Designed for those who want to advance their understanding of youth issues, youth offending and social and criminal justice responses to young people, this programme focuses on developing critical analytical skills and enhancing the ability to assess policy and practice against international standards and benchmarks.
Targeted at practitioners, policy-makers and those interested in further academic study, it provides the opportunity to apply academic knowledge and critical analytical skills to practice and to enhance understanding of young people's lives, the criminal justice system and the discourse of children's rights.
Given increased policy attention in the area of youth justice and strategies impacting on children and young people more generally, the programme reflects the concern to understand the needs and rights of children and young people and ground responses in evidence, best practice and international standards.
Closing date for applications: Thursday 31st July 2025 at 4pm. Late applications may be considered.
Criminology at Queen’s is internationally recognised for its research contributions and teaching excellence.
Youth Justice highlights
Career Development
The programme is designed to enhance students’ knowledge and understanding of young people’s lives so they can apply this in careers working with or on behalf of young people, particularly those in conflict with the law.
Internationally Renowned Experts
Over 88% of research submitted by colleagues from Criminology, Social Policy, Sociology and Social Work to the Social Policy and Social Work Unit of Assessment was similarly judged to be World Leading or Internationally Excellent. An endorsement of the quality of our research and its impacts in areas such as the penal system, mental health and trauma; work once again achieved through work undertaken in partnership with the health, social care and criminal justice sectors.
Career Development
The programme is an excellent stepping stone for Doctoral research.
Student Experience
This programme is designed for flexible learning and involves a blended learning approach offering a mixture of online (live and pre-recorded) and face-to-face course delivery.
The programme can be taken full-time or part-time. Students can choose to follow an MSc, Postgraduate Certificate or Postgraduate Diploma pathway.
The programme has been designed to encourage students to consider the interface between social justice, criminal justice and children’s rights. Students have the opportunity to apply academic knowledge and critical analytical skills to practice and enhance understanding of young people’s lives, the criminal justice system and the discourse of children’s rights.
Students on the Programme automatically become a member of the Centre for Children’s Rights through which students can connect with other students, academic staff and our many international visitors who come to speak on related issues. https://www.qub.ac.uk/research-centres/CentreforChildrensRights/
Industry Links
We have extensive links with local and international NGOs and can provide some opportunities for students to undertake relevant research. This may be of particular interest if you want to gain experience in the children’s sector, perhaps to secure a job or to change position.
Internationally Renowned Experts
The programme is taught by staff actively engaged in research related to young people in conflict with the law, youth offending, young people & conflict, legacy, young people & violence and children’s rights. We employ a range of research methods, with particular expertise in participatory research with children and narrative research.
This programme is linked to the Centre for Children's Rights (CCR), which has an international reputation in the area of children's rights with a focus on the implementation of children's rights, young people in conflict with the law & youth justice, child participation, education, social care and children with disabilities.
"The course equipped me to delve into and become enthusiastic about research with children and young people; to think critically about policies, issues and systems impacting them. It provided me with a welcoming and mentally stimulating environment to share my views and experiences as an international student. Moreover, as I come from a different learning and education system, I have truly benefited from the constructive, detailed feedback on my assignments."
Renata Kutan, Youth Development Coordinator, Mumbai
"Taking part in the Youth Justice Programme has not only increased my understanding of children's rights, and the differing perspectives on why young people become embroiled with the criminal justice system but has also been intellectually challenging and has expanded my professional networks."
Gary Doggett, working in Criminal Justice Sector
"Completing the MSC in Youth Justice at QUB has greatly benefited my professional career. This course has deepened my understanding of youth issues, children's rights, and the policy and practice that underpins these. It has allowed me to develop critical analytical skills that have enhanced my confidence within my professional role and allowed me to excel in my chosen career. I continue to work leading a team that engages with young people experiencing homelessness and leaving the criminal justice system to shape the responses and support needed by providing empowering evidence and supporting best practices."
Ciara Scollay, Head of Floating Support and Outreach Services, MACS
The programme draws on specialisms within the School of Social Sciences, Education and Social Work (in youth studies, criminology, children’s rights and research methods). In addition to core modules, optional modules from a range of Master’s programme are available.
