Technology advances at a rapid pace and businesses must adapt if they are to compete in an ever expanding global economy. A degree in Computer and Information Technology gives you a grounding in a broad range of information technology subjects as well as the skills to manage and administrate complex digital infrastructure.
The course develops applied computing, interpersonal, communication and IT skills and readies graduates to develop, select, deliver, manage and maintain cutting-edge IT infrastructures and advanced IT systems. It is ideal for students who are interested in IT and are keen to learn programming, web development, database design and human-computer interaction, it also requires team working skills and nuanced interpersonal interaction.
This is further enhanced by a placement year, where you will put into practice the skills you have acquired. In fact, employer experience is embedded into every aspect of Computer and Information Technology at Queen’s. This allows students to engage and learn from prospective employers from day one, vastly improving our graduate employability rates.
Computing and Information Technology Incl Professional Experience highlights
Career Development
Students taking this programme may spend a year gaining professional experience in industry in a paid full-time post. Students are helped to obtain suitable places and the School has excellent links with over 500 local, national and international employers such as Citi, BT, Liberty IT, and Kainos in Belfast, IBM in England, Microsoft and Sun Microsystems in Dublin, Fujitsu in Japan and Siemens in Germany.
Further Study Opportunities
Further study is also an option – graduates can choose from a range of Master’s programmes as well as a list of research topics; see the
School website for further information.
Student Testimonials
Emma Elliott (Computer Science)
“The best things about my course are the students and lecturers, the projects you get to work on, and the wide variety of interesting topics that give you an excellent grounding for lots of careers. There‘s a good balance
between practical and theory, and the chance to spend a year in industry is invaluable!”
Laura Kelly (Computer Science)
Attraction to QUB
The reputation of Queen's as an excellent university for Computer Science, its connections to the technology industry in Northern Ireland and further afield, and its location in Belfast really made the university incredibly attractive to me.
Positive Experience during studies
One of the most positive things for me so far during my time here is the community that being a EEECS student provides, I have found that the students in my course bond well and rely on each other, and that when you find your group of friends that there's a really amazing supportive culture.
Placement
I've been offered a placement position in Rapid7. I'm looking forward to beginning my placement in June 2020.
Engaging in extracurricular activities
I'm a EEECS peer mentor and I'm a member of the Queen's Michaela Foundation society, the QCS, Queen's LGBT+ society, An Cummann Ghaelach and Amnesty International Society. Additionally I've taken part in the Inspiring Leaders Programme facilitated by the William J. Clinton Leadership Institute in Riddel Hall.
One piece of advice to potential EEECS applicants
The advice I would give is to meet as many people on your course as possible, find your friend group and embrace the opportunity to engage in a supportive culture. Don't be afraid to ask each other for help if you need it.
Going forward
Going forward I hope to be doing my placement year at Rapid7, coming back for my final year, and graduating to work full time in the technology industry, what kind of role I want will be influenced by my placement year.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (If anything!)
I don't think I'd do anything differently on my first day, I met an amazing group of girls that day who became really great friends of mine, so I wouldn't change that at all.
Kevin Toner (Computer Science)
Attraction to QUB
All my older brothers went to Queen’s before me and enjoyed their time there. One of them did Computer Science and he talked me through the course, and it sounded very interesting. Plus, it is the top university in Northern Ireland.
Positive Experience during studies
Not easy to pinpoint one, I have so many!
But if I had to choose one, my studies in America would probably be the highlight. I met some of the most amazing people ever. And experienced so much kindness and have so many fond memories from there, such as walking round the houses in the town in knee-high snow to sing Christmas carols in French.
Placement
SpotX, here in Belfast. It was amazing. All my work colleagues were really helpful and supportive. I was able to put into practice a lot of the skills I learned at university and developed a lot of new ones. I was able learn so much.
Engaging in extracurricular activities
I engaged in a lot of things. I tried to participate in all the international programs available to me.
I’ll go through all the international opportunities first:
In first year, I took part in a Global Leadership program in Kuala Lumpur, Malaysia. During this program I worked as part of a team with the main objective of coming up with a solution to the major world challenge: “What makes a city smart?”
In second year, I went to Bangalore in India to work as a software engineer intern at Infosys for 10 weeks during the summer. I worked on a project creating automated testing software for Android apps.
After my placement year, I went to China for a month to participate in the Beijing Institute of Technology China International Summer Programme study. As part of this program I was taught the Chinese language and all about the Chinese culture.
