This degree gives students the knowledge and understanding of a wide range of management issues, including harnessing technology effectively, leading people, managing change, fostering creativity and innovation, using markets and resources, developing strategy, and working in teams. There is an integrated placement year which allows students to get practical experience of working in a business.
Our graduates have found work with world-leading companies such as PWC, M&S, Diageo, Microsoft and Unilever.
Business Management with Placement highlights
Industry Links
The Business School invites guest speakers from industry to talk to students about latest trends and to apply theory to practice. Students also get the opportunity to work on consulting type projects preparing them for employment.
Internationally Renowned Experts
Many of our staff are leading international experts in their fields of research.
Student Experience
Students can join the Student Managed Fund, a student run organisation which aims to educate its members on trading and investing through guest speakers, competitions and educational seminars.
Further Study Opportunities
Students are also well equipped to undertake further study in management or other related disciplines, and can choose from a wide range of Master’s programmes as well as a comprehensive list of research topics; see the School website for further information.
Career Development
During the third year of the degree, students complete a 9 to 12 month placement in a business. This provides excellent experience, and a competitive edge when seeking graduate employment.
Internationally Renowned Experts
Queen’s is one of the 24 world-class universities that make up the Russell Group in the United Kingdom, and is the only Russell Group University in Northern Ireland.
Student Testimonials
"I chose the Business Management programme at Queens because of its high reputation and attractive content. As an international student, the lectures and tutorials are easy to understand and academically stimulating which will help build my knowledge and skills for further studies and career opportunities."
Liangyu Zhang, Beijing, China, 3rd year BSc Business Management student
"To complement the academic side of student life, my lecturers have helped me to develop at a personal level through the peer mentor program, public speaking opportunities and their encouragement in my travels abroad to help develop other young entrepreneurs globally. I am proud to be a management student at Queen’s as it has helped in shaping me into the creative, inquisitive and ambitious individual that I am."
Jennifer Murphy, Ballymena 3rd year BSc Business Management student
Programme Director for BSc Business Management with Placement
Queen’s Business School Tom is interested, broadly speaking, in the political economy of work and employment. His research examines a range of topics related to the wider politics of labour market regulation. This include an interest in how/why forms of employment change in regions, and research into the role of community and worker groups in realising economic and social visions.
Contact Teaching Hours
Large Group Teaching
9 (hours maximum) hours of lectures
Medium Group Teaching
2 (hours maximum) hours of tutorials, workshops or seminars each week
Personal Study
25 (hours maximum) 25- 30 hours studying and revising in your own time each week, including some guided study using handouts, online activities, etc.
Small Group Teaching/Personal Tutorial
0 (hours maximum) office hours for optional drop-in sessions or personal tutor meetings
Learning and Teaching
On the BSc Business Management programme we provide opportunities for our students to engage with subject experts including academic staff and industry guest speakers, develop skills, attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world-class library that will enhance their development as independent, lifelong learners. Examples of the opportunities provided for learning on this degree programme are:
Adviser of Studies
To provide support and advice on decisions that might affect a student’s academic performance when needed.
Computer-Based Practicals
These provide students with the opportunity to develop technical skills and apply theoretical principles to real-life or practical contexts.
E-Learning technologies
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree programme through the use of, for example, interactive support materials, podcasts and web-based learning activities.
Induction
Formalised induction for all undergraduate students. For Stage 1 students, this includes several half-day sessions the week before the programme begins to allow students to familiarise themselves with the campus and the degree programme. During Stage 1 there are a number of follow-up sessions throughout the year. Topics such as academic writing, referencing, plagiarism, communication skills, examination preparation and managing time effectively are all covered in these practical sessions.
Lectures
Lectures are used to present key information about module topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. Lectures, which are normally delivered to large groups of students, also provide opportunities to ask questions and seek clarification on key issues. A number of modules will include guest lectures where an industry speaker is invited to speak about the application of the content covered in the module within their organisation. This is often an effective way for employers to meet students and inform them about placement or employment opportunities within their organisation.
Peer Mentoring Scheme
Students in the second and final year of their degree programme volunteer to mentor Stage 1 students to aid with the transition to university life. Each level 1 student is allocated to a peer mentor who they meet at their induction session. Peer mentors are a point of contact for questions and advice about student life.
Self-directed study
This is an essential part of life as a Queen’s student when important independent reading, engagement with e-learning resources, preparation for tutorials and assignments and reflection on feedback is carried out.
Seminars/tutorials
A proportionate amount of teaching is carried out in medium sized groups (typically up to 40 students). These sessions are designed to explore, in more depth, the information that has been presented in the lectures. This provides students with the opportunity to engage closely with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of their peers. During these classes, students will be expected to present their work to academic staff and their peers.
Work placements
Students on the BSc Business Management programme will take a placement year between the second and final year of the degree programme. The School has a dedicated Careers and Work Placement Office which facilitates students in sourcing and securing appropriate placements which will augment their classroom-based learning experience. In addition, the School encourages students to seek other work-based and/or educational related experiences, whether that is through the summer placement programme (a 3-4 month internship in a local organisation working on a very specific project), Erasmus programmes with other European Universities, or studying abroad in universities with which the School and/or University has an existing relationship.
Assessment
Details of assessments associated with this course are outlined below:
The way in which students are assessed will vary according to the learning objectives of each module. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction. Business Management modules are typically assessed by a mix of continuous assessments and final written unseen examinations. Continuous assessment consists of: class tests, computer generated practical experiments, real life case study research and analysis, academic essays exploring specific current issues such as innovation, consumer behaviour, managing change etc. and individual and small group projects and presentations.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback from a variety of sources including lecturers, module co-ordinators, placement supervisors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comment.
