2. Have considered the impact of class, gender, ethnicity or SEN on young people’s educational experiences in Northern Ireland, or elsewhere, with respect to these kinds of injustices;
3. Have a critical understanding of the resulting injustice and inequality of ‘educational disadvantage’ - the gap in schooling outcomes between most affluent children and poorer/marginalised children and the impact of SEN;
4. Have considered the extent to which strategies or policies designed to improve long-term outcomes for marginalised groups in disadvantaged circumstances have been effective. These strategies might include literacy programmes, equality initiatives for marginalised groups, the presumption of mainstreaming, etc.;
5. Have a greater understanding of the real-life situations, stories, marginalisation and prejudices experienced by specific groups of children and young people, or adults, such as those ‘looked after by public care’;
6. Be able to apply these concepts to your own professional context or special interest.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and web-based information services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
The Role of Education in Ethnically Plural Societies
Overview
This module will introduce students to debates around the theory, policy and practice of education in ethnically plural societies. It will centre around two topics that have concerned educationalists over recent decades – 1) the role of education in advancing equality and equity between racial, ethnic and religious groups; and 2) the role of education in fostering social cohesion in diverse societies – and consider areas of confluence and tension between these.
The first part of the module will focus on educational theory. These sessions will introduce students to theories of multicultural and intercultural education that have been influential in shaping responses to diversity, as well as critiques of these perspectives. The class will explore evidence around current educational provision and outcomes for minority ethnic groups and examine critical race theory as a framework for exploring inequalities. These introductory sessions will also consider education’s role in developing social cohesion and critically examine different approaches (contact-based and dialogue-based) to this.
Two sessions will examine more closely the role of educational structures, the curriculum and pedagogy in plural societies, exploring how these are positioned in relation to questions of equality, diversity and the common good. One session will focus on school structure, considering the implications and outcomes of parental choice and diversity of school provision (including the existence of faith-based schooling). A further session will look at debates around cultural representation and anti-racism in the school curriculum and the principles of culturally responsive pedagogy.
The second part of the module will examine how the concepts and issues addressed in previous weeks are manifest in education in specific contexts – for example, those that have experienced inter-ethnic conflict, significant inward migration, and/or are (former) colonial or settler colonial countries. Examples may include Northern Ireland, Israel, England and South Africa. A more in-depth examination of each context will enable students to explore and critique the ways that education systems have responded to diversity in distinct political, social and historical circumstances.
Learning Outcomes
On completion of this module students should be able to:
- Know and understand key theories and debates relating to the theory and practice of education in ethnically plural societies
- Describe the role of education in advancing equality between divided groups, and promoting social cohesion in divided societies
- Understand how the concepts and issues covered in the module are manifest in specific education contexts locally, nationally and internationally
- Describe the potential for education to contribute to social cohesion in distinct political, social and historical circumstances
Skills
On completion of this module students should have acquired skills to:
- Critique a range of theories, policies and practices relevant to understanding the role of education in ethnically plural societies
- Synthesise research studies on education structures, systems, policies and practices in ethnically plural societies
- Analyse and evaluate the role of education in promoting intergroup equality and promoting social cohesion
- Apply knowledge and understanding to produce an assignment that critiques the development and delivery of education for peace building in a particular context
Deconstructing Special Needs Education and Inclusion
Overview
This module will focus on deconstructing special needs education (SEN) and inclusion by exploring how some popular approaches and theoretical models have influenced our understanding of SEN. Much of the ‘knowledge’ of special education is, arguably, misconceived and promotes inequality, stereotyping and exclusion, rather than understanding and inclusion. In examining the consequences of, for example, the label of ‘social and emotional behavioural difficulties (SEBD)’, we will consider a powerful rationale for inclusion based on deconstructing the very notion of ‘need’ and ‘special’ to ask: why special needs education? And whom does it really serve?
For this module, we will use the work of Gary Thomas and Thomas Loxley (2007): Deconstructing Special Education and Constructing Inclusion. This module will dovetail with EDU7254 and EDU7083.