A blended learning approach has been adopted which includes a mixture of face-to-face and online learning (including live online lectures and pre-recorded material), traditional lectures, workshops, condensed weekend modules, online discussion forums and guest speakers.
20 CATS modules generally involve 20 contact hours per semester, 10 CATS modules generally involve 10 contact hours per semester. Contact hours often include a blend of face-to-face lectures/workshops and online (live and pre-recorded) sessions. Students can choose some optional modules that are all face-to-face, all online or a blend of both.
The MSc is awarded to students who successfully complete a combination of core and optional taught modules (120 CATS points) and a research dissertation (60 CATS points).
A Postgraduate Diploma exit route is awarded to students who successfully complete 120 CATS points from a combination of core and optional taught modules (without the dissertation).
A Postgraduate Certificate exit route is also available (60 CATS points from core modules).
SSESW Email: M.Corr@qub.ac.uk
Dr Mary-Louise Corr’s research interests focus on the lived experiences of youth, particularly in the areas of offending, justice, homelessness and violence. Much of her research has included an in-depth qualitative analysis, often employing the biographical interview as the key research method.
SSESW Email: s.mcalister@qub.ac.uk
Dr Siobhán McAlister's research interests are in the broad fields of youth, social justice and criminal justice. She has a particular interest in in-depth qualitative research with marginalised groups, including those who have experience of care and/ or justice systems.
Professor and Director, Centre for Children's Rights
SSESW Professor Laura Lundy is a Barrister with expertise in international children's rights with a particular focus on the implementation of the UN Convention on the Rights of the Child, education rights and children's rights to participate in decision-making.
SSESW Prof. Shadd Maruna is Professor in Criminology with expertise in desistance from crime, offender reintegration, penal reform and narrative methodology.
Teaching Times
Morning / Afternoon / Evening/ Weekend and online flexible learning
Learning and Teaching
Learning opportunities available with this course are outlined below:
Flexible Learning
Weekend teaching and workshops outside normal teaching hours.
Learning and Teaching Methods
Contact hours often include a blend of face-to-face lectures/ workshops and online (live and pre-recorded) sessions. You can choose some optional modules that are all face-to-face, all online or a blend of both.
VLE
Canvas is the university’s VLE (Virtual Learning Environment). You will be introduced to Canvas in the first session of the Youth and Social Justice module. You will have a unique username and password. You will have a Canvas site for each module which will work a little like a website where you can click on information to download or view it. For each module, the Canvas site will include: recorded audio/ visual lectures; readings (some of which are downloadable); video links; useful web links; discussion forums; activities. This is also where you will submit your coursework and receive feedback.
Assessment
Assessments associated with this course are outlined below:
Modules will be assessed through a variety of written work including: essays; blogs; research proposals/ tenders and a dissertation for those undertaking the Masters route.
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.
“The MSc in Youth Justice provides an opportunity for recent graduates, and those working in policy and practice, to enhance their understanding of contemporary youth issues, system responses to young people and the discourse of children’s rights. Importantly, it aims to enhance the ability of students to apply their learning to policy, practice and research through auditing rights compliance, designing research tools, writing comment pieces/blogs and carrying out their own research on an area of youth justice, youth policy or youth practice.”
Dr Siobhán McAlister, 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.
The module will introduce students to the international children's rights laws affecting children, with a particular focus on the United Nations Convention on the Rights of the Child. It will locate children’s rights within the broader framework of human rights law and introduce the core
provisions of international children's rights, emphasising the research skills used to identify and
understand major human rights treaties and secondary documentation. It will explain the fundamental principles of children's rights and their implementation and introduce theory and ongoing debates in the field, such as the limits of children's autonomy and the potential tensions between children’s rights and parents’ rights.
Learning Outcomes
Students will be able to:
• find, read and apply international human rights texts
• understand the key human rights provisions which apply to children and how these are implemented in practice.
• develop a critical understanding of the research literature.