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
What our academics say
“The Business Management with Placement degree is underpinned by an array of fascinating courses which are designed to offer something for everyone. Students learn about multiple areas of business across the programme, with opportunities to focus on both practical/applied aspects of business, alongside theoretical takes on workplace research. Skills developed during the degree are intended to help students develop both personally whilst also enhancing chances for future employability. In this regard, the placement year offers a chance to learn new business skills and working insights as part of the degree. This practical, hands-on experience dovetails nicely with the theoretical and academic research insights which students develop in each course they undertake.”
Dr. Thomas Hastings – Programme Director BSc Business Management with Placement
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 study of management, ... is an unfolding story of changing ideas about the nature of work, the nature of human beings, and the functioning of organisations' (Wren, 2005, pg. 3). Thus, this module examines the foundations of Management and Organisation Studies and introduces students to the application of this knowledge in management practice.
Learning Outcomes
To examine those who have made significant contributions, their backgrounds, their ideas and their influence on our knowledge and understanding of management theory and practice. To examine what management thought was and is, and also to explain why it developed as it did. To place management thought in cultural and historical perspective.
Skills
Synthesise, analyse, interpret and evaluate information from a variety of different sources (lecture material, web-sites, bibliographic searches, continuous assessment case study material in tutorials).
Marketing is a key factor in business success. On a daily basis, we are exposed to a plethora of marketing messages and actively engage in the marketplace. Often our purchasing decisions are heavily influenced by organisational marketing efforts and we ‘display’ our favourite brands through the clothes we wear, the cars we drive and the football teams we support. Marketing is everywhere! It is an inescapable feature of our contemporary world.
The focus of this module is on the theory and practice of marketing in the context of organisations. The module will provide students with insights into the issues and tasks that marketing managers face in traditional and digital marketspaces and the concepts and theories that can be used to inform marketing decisions. The range of marketing topics that will be covered in the module include the marketing environment, market segmentation and targeting, management of the marketing mix, market research and brand development. The module intends to offer a solid grounding in these fundamental mechanics, while providing opportunities to engage with practical examples and exercises in how these techniques are applied in industry.
Learning Outcomes
Successful completion of the module will enable students to:
1. Understand the nature, scope and role of marketing as a business management process.
2. Examine the key marketing concepts and theories associated with marketing and value creation.
3. Identify and discuss the key issues that marketers face as they make decisions in local, national and international markets.
Skills
This module provides opportunities for students to acquire or enhance the following skills:
1. Develop critical and creative thinking skills through the assessment of strategic marketing problems and the proposal of feasible solutions.
2. Identify and synthesise relevant information/data from a variety of source.
3. Practice and improve communication of ideas in written and oral form
4. Improve team working skills and independent enquiry.
5. Organisation and time management skills.
The module explores the role of business in its wider environmental context and specifically explores the relationships between business, government and society within and across countries. Businesses do not exist and act in a vacuum but rather have to interact with and oftentimes accommodate the views of a wide range of stakeholders in order to be successful. For example, Multinational Enterprises may decide to shift production into low-cost countries, however, they have to consider the societal and legal challenges that this decision generates, both at home and abroad. Organisational structures and corporate governance frameworks are thus developed to ensure that businesses can engage with these wider social and public policy contexts. As a result, businesses are becoming more deeply rooted in and intertwined with local, national and international communities.
Indeed, beyond a narrow profit making focus, there is a growing acceptance that corporate interests can and should converge with societal interests to generate better, sustainable outcomes for the business in the long term. However, balancing the drive to make profits and to satisfy short-term shareholder interests with the long-term needs of society and its environment is tough. Consideration must be given to developing sustainable and responsible businesses. Students will learn about the challenges that businesses but also students themselves face in day-to-day (business) life, and will discuss and develop different solutions to these challenges.
Learning Outcomes
Successful completion of the module will enable students to:
• Explore the needs and responsibilities of different stakeholder groups and their impact on business
• Critique the role of business in society
• Develop an understanding on the impact of business on all facets of society
• Analyse and evaluate the relationships within and between business, government and society
• Explain the complexities that characterise the relationships between business, government and society at different levels of governance
Skills
The module aims to give students a sound introduction to issues concerning the interactions and relationships between business, government and society. It will orientate students toward better and more acceptable decisions in business
1. Preparation for Placement: Students will be able to understand and respond to the diversity, availability, accessibility and expectations of placement opportunities.
2. Placement Performance: Students will be able to record, review and realise the personal, career, and skill development opportunities of placement.
3 Placement Review and Application: Students will be able to identify the tangible value of placement learning and apply it to a graduate interview and presentation.
This module introduces students to economic approaches to the study of organisations. The module examines:- why organisations exist in a market context; the role of the entrepreneur; buyer behaviour; production and costs; the pricing decision and game theory; how the firm makes profits; the firm as a focal point for a set of contracts; the principal-agent problem; growth and innovation; the macro-economic environment.
Learning Outcomes
On completion of the module you will have acquired:
Knowledge and understanding:
Students will gain an understanding of both the textbook applications of theory and real world managerial practice. The course will cover standard topics such as demand and supply, production and cost, pricing decisions, market structures, mergers and vertical integration, R&D etc.