Learning Outcomes
On successful completion of this module, you can be expected to have achieved the following learning outcomes:
1. Have a critical understanding of the role of inequality and injustice in the inclusion of marginalised groups such as those with visible and invisible disabilities;
2. Have a critical understanding of the multidimensional and multilevel issues of marginalisation and exclusion, and their effects on wellbeing; the everydayness of inequality and injustice in individuals' lives;
3. To be able to engage in critical, scholarly reflection on the roots of our beliefs about and attitudes towards marginalised groups; and how to deconstruct those beliefs with a view to reconstructing them with reference to key readings on the Inclusion and SEN programme;
4. To understand how socially inclusive pedagogy or any professional practice can enhance social inclusion and challenge pernicious stereotypes;
5. To apply these reflective insights to one's own practice.
Skills
1. Enhanced research literacy;
2. Enhanced IT skills and confidence in this area through increased use of the Internet and web-based information services;
3. Increased critical analysis and reflective practice through the module curriculum and assessment arrangements.
Bilingualism, Literacy and Disciplinary Literacy Development
Overview
This module is designed to provide participants with a foundational understanding of bilingualism/multilingualism and models of bilingual/multilingual education. The module will advance teachers’ understanding of the pedagogical and programmatic practices for addressing linguistic and academic needs of multilingual learners by drawing on their linguistic and cultural resources. The course will cover historical and theoretical foundations of bilingual education as related to various bilingual programs, including instruction, curriculum, and assessment.
Learning Outcomes
On successful completion of the module, it will be expected that students will be able to:
1. Understand the process of language and literacy development of children (0-18) exposed to more than one language.
2. Integrate this knowledge into particular practices:
(a) to become familiar with the developmental milestones of first language acquisition
(b) to evaluate theory related to bilingual and second language and literacy as well as disciplinary literacy development
(c) to learn how to conduct observation research with bilingual populations
(d) to infer implications for classroom and home language and literacy policies.
Skills
On successful completion of the module, it will be expected that students will be able to:
• Observe a bilingual student and document their observations in relation to the characteristics of the student’s second language developmental trajectory.
• Describe the characteristics of the target language teaching or research context where the students aim to teach, including the characteristics of the bilinguals’ family backgrounds.
• Report on their experiences tutoring the bilingual student, specifically describing what tutoring practices and moves tangibly helped the student in literacy and content literacy skills.
Contemporary Perspectives on Learning and Teaching
Overview
The purpose of this module is to examine current research in teaching and learning. In particular, it will focus on key contemporary debates in learning theory, teacher effectiveness and pedagogy. This module will be of particular interest to teachers who wish to evaluate their current practice in the light of educational theory and to establish evidence-based classroom strategies. It will also appeal to those who lead, or hope to lead, learning or training in a wide range of education-related environments.
Learning Outcomes
On successful completion of the module participants will have had the opportunity to:
• critically discuss theories of teaching and learning
• analyse and evaluate examples of pedagogical approaches such as experiential learning, dialogical learning, thinking skills and signature pedagogies
• engage in discussion and dialogue about professional issues with other students
• explore how challenges to effective teaching and learning might be addressed
• reflect upon contextual factors (for example school ethos or classroom climate) which may facilitate or hinder effective teaching and learning
Skills
As a result of the module, participants will have opportunities to develop transferable skills, including the ability to:
• critically reflect on teaching and learning in various contexts and situations
• apply research-based evidence in educational settings
• use technology for writing and research purposes
• develop research skills and writing for academic purposes
The overall proposed course reflects the sustainable development goals for quality education. Course contents will include an introduction to the theory and concepts of the scientific discipline of behaviour analysis and will introduce specific evidence-based applications that can be used in an educational setting. There will be a focus on describing and critically evaluating the scientific background and research methods that are used in behaviour analysis. All of the contents will be based on behaviour analytic principles and derived technologies and will focus on positive supports that can be successfully implemented into an educational setting for an individual or a whole class. These will be recorded and available for viewing at all times for the students for reflection and further learning. Students will be expected to contribute to weekly discussion fora on topics covered in that academic week to aid peer learning and interaction. A 3000-word assignment will be completed at the end of the module focusing on a topic of their choosing from the course contents.
This proposed module aligns with the sustainable development goals of higher quality education within the school. The theory and practical examples that are introduced enable students to utilise their learning immediately in a real-life environment thus contributing, in a positive manner, to the academic achievement of learners to realise their potential under their care, thus resulting in long-term educational change. The contents introduce innovative, applied evidence-based teaching methods that will provide students, upon completion, with the resilience to succeed after graduation in their chosen career area. All teaching will be delivered via online platforms thus ensuring that there is no restriction or limitation to students in full-time employment or with family commitments – this flexibility is an important element to ensure that there is no barrier to education. There is a rebalancing of the assessment in this module in that the end assignment will not simply be a summative one; instead, the focus will be on how the module applies to the student’s own working environment thus showing generality of learning from theory to practice. The weekly discussion fora will provide students with an element of self-reflection via formative learning – these will enable them, as a cohort, to identify gaps in their learning and improve on these via supportive feedback from both module convenor and peers. The overall proposed module will help students have the most optimal environment for their learning experience.