• understand and engage with the theoretical debates on children's rights.
• employ international standards to evaluate existing policies and practices in relation to children
& identify areas where change may be necessary in order to comply with international human rights principles.
Skills
Students will be able to:
• Use human rights research data bases to identify and evaluate information of relevance to specific areas of investigation.
• Conduct independent legal research and assess the usefulness of information.
• Explain core principles of human rights law as it affects children.
• Apply human rights law to professional practice, using it as a tool for critical evaluation of practice
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes on childhood and youth. It brings together students and academic staff from a range of areas to familiarise students with diverse disciplinary perspectives on children and young people.
Learning Outcomes
On successful completion of the module, students will be able to:
• Critical understanding of the range of perspectives used to study childhood and youth.
• Understanding of conventions for critical review of academic articles.
Skills
Students will be engaged in processes allowing them to:
• Develop skills of critically analysing argument, methodology, evidence and use of literature as appropriate.
• Develop skills to write within an identified disciplinary context, drawing on inter-disciplinary perspectives in order to develop criticality.
This is an introductory module for students undertaking one of four pathways in the suite of Masters programmes set up under the auspices of the Improving Children’s Lives Initiative. It brings together students and academic staff from a range of areas to showcase research, highlighting different
issues and looking at a variety of projects using both qualitative and quantitative methods.
1. Evolution of research practice with children and young people
2. Show case research examples from Psychology
3. Show case research examples from Nursing
4. Show case research examples from Sociology
5. Show case research examples from Education
6. Workshop on ethics and research governance
Learning Outcomes
1. An appreciation of the practical and methodological issues involved in carrying out research with children and young people in a chosen discipline / field.
2. Critical understanding of some of the ethical issues involved in research with children and young people.
Skills
Identify and justify a research question within a specific discipline.
Identify key ethical considerations in relation to a research question and / or research population.
Demonstrate ability to suggest realistic and informed strategies to deal with ethical and methodological issues in research with children and young people.
The module covers key areas in youth justice including theories on causes of offending. The emergence of a separate response over time to young people who come into conflict with the law is critically explored. Current system and practice orientations such as prevention and early intervention are explored, as are interventions for young people who are processed through the youth justice system. Here students will learn about different philosophies, orientations and legal frameworks towards youth justice in local and international contexts. Students will be encouraged to critically reflect upon the merits and demerits of the panoply of different approaches towards youth and justice from restoration to responsibilisation, towards risk orientation and welfarism
Learning Outcomes
On successful completion of the module, students will be able to:
• Critically discuss the main theories relating to youth crime;
• Critically assess the impacts and outcomes of institutional and policy responses to youth crime;
• Critically apply an understanding of theories to contemporary youth justice contexts.
Skills
Students will be engaged in processes allowing them to:
• Understand how theory relates to policy and practice development;
• Develop skills in the critical evaluation of youth justice policy and practice;
• Develop research and organisational skills by using library resources and electronic resources;
• Develop and enhance skills in critical thinking and analysis;
• Develop oral skills through participation in workshops and group work tasks.
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 final phase of the MSc programme involves students completing a dissertation of approximately 15,000-20,000 words on a topic relating to youth crime, youth justice and/ or youth marginalisation. The aim of the dissertation is for students to apply the concepts, theories and methods covered throughout the programme to a topic of their choosing. The dissertation should represent an original piece of work that advances knowledge, policy and/or practice. Students may choose to carry out primary research, secondary analysis of existing data or discourse/ documentary analysis of media/ policy/ legislation. All topics will be chosen in consultation with a supervisor and a dissertation workshop will provide generic advice on choosing a topic, writing a research question, research governance and research ethics.