Intellectual skills:
Students will gain an understanding of how economists think and how to engage in economic analysis. They will also get some understanding of the economic techniques that are available to address business problems and the strengths and weaknesses of these techniques.
Practical skills:
Students will develop organizational skills, communication skills, presentation skills and word processing skills.
Skills
The aim of this module is to introduce students to the relevance of economic analysis to managerial decision making. Economics is central to understanding management and underpins many functional decisions, e.g., in marketing, finance, production and human resources.
All organisations, irrespective of size, sector or ownership, play an important part of society and serve many important needs. They vary greatly in size, complexity and the activities they undertake. To achieve organisational goals effectively, people working in organisations have to be managed. The module explores three key areas. Firstly, the factors that influence individuals such as personality, attitudes, perception, motivation, learning, communication and job satisfaction. Secondly, the factors that influence the nature of groups and teams and the importance of leadership. Thirdly, the module explores the nature of organisations by analysing issues such as goals, structure, design, control, culture and development
Learning Outcomes
Upon successful completion of the module students should be able to:
Understand and analyse the role and importance of Organisational Behaviour (OB): paid work, individual behaviour and group processes in organisations.
Analyse and evaluate Individuals in the workplace and invisible “differences”: How individual traits and characteristics (such as personality, identity, perceptions and emotions) influence individual behaviour in organisations, including motivations, incentives and ways of learning.
Analyse and evaluate visible “differences” in individuals in the workplace: race, gender, disability and age, and how these “diversity factors” might influence individual behaviour and group processes, such as inequalities.
Explore the role of people management and diversity management: How organisations can effectively manage individuals and their differences.
Analyse and critique group dynamics and management processes: How individuals behave in teams, communicate in teams, how supervisors effectively lead teams, how teams make decisions and how individuals solve conflicts within teams.
Explore the role of organisational design and change: How organisational culture and structure as well as the implementation of (new) technology and organisational change processes can influence the behaviour of individuals and teams, including resistance to change
Skills
• Critically evaluate information and its veracity in relation to organisational behaviour
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
Use of accounting information in business: the balance sheet, income statement and cash flow statement, and introduction to ratio analysis; introduction to: costing, accounting for overheads, budgeting, variance analysis and contribution analysis.
Learning Outcomes
Students should be able to:
appreciate the purposes for which accounting information is used in business;
understand how that information is gathered, processed, and presented;
use quantitative and qualitative techniques to aid problem solving;
demonstrate development of technical skills in preparing and interpreting basic accounting information
Skills
Students should be able to develop their:
IT and electronic-based learning skills;
independent learning skills;
time-management skills
Increasingly, organisations are relying on data analytics to interpret corporate information when making business decisions. Indeed, the timely and appropriate use of analytics is considered a crucial component among organisations that are committed to achieving business success. The aim of this module is to develop students' knowledge and skills of business analytics, based upon research methods, which are essential for the business world as well as other modules within the degree programme. This module introduces secondary and primary research and the main empirical methods (i.e., qualitative, and quantitative) employed in business practice. Specifically, Students should acquire an understanding of the issues of data collection, measurement, sampling, analysis, and presentation of results.
Learning Outcomes
On successful completion of this module students will be able to:
1. Demonstrate an understanding of the role and impact of data analytics in dealing with a variety of business problems.
2. Demonstrate an ability to summarise, analyse and present data effectively to others.
3. Employ statistical techniques to draw well founded inferences from quantitative data.
4. Demonstrate an ability to use appropriate software.
5. Demonstrate an ability to understand the scope and limitations of quantitative methods.
6. Identify sources of published analytics, understand their context and report on their wider relevance.
7. Interpret and disseminate research results and findings.
Skills
Students should be able to:
1. Apply critical analytical skills and problem solving skills to a variety of different situations.
2. Synthesize, analyze, interpret and critically evaluate information from a variety of different sources.
3. Work effectively as an individual and as part of a team.
The module uses contemporary theories and models of leadership in organization to study how leaders influence organizational effectiveness. Students will lean to apply the theoretical perspectives or models to study how leaders develop future vision, and how they motivate, manage and change people and organization to achieve the vision. The module will provide a wide knowledge on a number of major perspectives on organizational leadership. These perspectives include leadership behaviours, leading and managing organizational change, contingency theories of effective leadership, leading teams, ethical practices, transformational leadership, leading cross cultural activities, strategic leadership and leadership development.
Learning Outcomes
Successful completion of the module will enable students to:
1) analyse and apply the theories and models that underpin organizational leadership
2) demonstrate a critical understanding of how managers establish relationship with peers, and manage and motivate the performance of their subordinates
3) Understand the role of leaders in shaping and changing organizational structure and culture.
4) Explore how leaders develop an organization’s future vision and achieve it by aligning the organization and motivating people.
5) Apply different leadership and decision making strategies to achieve superior organizational performance.
Skills
The module aims to provide a theoretical and practical understanding of the core characteristics associated with leadership, and its effect on contemporary business situations. It will also provide an opportunity for students to develop leadership and management skills.
This module explores a number of themes which include: managing human resources; trends in human resource management; providing equal employment opportunity and a safe workplace; recruiting human resources; selecting employees and placing them in appropriate jobs; training employees; managing employee performance and pay; providing employee benefits; collective bargaining and labour relations; managing human resources globally.
Learning Outcomes
At the end of the module, students should be able to analyse and evaluate the role, responsibilities and functions of human resource management in today's organisations and the challenges human resource managers face. Students should also be able to understand and appreciate the ethical issues in human resource management and to critique not only how human resource management contributes to an organisation's performance, but also the types of skills needed for effective human resource management.