Instead of going back to Queen’s for my final year, I opted instead to take part in the Study USA program. I studied Business at Hastings College, Nebraska for a year. I had an amazing time there, taking part in many extracurricular activities such as theatre and the college talent show, which I was fortunate enough to win, thanks to some magic card tricks. I got on really well and was awarded the Study USA Student of the Year award.
During the past summer I spent 3 months working as a software engineer intern at a software company called MakoLab in Lodz, Poland. I completed this internship through IAESTE. I was working on web development.
I also took part in local extracurricular activities here in Belfast also:
I was part of the Hurling club for first year.
I took part in the Insight into Management program. Here I learnt about management practices, activities and developing management and business skills through a range of business tasks/games.
I completed the Inspiring Leaders program. This program taught me how to translate my leadership and employability experiences into employability skills.
I am currently studying French at the language centre and have completed a course of Spanish in the past.
One piece of advice to potential EEECS applicants
Take part in all the opportunities that Queen’s offers – say “Yes” to everything. As seen above, Queen’s offers a lot of opportunities and a lot of them are international opportunities. I’ve thoroughly enjoyed each and every program that I have participated in and they have helped me to develop a lot as a person
Going forward
As seen from all the programs that I have taken part in, I’m an opportunist. So, I’m going to cross my fingers that an amazing global opportunity comes my way that excites me and take part in it. There are a few internships abroad from IAESTE that interest me. Ideally in the future I would set up my own business.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (if anything!)
Study a language Queens Language Centre sooner.
Marcella Armitage (Computing and Information Technology)
Attraction to QUB
Queen’s is the top university in Northern Ireland, so both the reputation and location were two of the main factors that attracted me to Queen’s University.
During open days I was able to see why Queen’s has such an excellent reputation. I was able to speak to both staff and current students of Queens’s and EEECS to find out more about courses that were on offer, which aided me in making my final decision. I was also invited along to an EEECS open day where I was able to find out more about EEECS, including the facilities that were now available due to the brand-new Computer Science Building that was being built at the time along with what my course would entail over its four year period.
Positive Experience during studies
One of the positive experiences that stands out to me during my time at Queen’s is the staff and students at EEECS. Everyone you meet, in particular the facility staff just want the best for you and will help you get to where you want to be. I found that whenever I had a question no matter how small someone was always able to help.
Placement
PwC Belfast. My placement year was a great experience and would highly recommend completing a year in industry. During this time, I was able to bring with me into the workplace what I had learned from my first two years of study but also allowed me to gain experience within a large firm enabling me to obtain a wealth of knowledge not only from courses and training that I completed throughout but from the people that I worked with on my team which I feel has benefitted me greatly in final year.
During my placement I became part of the Women in Tech committee. I had the opportunity to help organise a number of tech related events within the firm but also was able to attend the Women in Business conference held at Titanic. Here I was able to meet a wide range of people in a wide range of roles. Speaking to these people allowed be to hear about their experiences and learn about how they got to where they are today.
Engaging in extracurricular activities
I have taken part in hackathons that were held by EEECS. When I began my course, I was not the most confident of coders but attending these hackathons did help me develop my coding skills. Along with having the ability to meet and speak to potential employers during these hackathons.
During my year of placement, I completed a Level 1 Irish course at the language centre here at Queens. This was an 8-week course where I was able to learn a lot about the Irish language. I thoroughly enjoyed this course and I would definitely attend another language course with Queens.
One piece of advice to potential EEECS applicants
Go for it, take part in as much as you can. You will gain friends and invaluable experiences along the way. Also don’t be afraid to ask questions there will always be someone who can help you.
Going forward
I have received a graduate offer from PwC, and I hope to return there in Autumn of 2021 as an associate.
If you had a time machine, and could go back to your first day at Queen’s, what would you do differently? (If anything!)
I don’t think I would do anything differently maybe tell myself to be less nervous, that there is nothing to worry about! I have been lucky and met a great bunch of girls and have supported each other through the years so I wouldn’t change this.
This degree aims to teach the necessary skills, tools and techniques to enable our graduates to embark on careers as IT professionals in a wide variety of roles, and involves extensive practical work with a significant portion completed in team-orientated projects.
There is an emphasis on user experience and information security throughout the degree, which contains the following themes which may change due to the nature of the IT Industry and keeping up with industrial trends:
Programming
Computer Architecture
Computer Networks
Database Systems
Human-Computer Interaction
IT Infrastructure Specification and Design
IT System Administration
Professionalism
Web-Based Development
Themes such as these will be incorporated over the first two years. Students then undertake a full year's paid placement, which is an opportunity both to practise the principles learned to date and to gain practical experience as an IT professional. Students then take their final year modules, including a major project, which pull together many of the individual themes of the degree.