Learning Outcomes
1. Students will acquire both a theoretical and practical understanding of behaviour analytic supports that could be successfully utilised within an educational setting.
2. Students will be equipped with the necessary skills to implement evidence-based interventions for successful behaviour change/management.
3. Students will be able to critically analyse and report on current trends in educational settings for behaviour management.
Skills
1. The skill to identify and understand context and contingencies governing pupil/student behaviour
2. The skill to develop effective positive classroom management procedures
3. The knowledge of how to carry out a functional behaviour assessment
4. The knowledge of how to develop and implement successful individual behaviour change procedures
5. Being able to critically analyse and apply creative thinking to problems
6. Effective written communication skills
This module will enable you to explore the policies, issues, facts and the hype surrounding eLearning. It will introduce you to ideas such as Third Space and 4th Industrial Revolution. You will reflect on the affordances offered by technology-enhanced learning, virtual learning environments, managed learning environments and data analytics. There will be opportunities to compare and contrast the face-to-face environment of the classroom with online learning and to hear from experts in the field. The various developments in e-learning will be examined at several levels including technical (e.g. how does it work?), practical (e.g. experience of creating online courses) and theoretical (e.g. what types of learning models are involved?). Finally, your own professional working context will provide the focus for your assignment work.
Learning Outcomes
1. Critically evaluating the core educational research in e-Learning;
2. Reflecting upon the issues that impact on the development and take-up of online and blended learning in a school/organisation;
3. Comparing and contrasting a variety of virtual learning environments and the pedagogical approaches they utilise;
4. Evaluating the effectiveness of learning via virtual learning environments.
Skills
1. Researching and evaluating models of e-learning;
2. Developing materials for technology-enhanced learning;
3. Facilitating, moderating and developing collaborative learning online;
4. Designing and creating courses in VLEs.
5. Reflecting on and critically evaluating experiences of working in an online environment.
The aim of this module is to examine theories of understanding and researching digital literacy. It equips course participants with the theoretical and analytical tools to explore the impact of new digital literacies upon language learning and TESOL. The module begins from a social practice view of literacy, which is then used as a lens to critically examine digital literacy in contemporary society, and its role in language education. Course participants will also examine methodologies that have been applied to researching language and literacy in digital environments. The module equips course participants with the skills needed to practically examine and analyse digital literacy in the lives of people,
in institutions, and in wider society.
Learning Outcomes
On successful completion of this module learners will be able to:
• Understand literacy as social practice as a theoretical approach;
• Evaluate the role and character of digital literacy in contemporary societies;
• Identify and examine the role of digital literacies in a range of educational contexts, including language learning and TESOL;
• Apply different research methodologies and approaches to exploring digital literacy.
Skills
On successful completion of the module, students will have gained the following:
i) Key Skills
a. Critical, analytical and problem solving skills
b. Enhanced communication and ICT skills
ii) Subject Specific Skills:
a. An understanding of issues and key theoretical concepts in Literacy research
b. A critical awareness of how Literacy is discussed and understood in policy, education, and social practice
d. Ability to undertake an investigation of digital literacy
ii) Employability/Transferable Skills
a. Ability to learn independently and to sustain personal professional development
b. Academic writing and presentation skills
c. Ability to communicate effectively and work in groups on tasks
d. Ability to undertake library searches for specific purposes
e. Ability to critically evaluate research findings
This module is designed to assist participants to develop and extend their skills in understanding the needs of children (aged 0-18) with ASD and their families. Participants will examine issues of definition, identification, diagnosis and assessment, and early intervention, as well as communication and sensory issues across childhood and adolescence. The module will consider the implications of the ASD diagnosis for the nuclear and extended family, including siblings, grandparents, parents. Implications for teaching and learning in school and home-based programmes as well as transitions between school and home will also be addressed.
Learning Outcomes
An understanding of the diagnostic criteria for Autistic Spectrum Disorder. An understanding of the range of individual differences in children on the autistic spectrum.
An understanding of the implications of ASD on family and for education.
Skills
Identifying and assessing children with ASD.
Translating assessment results into appropriate Individual Education Plans-Care Plans.
Translating theory into practice.