Skills
The module aims to develop the intellectual and practical skills of the student in acquiring, analysing, interpreting and understanding current human resource management issues by introducing them to the theoretical concepts and principles underpinning the effective management of human resources in a variety of organisational contexts. Students will be encouraged to work independently and in groups to improve their own learning and to provide solutions to human resource problems.
Students on this module will develop a sophisticated understanding of the complex global economic, political, legal and cultural environment and a deep appreciation of how this affects the strategies, operations and decisions of organisations and professionals who operate in an international business context. Students will also become familiar with a variety of organisation forms, operating modes and activities relevant to international business.
Learning Outcomes
Upon successful completion of the module you will be able to:
1. Explain and evaluate a variety of strategies and activities used by firms for conducting international business;
2. Utilise relevant theories and concepts to analyse international business decisions and recommend courses of action.
3. Demonstrate a critical understanding of how firms conducting international business are influenced by economic, institutional, political, and geographical factors.
Skills
On completing this module students will have enhanced subject specific skills in:
1. problem-solving and critical analysis: analysing facts and circumstances to determine the cause of a problem, decision-making and selecting appropriate solutions;
And personal transferable skills in:
2. Conceptual, systemic and critical thinking, analysis, and evaluation’
Technology continues to transform the way business is conducted. New and emerging technologies such as cloud computing, social media, the internet of things or big data present as many challenges as opportunities for organisations and their stakeholders. This module explores these challenges and opportunities and examines the use of digital business models in enhancing organisational competitiveness.
Learning Outcomes
Successful completion of the module will enable students to:
Understand the role and strategic nature of digital technology in organisations
Understand and analyse digital-age business models
Evaluate the role and impact of the digital business both nationally and internationally
Critique the security and risk management issues facing organisations when adopting and implementing digital technology
Critically analyse a range of case studies both theoretically and practically on the impact of technology in business.
Skills
This module introduces students to the role and impact of technology in business both strategically and operationally.
Placement preparation lectures and workshops are designed to equip students for the placement recruitment process that will start in year 2. The focus is on practical preparation and knowledge of the recruitment process – e.g. CVs, application forms, interview preparation, assessment centres and psychometric tests. Guest employer speakers also support students in their understanding of placement roles and sectors. Students also undertake skills audits and gain a greater understanding of how to explore their career options. A mix of lectures and workshops runs for 8 weeks in semester one of 2nd year.
During second semester there are 4 lectures - 3 at the start of semester and a final, later class focussed on Professionalism which leads into placements that start from June.
In semester 2, a BSc Business Management Placement Fair is organised as part of this module and again, attendance is mandatory.
1:1 appointments are available across the full calendar year for level 2 students seeking placement
Students are expected to attend all QBS2022 lectures until placed.
Please check your QUB email account and Canvas for regular updates.
Learning Outcomes
1. Placement Opportunity Awareness
Students will gain a greater understanding and awareness of placement options and opportunities gaining insights into roles and sectors.
2. Placement Recruitment Process
Students will be able to present themselves effectively to employers via their CV, application forms and covering letters. They will understand how to prepare for psychometric tests and interviews and understand assessment centre activities.
Skills
Employability Skills
Selective placement search (identifying and evaluating placement opportunities).
Interview and application skills
Self-management skills
Self-evaluation skills
Managing operations well requires strategic, tactical and operational skills and is critical to every type of organization. However, it is widely recognised that the optimal use of resources available is not enough anymore. Air, water and soil in our environment are becoming more and more polluted, climate change is speeding up, institutions of our society are facing outdated regulations and, in some instances, need for new ones, and the fabric of the global society is going through change due to geo-political, environmental and digital technologies related factors. Thus, businesses in both, the manufacturing and service sectors need to design and manage operations sustainably, i.e. to run economically viable, environmentally friendly, socially responsible, as well as robust and resilient operations to the occurrence of unexpected events.
The primary objective of this module is to familiarise students with the basic concepts, techniques, methods and applications of operations management, as well as new approaches that can complement traditional operations management tools and help assess the environmental and social impact of operations.
Topics include sustainability and operations (strategy, performance, network, product and process design), planning and scheduling, circular economy and reverse logistics, as well use of new technologies.
Contemporary manufacturing philosophies such as Sustainable manufacturing, 3D printing/additive manufacturing, Lean management, Industry 4.0 and trends will also be covered.
Learning Outcomes
This module is designed to give the learner practical and theoretical knowledge of the intricacies of managing and designing operations management in a sustainable way, and its link with the organisation's overall competitiveness.
At the end of the module, students should acquire active knowledge and understanding of
- The main principles and theories of Operations Management and how they can be used or extended to achieve sustainability of operations.
- Differences between service and manufacturing operations, and what are sustainability implications.
- How a basic operational analysis of a business can be done by using traditional and contemporary models, tools and approaches, as well as how sustainability implications can be assessed and presented by using performance indicators.
- Contemporary issues that impact planning and managing operations, including new manufacturing and service trends, tools and technologies.
Skills
- Plan, conduct and report a piece of original research;
- Synthesise, analyse and evaluate information from a variety of different sources;
- Enhanced communication skills - both written and oral;
- Teamwork;
- Competent use of information technology (MS office, internet searches, AI powered tools, subject-specific software).
Placement Performance and Professional Skills Development -
Students will be able to record, review and realise the personal, career and skill development opportunities of placement.