Learning Outcomes
On successful completion of dissertation workshops and their thesis, students will be able to:
• Understand the connection between research question, method and analysis;
• Carry out and compile a literature review;
• Undertake original research;
• Analyse and present data;
• Understand and apply any ethical considerations to a chosen research area;
• Connect theory to empirical research;
• Write a research report
Skills
Students will be engaged in processes allowing them to develop and enhance the following skills:
Research and organisational skills (through using library resources and electronic resources, collating and analysing data/ information);
• Evaluation, critical thinking and analysis (as applied to the work of other and to their own study);
• Skills in social research in practice (designing a research question; adopting an appropriate methodology; designing and carrying our research; data analysis);
• Independent learning and study;
• Report writing (structuring and presenting a research report)
This module introduces students to key concepts, theories and debates in youth studies, and to contemporary youth issues. It provides an understanding of the ways in which major social science disciplines have conceptualised and studied young people, alongside some of the contemporary issues that affect their lives. The module explores the framing, conceptualisation and theorisation of youth across time, considering the academic and political interest in young people. In doing so, it will consider the relationship between young people, social change and social policy. The module encourages students to apply critical thinking and theory to contemporary ‘youth issues’, and to critically consider institutional and policy responses. A key focus is the consideration of ways in which division and disadvantage are reproduced, and how social justice issues are responded to at policy, practice and societal levels.
Learning Outcomes
On successful completion of the module, students will be able to:
• Critically assess the representation of ‘youth’ and ‘youth problems’
• Demonstrate an understanding of theories and debates in youth studies
• Apply theory and critical analysis to contemporary ‘youth’ and ‘youth issues’
• Demonstrate a critical understanding of social and institutional processes on young people's lives
• Compile and upload a comment piece
Skills
Students will be engaged in processes allowing them to:
• Understand how theory relates to policy and practice development
• Develop skills in the critical evaluation of youth policy and practice
• Develop research and organisational skills by using library resources and electronic resources
• Develop and enhance skills in critical thinking and analysis
• Develop oral skills through participation in workshops and group work tasks
• Develop skills in digital literacy through blog postings and discussion forum activities
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
The course will provide students with an introduction to the knowledge necessary for the informed use of the qualitative data analysis software package NVivo 11. The course provides students with a base level introduction to the analytical and technical skills in qualitative data analysis appropriate to the production of a Master’s dissertation and/or use of CAQDAS software for social research purposes.
Learning Outcomes
• To introduce key skills in qualitative data management and analysis.
• To provide students with an understanding of the benefits/limitations for a social researcher of using a qualitative data storage and analysis software package.
• To introduce and develop the basic skills necessary for the computer aided analysis of qualitative data using the software package NVivo 11.
Skills
• Development of analytical and evaluative skills
• Qualitative data analysis skills by using thematic analysis and computer software package NVIVO 11.
Qualitative Research with Children and Young People
Overview
This module introduces students to some of the key qualitative approaches to carrying out research with children and young people and the realities and practicalities in doing so. The module begins by introducing the main issues and dilemmas in qualitative research with children and young people and moves on to critically interrogate the notion of participatory research. The adaption of ‘traditional methods’ of data collection is discussed alongside methods specifically designed to ‘engage’ children and young people in the research process. The strengths and weaknesses of various methods are discussed and each is illustrated through research examples. Practical tips in designing and ‘doing’ qualitative research are built into the sessions.
Learning Outcomes
On successful completion of the module, students will be able to:
• Evaluate the strengths and weaknesses of a range of research methods used to gain the views and experiences of children and young people;
• Critically evaluate the meaning of participatory research;
• Demonstrate understanding of some of the practical and methodological issues in carrying out qualitative research with children and young people;
• Design a piece of qualitative research to elicit the views of children and young people.
Skills
Students will be engaged in processes allowing them to:
• Apply theory and learning to practical/ research examples
• Develop skills in the critical evaluation of various research methods
• Assess appropriate methods for carrying out research with children and young people
• Design a sample piece of research with children and young people
• Develop oral skills through participation in tutorials and group work tasks
Develop skills in digital literacy through online interactive activities and taking part in discussion forums
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
The module provides an introduction to the basics of quantitative data analysis. It covers data manipulation techniques and students are introduced to a range of key statistical concepts. Univariate and bivariate statistical procedures are covered in the module. The module provides hands-on practical experience in the use of SPSS for the analysis of large and complex datasets. Students are trained in SPSS syntax (the SPSS programming language). The module is taught through a series of lectures and practical workshops. These two strands are interwoven within each teaching session. New material is presented in short bursts followed by an opportunity for students to apply the new learning to the teaching datasets. The learning outcomes align most closely with SDG 8 ‘Decent Work and Economic Growth’; the module prepares students for future jobs requiring analytical skills which fits with the increasing use of data to inform decision making at policy level.