This module is foundational and designed to provide students with an overview of key leadership theories that will be applied and developed across the programme. The module takes the perspective that leadership is a process of influence that involves individuals and or groups seeking to achieve common goals. Leaders can be formally assigned but can also occupy less-formal positions where expertise, knowledge and interaction with others can also constitute leadership. The module will examine the development of leadership theory over time, exploring both traditional and more contemporary models. Theoretical models explored include: trait theory, situational leadership, transformational and pseudo-transformational leadership, servant leadership and adaptive leadership. The module is aimed at all types of educational professionals, whether they hold an official leadership position or not. In terms of applying theory, module assignments have been designed to examine leadership in workplace settings and there are clear links between this module and each of the modules on the MSc Leadership Programme.
Learning Outcomes
Programme Aims:
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
Understand and apply theoretical perspectives around leadership, educational leadership, educational change and school improvement.
Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
There is a growing body of literature highlighting the importance of practitioner-led enquiry and reflection, its centrality in the learning process and the key role it plays in continuing professional development. Despite this there tends to be little opportunity within teaching and learning programmes for teachers to explore the nature of reflection, the various perspectives and theories surrounding the topic or to examine the concept in any depth. This module begins to address this shortcoming by inviting participants to consider and experiment with various approaches to reflective practice as used in small-scale action research project design within the field of education in general and their own professional development in particular.
Learning Outcomes
LEARNING OUTCOMES
On successful completion of the module participants will have had the opportunity to acquire:
Knowledge of:
• different perspectives and types of reflection
• the processes of reflection in action research
• various strategies that might lead to reflection and different methods used in small-scale action research projects
• factors which may facilitate and hinder reflection and change
• the relationship between reflection, learning and change
Professional/Personal Development through:
• using reflection to further develop professional and personal skills
• identifying factors which may block professional development and considering ways of addressing these
• sharing learning through reflection and action research design with other in-service teachers and participants
• exploring how challenges to reflection and development through action research might be addressed within their own professional context
Skills
Transferable Skills:
• reflecting on learning in various contexts and situations
• sharing of that learning with other members of the teaching profession
• use of various strategies as a means of reflection, study and improvement of their own professional practices
Engaging difference in divided & multicultural societies: concepts & practices for educational conte
Overview
UNESCO proposes dialogue and exchange as key dimensions of transformative education to support the building of peaceful, just, equal, equitable, inclusive, healthy and sustainable futures. Processes of peacebuilding in education are however fraught with difficulty, and evidence suggests that even when policy and legislation are seemingly conducive, practitioners often don’t have the capacity skill or confidence to address complex issues relating to identity, diversity and difference, sources of intergroup hostility and ‘othering’; and the power and equality dynamics that underpin them. As a result, activity in the field of peacebuilding is often characterised by ‘safe’ practice, and an avoidance of issues perceived as sensitive and controversial. Evidence from NI and other divided societies points the value of peacebuilding work that promotes engagement and collaborative practice between divided groups but highlights a deficit in preparedness and capacity amongst teachers and other key stakeholders to capitalise on contact opportunity, such that meaningful and constructive dialogue can ensue.
Based on the premise that an educational response to difference and diversity in conflict-affected and multicultural societies needs to engage with affect and feelings (pedagogies of discomfort), and with complex identities and minority/majority relations, this module aims to equip practitioners with the conceptual understanding and skills to engage in what might be perceived as ‘impossible conversation’.
The proposed module would be offered as an option on the MEd Educational Studies programme. It complements existing module EDU7296: The Role of Education in Ethnically Plural Societies and could potentially contribute to the development of a M Level Pathway.
The module fits well with the University’s Sustainable Development Goals (SDGs) in particular, the goals to: ‘Reduce inequalities within and among countries’, and ‘Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all’
Learning Outcomes
Understand the conceptual arguments for engaging with uncomfortable, sensitive and sometimes controversial issues relating to intergroup tension and conflict, and related processes of reflection and co-creation of knowledge.
Understand concepts and models of dialogue and their application in educational settings.
Understand theories of identity and intergroup dynamics in encounter, including a) how identities are formed and maintained; b) relationships between identity and power; a) the role of affect and emotion in sustaining and challenging hostile attitudes and behaviours.
Understand the role of the practitioner in introducing, mediating and managing intergroup dialogue in a variety of educational settings.
Skills
Have the skills to engage in reflexivity, active listening and ‘tuning in’ that underpin effective practitioner-led dialogue and the co-construction of knowledge.
Be able to create safe spaces for dialogue and have the skills to facilitate and manage ‘difficult conversations’
Be aware of different dialogic processes and the relevance of a model that promotes openness and unpacking of ideas, values, positions and beliefs.