This module on Business Ethics discusses and evaluates the ethical responsibilities of managers and organisations. It will explore themes/issues from multi-disciplinary and managerial perspectives and analyse tensions, conflicts, contradictions and dilemmas via case studies and class discussion. Topics that may be developed include: the role of ethical theories, the internal ethical environment (why and how do ethical dilemmas arise and how can they be resolved?); ethical issues with regard to employees (including whistleblowing, Codes of Ethics, corporate governance), ethics and consumers, ethics and social responsibility.
Learning Outcomes
By the end of the module, students should be able to: Evaluate the ethical responsibilities of organisations. Critique the core concepts of ethical thinking and ethical management practice. Evaluate the role of ethics in business, in local, national and international contexts. Analyse different ethical perspectives and theories that are used to guide decision making. Evaluate the rights, duties and responsibilities of, and relationships between, organisations and their internal (employee) and external stakeholders (customers, local and wider communities). Assess the relationship between business ethics and corporate social responsibility.
Skills
Synthesise, analyse, interpret and evaluate information from a variety of different sources. Apply critical thinking skills to a variety of different situations (through case study material, analysis of relevant policies and approaches, problem solving tasks). Plan, conduct and report a piece of original research (for continuous assessment). Communicate effectively (through essay writing, report writing and presentations). Work effectively as an individual and as part of a team (tutorial work, continuous assessment). Competent use of information technology.
Students will develop an understanding of Strategy and Strategic Management in various contexts. The module will evaluate various theoretical models underpinning strategic management concepts. It will also address more practical issues such as strategic planning, strategic choice and strategic options (including acquisitions, divestments, strategic alliances, growth and retrenchment strategies).
Learning Outcomes
Evaluate strategic priorities at corporate, business and operational levels. Analyse and evaluate the strategic management process.
Have a clear understanding of a range of Strategic Analytical Tools and be able to apply these in different contexts
Analyse and evaluate the theoretical aspects Strategic Choice Theory
By the end of the module students should be able to analyse and evaluate the theoretical and practical issues associated with developing strategy in various contexts, including strategy in a small business environment and strategy in the third sector.
Skills
Knowledge acquisition and development skills.
Critical reflection and analysis
Synthesis of knowledge & Writing skills
Problem solving skills
The module aims to develop consultancy-based analytical problem-solving skills enabling students to apply their knowledge and skills to explore problematic situations. Students will furthermore think about how they communicate solutions to stakeholders.
The module uses a mix of workshops, seminars and practical exercises to enable students to understand consulting methods and approaches, hear real-world examples of consulting case studies and have the opportunity to practice consulting methods, drawing on materials learned across Levels 1 and 2 to systematically approach a business problem.
Indicative topics:
• Approaches to management consulting
• Consulting project management
• Problem analysis
• Developing a client proposal
• Working as an effective team member in a consulting team – High performing teams
• Managing client relationships and expectations.
• Communicating with impact - Preparing and presenting a consulting report.
Learning Outcomes
On successful completion of this module, students should be able to:
• Demonstrate a comprehensive knowledge and understanding of the nature of consultancy, clients and the consulting process;
• Evaluate the usefulness and apply a range of tools available to analyse problems, issues and challenges in business and management;
• Understand and develop a consultancy project plan and a proposal;
• Critically discuss, evaluate and communicate solutions to a business challenge, producing a synthesis of theories, frameworks and research findings to create an intellectually substantiated view.
Skills
• Enhance problem-solving and analytical skills;
• Ability to think critically and creatively and to argue coherently;
• Enhance planning, organisational and time management skills through the consulting challenge group work
With data analytics, machine learning, and artificial intelligence (AI) being the buzzwords in today’s business world, it is imperative for business management students to gain an understanding of their workings, intersections, and applications. Furthermore, it is equally important for future managers to examine the implications of data-driven and AI-assisted decision-making in organizations for various stakeholders and develop strategies to maximize the benefits and minimize the risk.
This module will prepare students for the ever-expanding world of technology-based business in two steps. First, students will explore how data analytics, machine learning, and AI technologies work, how they intersect, and how they are currently being utilized in organisations This will build a foundation for the second part of the module, which will introduce students to the implications of using these technologies in organizational decision-making for different stakeholders and the strategies to mitigate the risks: including human in the loop, auditing, enhancing explainability, and lessons from user-centered design.
Indicative topics:
• Definitions and history of technology such as data analytics, machine learning, AI and their intersection; Overview of the types of data analytics and AI systems with business examples
• Critical examination of business examples that use data analytics and machine learning: appreciating how data and algorithms are used to generate outputs (based in computer labs)
• Data-driven and AI-assisted decision-making in organizations: the bright side (productivity booster) and the dark side (discrimination and opacity)
• Strategies to mitigate the risks: including human in the loop, auditing, enhancing explainability, and lessons from user-centered design.
Learning Outcomes
On successful completion of this module, students should be able to:
• Evaluate the utilization of technology such as data analytics, machine learning, and AI in an organizational context and identify opportunities for improvement
• Critically examine the implications of using AI-assisted or data-driven tools in organizational decision-making for different stakeholders
• Exploring the skills and knowledge needed for different organizational actors to utilize AI and data analytics tools and prevent adverse effects
• Develop strategies to increase the impact and reduce the risks of these technologies
Skills
Subject-specific Skills
• Evaluation of the utilization of data analytics, machine learning, and AI in a given organization.