Learning Outcomes
• Be familiar with the organisation and management of large complex quantitative datasets.
• Be capable of undertaking basic statistical analysis using SPSS syntax.
• Be capable of basic data manipulation techniques using SPSS syntax.
Skills
• Handling, managing and manipulating large and complex quantitative datasets.
• Competency in SPSS programming syntax (basic level).
• Basic statistical analysis and interpretation.
• Preparation of quantitative analysis reports.
Introduction to the theory of child welfare economics, methods and perspectives for the economic evaluation of childhood interventions. Evidence of costs and benefits of interventions from pre-conception to adolescence on short term and long term, life-long development. Economic impact of early identification and implementation of appropriate childhood interventions in a range of settings. Practical approaches to the preparation of cost-benefit analyses for child health, psychological, educational and social care interventions.
Learning Outcomes
To enable the students to:
• Comprehend basic principles of child welfare economic theory
• Identify the most contemporary issues of child welfare economics
• Develop an in depth understanding of the economic impact of childhood interventions targeted at meeting the health, psychological, educational or social care needs of children and their families.
• Critically appraise methods of economic evaluation used to determine the impact of childhood interventions.
• Apply concepts from child welfare economics and cost-benefit analysis for promoting and implementing effective childhood interventions.
• Critically appraise the perspective of government policy and the role of economic analysis in shaping policy.
Skills
Knowledge and Understanding
Demonstrate a critical knowledge and understanding of theories, principles, concepts, frameworks, policies and practices relevant to child welfare economics, critical awareness of current issues affecting resource allocation to children’s services.
Cognitive Skills
Identify, conceptualise and offer original and advanced insights into new, complex and abstract ideas, information and issues. Develop creative and original responses to problems and issues, critical analysis/discernment and application of knowledge to practice.
Transferable Skills
Contribute to complex resource allocation decisions, ability to apply practice and research evidence to child health and social wellbeing, use a range of resources to support and enhance work, generate original ideas and articulate these clearly, offer informed judgements on new emerging issues.
Improving institutions of justice and reintegration are core goals of sustainable development (see SDG 15 – Peace, justice and strong institutions). This course will approach the subject of desistance from crime among young people from a developmental perspective. A particular emphasis will be placed on the impact of the youth justice system on pathways into and out of criminal engagement among young people. The module will cover theories of age and crime and the invention of “maturational reform” as a criminological concept, then move on to a review of contemporary research and theory on desistance from crime, including differences by demographic group and national context, and youth work practices that can support and sustain desistance (as well as those that exacerbate patterns of offending).
Learning Outcomes
On successful completion of the module, students will be able to:
• Understand the relevance of desistance/ youth justice to sustainable development
• Critically assess the relationship between age and crime
• Demonstrate an understanding of theories and debates in desistance studies
• Critically analyse empirical research around the modelling and testing of desistance theories
• Assess the impacts (positive and negative) of youth justice policy to patterns of desistance
• Plan, design and execute an empirical analysis of a desistance related issue in a 2,400 word final essay
Skills
Students will be engaged in processes allowing them to:
• Understand the relationship between theory and research
• Understand how both theory and research can impact policy and practice development
• Develop skills in the critical evaluation of youth policy and practice
• Develop research and organisational skills by using library resources and electronic resources
• Develop and enhance skills in critical thinking and analysis
• Develop oral skills through participation in workshops and group work tasks
• Develop analytical skills in weekly learning logs involving the assessment of weekly readings.