Use creative approaches to facilitate self-reflection, narratives of difference, dialogue and to support participants in imagining pathways to transformation.
Apply knowledge and skills acquired on the module to plan and execute a dialogic session in an area of interest to them.
This module will examine leadership in practice with a particular focus on educational contexts. The module is designed to explore relevant and practical issues that leaders are likely to face in the workplace. There is connectivity and continuity between the foundational module EDU7185 (Leadership Theory) where students will have the opportunity to apply leadership theory to workplace settings. As such the module focuses on practical themes such the distinctions and overlaps between leadership and management, middle leadership, coaching and mentoring, leadership and ethical practice; the role that leaders play in developing organisational culture and ethos, how leaders deal with conflict, leadership and emotional literacy and the promotion of social justice and equity.
Learning Outcomes
Programme Aims:
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of practical issues, debates and policies associated with leadership and management in educational contexts.
Understand and apply theoretical perspectives around leadership, educational leadership
Critically evaluate these theories and debates, and use them to analyse their own educational context and make conscious and meaningful leadership decisions.
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
This module is designed to explore the role that leaders play in managing change processes in educational contexts and beyond. There is a constant pressure on schools and other educational settings to demonstrate improvement and effectiveness and as such schools are frequently involved in various and often overlapping change or improvement initiatives. This module examines the role that leaders play in this process. The module begins by examining the purposes of education and argues that these are not agreed upon and as such has implications for the way that school performance and effectiveness is measured and researched. The module also examines the school effectiveness and school improvement research traditions that have developed over time and what might constitute effective practice in schools based on the available evidence – which positions leadership and teachers as key drivers of improvement. The module is also underpinned by two broad theories of change whereby change is a process that occurs in stages or increments or that change is a complex, emergent process. When applied to the work place, these provide lenses to consider how leaders manage change processes, how followers experience and contribute to change; how leaders respond to resistance to change and how leaders can promote collaborative, adaptive and innovative cultures to help followers cope with change.
Learning Outcomes
The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in education systems: classroom teachers, formal school leaders, local authority personnel, policymakers, and any individual with a direct interest in the primary and post primary school sectors.
The programme aspires to offer students a transformative experience which will equip them with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading and takes the view that leadership is a process. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.
On completion of the module students should be able to:
Demonstrate knowledge and understanding of a range of leadership and organisational theories that pertain to education.
Demonstrate knowledge and understanding of theories of change
Understand the relationship between leadership educational change and school improvement.
Demonstrate knowledge and understanding of the literature associated with effective leadership and effective pedagogy
Develop skills of critical thinking and reading, critical evaluation, synthesis of information, conduct independent academic research and present research findings.
Reflect on their own professional experiences and practices in the light of current theory, research, and debate.
Skills
Identify a range of leadership theories/models in practice and specifically in educational contexts.
Apply insights from leadership theories studied during the module in their everyday work situations.
Independently review and synthesis academic literature in the fields of leadership and educational leadership.
Reflect on their experiences, and challenge their practice, in the light of theory and research.
Critically analyse and link theory, research, policy, and practice.
Write at a sufficiently high academic standard.
Think creatively in a constantly changing, poorly-defined environment.
Constructively collaborate with peers.
Research planning, data collection and analysis.
Research reporting.
Choose fit for purpose methods for a research project.
Normally a strong 2.2 Honours degree (with minimum of 55%) or above or equivalent qualification acceptable to the University in any subject discipline.
Applicants with an acceptable 2.2 Honours degree below 55% or equivalent, may also be considered if they have at least two years of professional experience in an education, training or relevant context.
Closing date for applications: Friday 27th June 2025 at 4pm
Late applications may be considered.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal prior to the deadline stated on course finder. Notifications to this effect will appear on the application portal against the programme application page.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Graduates from this degree have found the skills and knowledge learned to be beneficial in their workplace by improving their professional practice. In the case of teachers this has meant the development of research-informed practice and the ability to lead professional development within their schools.
Furthermore, a higher degree can enhance employment prospects to help secure future promotion. Having deepened their knowledge in a specific area, other students have chosen to continue academic study to doctoral level.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes help our students gain key leadership positions both nationally and internationally.
Prizes and Awards
The Northern Ireland Centre for Educational Research (NICER) offers two awards to support teacher researchers working on classroom-based projects aimed at improving teaching and learning (eligibility criteria apply).
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
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?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.