• Critical examination of the implications of data analytics and AI for different stakeholders and development of strategies to mitigate the associated risks
Transferable Skills
• Critical thinking
• Problem solving
• Logical reasoning
• Independent enquiry
• Organisation and time management
• Self-assessment and reflection
Venture Start-Up is designed for learners who are interested in better understanding the process of making novel ventures come into being, particularly those oriented toward tackling major sustainability challenges. The module teaches entrepreneurship and new venture creation using a portfolio of practices which includes play, empathy, creation, experimentation, and (critical) reflection (Neck et al., 2014). It offers learners a critical understanding of a range of concepts, frameworks, and theoretical ideas related to the process of creating a new venture, and a chance to immediately apply this knowledge via experiential workshops and games.
Learners should expect to ‘get out of the building’ as part of this module (Blank and Dorf, 2010), to actively listen and respond to the needs and voices of Others. In groups, students will co-define problems and co-create novel opportunities with local users/stakeholders through semi-directed iterative processes of fieldwork, prototyping, and testing. In addition to helping students become more receptive to the voices and needs of users/stakeholders, the module aims to have learners find their own voice–to develop their own sense of self-efficacy—in the venture creation process. It is precisely in the interspaces between the voice of the Other and the voice of the learner/entrepreneur that genuine novelty can arise (Rosa, 2019).
Venture Start-Up challenges students to envision an entrepreneurship beyond the high-tech, high-growth Silicon Valley model that exalts heroic individuals. It aims to open learners’ minds to a richer and more diverse understanding of entrepreneurship and to create critical entrepreneurial subjects, those who challenge taken-for-granted norms and stock tools within the entrepreneurship domain (e.g., the Business Model Canvas, Lean Start-Up) and have both an eye and an ear toward issues of social (in)justice, climate (in)justice, and alienation/resonance.
Learning Outcomes
(1) Appreciate the diversity and richness of different models of entrepreneurship and new venture creation, e.g., social entrepreneurship, ecopreneurship, public entrepreneurship, indigenous entrepreneurship, etc.
(2) Critically evaluate and apply a broad range of tools and techniques, e.g., design thinking, empathy mapping, mind dumping, etc., to the venture creation process.
(3) Co-define problems and co-create possible solutions/opportunities with local users/stakeholders through semi-directed, iterative processes of fieldwork, prototyping, and experimentation.
(4) Create and critically evaluate alternative business models that seek to balance an economic value orientation with a more explicitly social and environmental one.
(5) Grasp the content and communication behind crafting clear, compelling, and captivating pitches for new venture ideas.
(6) Critically reflect on one’s own experiences practicing play, empathy, creation, experimentation, and reflection over the module and consider how to further develop these practices in life after it.
Skills
(1) Design thinking: Adopting a structured, user-centred approach to tackle complex problems by empathising with others, defining problem areas, ideating creative solutions, prototyping ideas, and testing them iteratively.
(2) Systems thinking: Learning to analyse and understand complex systems by examining their interrelationships, structures, and dynamics and considering the broader implications of one’s own actions within interconnected systems.
(3) Basic primary research: The ability to observe and gather important insights from potential users, customers, beneficiaries, and stakeholders to (co)create better opportunities and solutions.
(4) Collaboration and teamwork: Learning to work effectively in diverse teams, understand group dynamics, resolve conflicts, and leverage collective strengths.
(5) Oral, written, and visual communication skills: Convincingly conveying ideas, information, and research through spoken, written, and visual mediums.
(6) Time management and organisation: Learning to manage time effectively, prioritise tasks, and balance different responsibilities.
Contemporary and Emerging Issues in Business and Management
Overview
In today's rapidly changing and uncertain business environment, business leaders and managers need to be aware of emerging trends and issues and how these might impact the organisation both strategically and operationally.
This module allows students to explore a range of contemporary and emerging issues under the broad umbrella of grand challenges and wicked problems. Thus, macro level and emerging global ‘issues’ such as those relating to, for example, to the United Nations’ Sustainable Development Goals (SDGs), modern day slavery, and (de)industrialisation may be discussed.
Changing trends in consumer behaviour, the role and impact of working with diverse stakeholders will also be addressed.
Given the uncertainty and operating in VUCA environments, topics such as organisational resilience and diversity will also be explored.
Attention will be also be given to local and national issues and their impact (both positive and negative) on the internal business environment.
Learning Outcomes
Upon successful completion of the module students should be able to:
Critically evaluate the role and meaning of grand challenges and wicked problems as applied to business and management
Critically evaluate a range of contemporary and emerging issues in business and management nationally and internationally
Analyse the potential (and actual) impact of these issues in a range of business environments
Demonstrate knowledge and understanding of a range of relevant management theory and its application to contemporary and emerging issues in business and management.
Skills
• Critically evaluate information and its veracity in relation to the role and impact of emerging ‘issues’ in business and management
• Apply logic and reasoning to scenario based situations and problem solving
• Communicate ideas, critique theoretical frameworks and discuss their strengths and shortcomings in a range of business environments. Communication will be in both written and presentational forms
• Use ICT software effectively
• Work both independently (summative assessment) and in groups (formative assessment)
• Manage own time and workloads effectively
• Pursue independent enquiry
There can be little doubt that many changes have taken place in the way the public sector of the late 1990s and early 2000s has been managed. It is dominated by many underlying themes such as value-for-money, accountability, doing-more-with-less, customer focus and electronic government. This module attempts to unravel these key themes and discuss their importance to public sector management.