• Develop an ability to write in a clear, structured and critical manner utilising a wide range of source material
Social Divisions, Conflict and Change in Northern Ireland: New Sociological Research
Overview
This module demonstrates the unique insights to be offered by sociological research on Northern Ireland’s transition from conflict through detailed case studies of ongoing research projects. These will cover topics such as: demographic change, attitudinal change, socio-economic change and inequalities, dealing with the legacy of conflict, and ‘culture wars’. The purpose of the module is to introduce students to the benefits of a sociological approach to the subject and to the challenges of conducting sociological research in a society in transition.
Learning Outcomes
• Students will gain knowledge and understanding of sociological approaches to contemporary society in Northern Ireland, particularly in relation to its transition out of conflict
• Students will be able to critique and assess the value of various methods in sociological research
• Students will be familiar with the core social trends and changes in contemporary society in Northern Ireland, particularly those relating to the process of transition from conflict
• Knowledgeable of sociological debates around conflict and change in Northern Ireland in particular and divided societies in general.
• Able to relate different sociological concepts to the empirical research on Northern Ireland.
• Able to effectively gather, retrieve and synthesise different types of information to evaluate the module’s themes.
Skills
Academic skills:
• An ability to critically read and evaluate sociological literature and non-academic/media material on contemporary Northern Ireland
• An ability to collect and interpret evidence about contemporary society in Northern Ireland
• An ability to demonstrate evidence of independent thinking and to compose reasoned opinions based on development of thought and knowledge
• An ability to relate sociological concepts to the empirical study of Northern Ireland.
Practical 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
Disabled children and young people have only recently begun to be recognised as rights-holders. This module aims to provide students with a rich and considered understanding of children’s rights discourse as it applies to disabled children and young people’s lives. Students will be introduced to key theoretical perspectives and understandings of disability, and their criticisms, before examining the ways in which international human rights law has addressed the particular experiences of disabled children and young people. Students will gain an understanding of the complexities and diversities of disabled children and young people’s lives with respect to: education, health and social care, poverty, and transitions. By locating these thematic areas within the context of the United Nations Convention on the Rights of the Child (1989) and the United Nations Convention on the Rights of Persons with Disabilities (2006), students will also be able to outline how rights discourse specific to disabled children and young people has changed over time. The module will also draw on contemporary research and highlight childhood disability research methods As such, it is designed to help students consider the relationship between ‘rights talk’ and ‘rights in practice’.
Learning Outcomes
• be familiar with different theoretical perspectives on disability.
• understand and evaluate the ways in which these perspectives are reflected in international human rights law with respect to disabled children.
• gain a critical understanding of the lived experiences of disabled children.
• be able to identify and distinguish between the principal rights accorded to disabled children in the UN Convention on the Rights of the Child and the UN Convention on the Rights of Persons with Disabilities.
• be able to assess the strengths and weaknesses of rights discourse for disabled children.
Skills
Skills developed will include:
• Analytical, evaluative and interpretive skills;
• Independent learning and thinking;
• Critical reflection;
• Applied learning;
• Communication skills
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: Thursday 31st July 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.
Possible career paths include work in youth and social justice related fields. Previous graduates have been successful in gaining jobs working for NGOs in the criminal justice field, in child and youth and advocacy, and in statutory sector criminal justice agencies. A number of graduates have also gone on to PhD study.
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.
Employment after the Course
You will have gained the skills necessary to locate and evaluate policy, research and practice on youth justice related issues, and to undertake your own research in this area. This will position you for working in organisations that: advocate for the rights and needs of children in conflict with the law; that formulate policy; that undertake research.
You will also have a more holistic understanding of the lives of children in conflict with the law, placing you in a perfect position to work with and for these children, and for organisation that support them (e.g. NGOs/ voluntary organisations, statutory sector bodies, government departments).
You may follow in the footsteps of some of our recent graduates who work in young offender's centres in the Republic of Ireland and in England, support young people transitioning from care in Scotland, mentor young people in conflict with the law in Northern Ireland, advocate for the rights of children with care experiences in Northern Ireland, facilitate restorative practice in Mumbai or have extended their studies through doctoral study.
Employment Links
Civil service; criminal justice/ youth/ children’s rights charities; government departments; research organisations.
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.
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.