• Human-Computer Interaction
• Information Management Systems
• Web-based Programming
• System Administration and Maintenance
• Software Engineering
Year 3
Year of Professional Experience
Year 4
• Working on a Project
• Agile and Lean Software Development
• Data Analysis and Visualisation
• Information Systems Security
• Software Testing
• Software Design Principles
People teaching you
EEECS E: eeecs@qub.ac.uk
T: +44 (0)28 9097 4669
Contact Teaching Hours
Personal Study
24 (hours maximum) 22-24 hours where we expect students to spend time on completing assignments, working on projects (individual or group), preparing for practical classes, alongside studying and reviewing taught material.
Small Group Teaching/Personal Tutorial
6 (hours maximum) 6 hours of practical classes, workshops or tutorials each week
Large Group Teaching
9 (hours maximum) 9 hours of lectures
Learning and Teaching
The School has a world class reputation for research and provides excellent facilities, including access to major new research centres in Secure Information Technologies, Electronics, Communications and Information Technology and Sonic Arts. A number of modules on the course are closely linked to the research expertise of these centres and evolve and change rapidly to reflect some of the current, emerging and exciting developments in the field.
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable student to achieve their full academic potential.
The BSc in Computing and Information Technology provides a range of learning experiences which enable students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners. Examples of the opportunities provided for learning on this course are:
Additional Information
Students have access to a wide range of computers in world class laboratories (equipped with several hundred PCs) and specialised software packages. Networks link the School and university computers to powerful machines in Great Britain.
E-Learning technologies
The Virtual Learning Environment (VLE) is called CANVAS and may be associated with communication relating to lectures and assignments. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT modules; podcasts and interactive web-based learning activities; opportunities to use IT programmes associated with design in practicals and project- based work etc.
Lectures
Introduce information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Peer Mentoring
Queen’s runs a peer mentoring scheme for Computing students – a group of students from all year groups (except first year) are trained to provide support for the 1st year students, in terms of offering advice and guidance, organising social events etc. The School has an active body of EEECS Student Mental Health Ambassadors. The School also has a Computing Society (QCS – Queen’s Computing Society) who organise a range of activities, including social events and more formal activities such as industry lectures, for all Computing students. Charity games evenings are open to all computing students in the School.
Personal Tutor
Undergraduates are allocated a Personal Tutor who meets with them on several occasions during the year to support their academic development.
Practicals
Where you will have significant opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. Comprehensive demonstrator support is provided.
Projects and teamwork
A number of modules throughout the degree will use supervised projects as a means of enabling you to put your technical understanding into practice. The extensive use of team based projects will provide you with the opportunity to develop skills widely used by employers. In final year, you will be expected to carry out a significant piece of research on a topic or practical methodology. You will receive support from a supervisor who will guide you in terms of how to carry out your research and will provide feedback to you.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Work placements
A student taking this programme is required to spend a year gaining professional experience in industry in a paid full-time post. Students are helped to obtain suitable places and the School has excellent links with over 500 local, national and international employers such as Microsoft, Liberty IT, Kainos, IBM,Deloitte, BT, Citi Group, SAP and Dell.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Feedback
As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references
Online or emailed comment
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
The School of Electronics, Electrical Engineering and Computer Science has a world-class reputation for research and provides excellent facilities, including access to major new research centres in Secure Information Technologies (CSIT), Electronics, Communications and Information Technology (ECIT) and Sonic Arts (SARC).
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.
• Computer Abstractions and Technology
• Basic computer organisation
• Digital Design Basics
• Number Representation
• Arithmetic for Computers
• Microarchitecture Basics – Pipelining
• Instructions: Language of the CPU
• Instruction Set Architectures
• Basic Assembly Programming
• Compilation Flow (how high-level languages are operated)
• The role of the operating system
Learning Outcomes
• Describe how information (e.g. numbers, characters etc.) is represented in computers.
• Describe the internal hardware organisations that form a computer.
• Describe how a high level program is executed in a computer, including the role of the operating system
• Implement basic assembly language programs
• Describe some of the fundamental differences between instruction set architectures
Skills
Application of Number, ICT, Improving Own Learning and Performance, Problem Solving, Design and Implementation of solutions, Programming
This module introduces essential concepts and skills for developing data-driven web applications, covering relational and NoSQL databases, and client-side technologies (HTML, CSS, JAVAScript). Emphasizing best practice software design principles, development activities are underpinned by industry standard approaches to software modelling, designing methodologies, software testing principles and key security considerations. Additionally, this module fosters transversal skills such as communication, teamwork, problem-solving and agility in a team environment. Aimed at providing a strong technical and theoretical foundation, this module equips students for the dynamic field of web development and software design, blending technical competencies with essential soft skills for the software industry.