Learning Outcomes
To develop the intellectual and practical skills of the learner in the acquisition, analysis and interpretation and understanding of current issues relevant to managing in the public sector.
Skills
Intellectual (thinking skills) : - planning, conducting and writing reports; synthesising, analysing and interpreting information. Transferable skills: - individual and group work; oral and written communication; competent use of Information Technology; personal and interpersonal skills.
Successful innovation at the firm level is increasingly regarded as key to both productivity growth and enhanced competitiveness while also acting as a driver of economic growth. Innovation is considered crucial for firms’ survival while research has further demonstrated that innovating firms grow faster, have higher productivity and are more profitable than non-innovators. Innovation is, however, an uncertain process and the strategies and processes associated with innovation require a specific set of resources, skills and competencies. Generally, most firms do not have well developed or professionally managed innovation strategies and as a result, they fail to innovate and create new value. This module demonstrates the strategic imperative for innovation and analyses the innovation management function.
This module provides an integrative view of the management of innovation, comprising industrial, organisational and managerial perspectives. In doing so, it aims to critically evaluate the main concepts, measures and indicators of innovation activity and to assess the importance of innovation to both individual businesses and the wider economy.
Learning Outcomes
At the end of this module students should be able to:
• Explain and critically reflect on innovation and why it is crucial to competitive advantage and organisational success.
• Conceptualise and critically explore the context and process of innovation management.
• Analyse innovation management in a variety of organisations using examples from the world’s most innovative firms.
• Critically evaluate innovation management and provide recommendations for change demonstrating appropriate judgement
Skills
In addition to the above this module provides opportunities for the student to develop the following cognitive and transferrable skills:
• Ability to synthesise, analyse, interpret and evaluate information from a variety of different sources (academic literature, lecture material, quantitative and qualitative business and market information, government publications, web-sites, bibliographic searches).
• Ability to apply critical thinking skills to a variety of different situations (through case study material, problem solving tasks).
• Ability to apply conceptual and empirical tools to business scenarios and use appropriate techniques to present and analyse company data.
• Effective communication (through essay writing, podcast creation and group discussion).
Venture Scale-Up equips learners with the knowledge, skills, and reflective capacities necessary to navigate the unique challenges and opportunities associated with scaling new ventures (<10 years old). After successfully starting a new venture, many entrepreneurs find that the activities that worked well during an early start-up stage, for example, highly generalised roles, close and frequent interactions with customers or beneficiaries, and tightly centralised decision making, are no longer practical or suitable. Taking ventures to the next level requires a new set of abilities, ethical reflections, and strategic approaches to meet the particular challenges of scaling ventures.
The module considers important differences between starting and scaling a venture. Key types of scaling (e.g., scaling-up, scaling deep, scaling across), modes of scaling (e.g., organic, acquisitive, ecosystem), and units of scaling (e.g., business model, product/service, capability, etc.) are discussed. How to scale social impact for social enterprises and non-profit ventures is also considered alongside traditional ‘for-profit’ ventures. The module helps students to evaluate a venture’s readiness to scale and put in place a financially viable strategic scaling plan that is attuned to the people, culture, and processes necessary to achieve successful scaling. Ethical challenges associated with scaling ventures and arguments against scaling are also discussed.
Venture Scale-Up is specifically designed for students who are eager to learn what goes into growing successful and high impact ventures, and how to mitigate some of the practical and ethical challenges of doing so. In addition to learning from the rigorous base of research that underlies the module, learners will frequently receive insights from Queen’s University Belfast alumni who have gone on to scale their social or commercial ventures.
Learning Outcomes
(1) Appreciate the unique challenges and opportunities associated with scaling a young commercial or social venture
(2) Understand different types and modes of scaling, such as scaling up, scaling deep, scaling across, and scaling down
(3) Critically evaluate and assess the scalability of business models, products, services, resources/capabilities, and technologies
(4) Design and evaluate a financially viable, scalable strategic plan, considering the people, culture, and processes necessary to achieve successful strategy execution
(5) Understand how to identify and measure key performance indicators (KPIs) for scaling
(6) Grasp various ethical challenges linked to scaling ventures and consider counterarguments against scaling
Skills
(1) Project management: Applying project management skills to conduct a plan to scale, put in place key performance indicators (KPIs), and consider different scenarios for scaling ventures
(2) Ethical decision-making: Understanding ethical principles and practicing ethical reasoning within the context of scaling ventures
(3) Critical thinking: Ability to analyse information, assess its reliability, weigh-up evidence, escape formulaic thinking, and make informed decisions
(4) Written communication skills: Conveying ideas, information, and strategies through written mediums
(5) Time management and organisation: Learning to manage time effectively, prioritise tasks, and balance different responsibilities
Themes include: Introduction to Supply Chain Networks; Lean and Agile Supply Chain approaches; Demand Management; Supply Management; Inventory Management; Supplier Selection and Assessment; Supplier Relationship Management; Supplier Development and Involvement; Supply Chain Risk Management; Sustainable Supply Chain Management.
Learning Outcomes
On completion of the module students will:
- Understand the nature, scope and role of supply chain management in (and between) organisations.
- Be able to identify and discuss the key issues that face supply chain managers as they make decisions.
- Be able to understand and discuss the key concepts and theories involved in supply chain management.
- Understand the importance of co-operative practices in supply chain activities and ways in which such practices may be achieved.
- Have identified, reviewed and evaluated a specific topic on a contemporary supply chain management related issue.
Skills
The module is also designed so that students may enhance/develop the following skills and/or competencies (mainly through tutorial activities):
- Team-working: ability to work in groups to discuss key concepts, provide solutions and develop key business-related interpersonal skills.
- Analytical: ability to synthesise material and provide critical commentary.
- Research skills: ability to formulate research questions, implement strategies for data gathering and present key findings.
- Presentation and communication skills: written, oral as well as developing confidence in public speaking and addressing peers.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Note: there are no specific subjects required and it is not necessary to have previously studied Business Studies or Management.
Irish Leaving Certificate
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O3 in Mathematics
Access Course
Successful completion of Access Course with an average of 70% + GCSE Mathematics grade B/6 or a minimum of 70% in relevant Mathematics modules in Access course.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level. + if not offered at Higher Level then Standard Level grade 5 in Mathematics or GCSE Mathematics grade B/6.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits) at Level 3, with overall grades D*DD + GCSE Mathematics grade B/6.
RQF BTEC National Extended Diploma (1080 Guided Learning Hours (GLH) at Level 3), with overall grades D*DD + GCSE Mathematics grade B/6.
Graduate
A minimum of a 2:1 Honours Degree + GCSE Mathematics grade B/6
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Selection Criteria
Applications are dealt with centrally by the Admissions and Access Service rather than by Queen's Business School. Once your application has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by a member of administrative staff from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Applicants for the BSc Honours in Business Management must be able to satisfy the University's General Entrance Requirement and in addition all applicants must have GCSE Mathematics at grade B/6 or above. There are no specific subjects required at A-level. Offers are normally made in terms of grades rather than UCAS Tariff points.
Demand for places differs from course to course and for Business Management, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. For last year’s entry, the threshold was a minimum of 4A/7 and 2B/6 grades at GCSE. Please note that this changes from year to year depending on the demand for places. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial requirements.
Offers are normally made on the basis of 3 A-levels. The offer for repeat applicants is set in terms of 3 A-levels only and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate or AQA Extended Certificate will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 4A/Distinctions and 2B/Higher Merits grades. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied. This threshold may be lowered as the cycle progresses depending upon the number and quality of applications. The final threshold is not usually determined until late in the admissions cycle, so there may be a delay in processing applicants who do not meet the initial threshold.
Applicants offering other qualifications, such as BTEC Extended/National Extended Diplomas, Higher National Certificates, and Higher National Diplomas, will also be considered.
The same GCSE profile is usually expected of those applicants taking a BTEC Extended/National Extended Diploma or a Higher National Certificate (HNC), and must include GCSE Mathematics at grade B/6 or above.
For applicants offering a HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits.
For those offering a Higher National Diploma (HND), some flexibility may be allowed in terms of GCSE profile, but this must include GCSE Mathematics at grade B/6 or above. To be eligible for an offer, at least half of the units completed in the first year of the HND must be at Merit level and remainder Passes. Applicants must successfully complete the HND with Merits in all units assessed in the final year. Any consideration would be for Stage 1 entry only.
In addition to the academic requirements above, the information provided in the personal statement section and the academic reference together with predicted grades are noted, but these are not the final deciding factors as to whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking will not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
If you are made an offer then you may be invited to an Open Day organised by Queen's Business School, which is usually held in the second semester. This will allow you the opportunity to visit the University, to find out more about the degree programme of your choice, the facilities on offer together with a flavour of the academic and social life at Queen's.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
This degree provides graduates with the knowledge and skills to secure employment in a wide range of occupations in the public, private and voluntary sectors. Those pursuing a career in business management
should enjoy working with people and should be effective communicators able to engage with a range of stakeholders including senior management, consumers and consumer groups, government representatives and policy makers.
Employment after the Course
Typical career destinations of graduates include:
consultancy,
new venture creation,
operations management,
supply chain and quality,
advertising, business development, marketing, market research, export marketing,
human resources, recruitment, training and development,
new product development, accounting, finance,
inward investment, exporting
Employment Links
Graduate employers include: PwC, Randox, Deloitte, BDO, Bombardier, Google, Microsoft, Unilever, Mercer, Accenture, KPMG, Diageo, M&S, Tesco, Bank of Ireland, Local Government including Councils, Health Trusts, College and Universities and Invest Northern Ireland.
Alumni Success
"I was attracted to Queen’s because of its reputation as a leading Russell Group University, the quality of its teaching and the close knit student body you become a part of. I found my lectures to be not only interesting, but relevant and applicable - now as a Management Consultant at Deloitte, I find myself referencing a number of techniques and authors (Scientific Management, PESTEL, Porter, Maslow, etc.) on a near daily basis with clients. Further to this the opportunities for further development are second to none including the clubs and societies (e.g. I was the Management Society chair) and unique alliances like the William J. Clinton Leadership Institute, where I undertook Inspiring Leader training. I attribute all of these things in helping me land a top graduate job. Many of the employers, clients and peers are amazed at the wealth of opportunities Queen’s offered me as an undergraduate student."
Matthew Juden, Crowthorne, UK
BSc Business Management Graduate (2016)
Currently a Management Consultant at Deloitte
Prizes and Awards
A number of prizes and awards are made on an annual basis from local employers including CIMA Ireland, PwC, Bombardier Aerospace, and Allen and Overy, plus the Sir William Crawford Prize. Foundation Scholarships are also available.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
Students who undertake optional study tours are expected to make a contribution, of approximately £150.
Year in Industry
Degree Plus
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