Learning Outcomes
Upon successful completion of this module, students will be able to:
1. Design and implement relational and NoSQL databases, understanding their respective use-cases and benefits,
2. Develop interactive web pages using HTML, CSS and JavaScript, adhering to modern web standards .
3. Employ fundamental software design and testing principles in the development process, integrating modelling techniques, design methodologies, and ensuring code reliability and functionality.
4. Understand and apply fundamental principles of security in web development and database management, recognising common vulnerabilities and learning to implement basic protective measures.
5. Apply and evaluate the transversal skills associated with software development including effective communication, teamwork, problem-solving, and adaptability in a team environment.
Skills
Design and implementation of modern data driven systems considering technical and environmental aspects.
This module will introduce the fundamentals of maths for students studying a computing degree. As you progress through your nominated degree you will need to understand the concepts of algorithms design, logical reasoning and programming. Therefore, it is necessary to understand how to apply mathematical arguments and knowledge to model real world problems. This module will also cover key mathematical concepts for problem solving and analysis including: number theory, algebra, logic, set theory, vectors and matrices, statistics and graph theory. This will allow you to apply mathematical reasoning about problems and programs and strategies for problem solving.
Learning Outcomes
Students must be able to:
• Demonstrate knowledge, understanding and the application of the principles of number theory to include:
o Number systems, arithmetic operations, prime numbers, fundamental theorem of arithmetic.
• Demonstrate knowledge, understanding and the application of the principles of algebra to include:
o Algebraic expressions and notation for the product and summation of algebraic terms.
• Demonstrate knowledge, understanding and the application of the principles of logic to include:
o Propositional logic, predicate logic and proofs.
• Demonstrate knowledge, understanding and the application of the principles of set theory to include:
o Sets, set operations, set equality, subsets, sequences and functions.
• Demonstrate knowledge, understanding and the application of the principles of vectors & matrices to include:
o Addition, multiplication, distributive and associativity, and identity matrix.
• Demonstrate knowledge, understanding and the application of the principles of statistics to include:
o Probability theory and introductory methods for data analysis.
• Demonstrate knowledge, understanding and the application of the principles of graph theory to include:
o Graph models, trees, paths, cycles, Euler's theorem.
Introduction and Cybersecurity concepts
Access control and authentication
Risk Assessment/Management
Social Engineering
Basic Crypto Systems
Weaknesses of cryptosystems
Cryptosystems in GSM technology
Learning Outcomes
Understand the core principles of secure information system design.
Identify and analyse the current threats and challenges to the security of information systems, data and services.
Evaluate system protection technologies and methods.
Apply knowledge of cryptographic algorithms to provide data confidentiality.
Skills
Improving Own Learning and Performance, Problem Solving, planning and researching assignments, design and implementation of solutions
This module introduces the fundamentals of procedural programming. Using a problem-solving approach, real-world examples are explored to promote code literacy and good algorithm design. Students are introduced to the representation and management of primitive data, structures for program control and refinement techniques, which guide the development process from problem specification to code solution.
Learning Outcomes
Students must be able to:
• Demonstrate knowledge, understanding and the application of the principles of procedural programming, including:
o Primitive data types (including storage requirements)
o Program control structures: Sequencing, selection and iteration
o Functions/methods and data scope
o Simple abstract data structures, i.e. strings and arrays
o File I/O and error handling
o Pseudocode and algorithm definition/refinement
• Apply good programming standards in compliance with the relevant codes of practice e.g. naming conventions, comments and indentation
• Analyse real-world challenges in combination with programming concepts to write code in an effective way to solve the problem.
Skills
KNOWLEDGE & UNDERSTANDING: Understand fundamental theories of procedural programming
INTELLECTUAL AND PRACTICAL:
• Be able to design and develop small programs, which meet simple functional requirements expressed in English.
• Programs designed, developed and tested will contain a combination of some or all of the features as within the Knowledge and Understanding learning outcomes.
This module introduces the fundamentals of object-oriented programming. Real-world problems and exemplar code solutions are examined to encourage effective data modelling, code reuse and good algorithm design. Fundamental OO programming concepts including abstraction, encapsulation, inheritance and polymorphism are practically reviewed through case studies, with an emphasis on testing and the use of code repositories for better management of code version control.
Learning Outcomes
Students must be able to:
• Demonstrate knowledge, understanding and the application of the principles and application of object-oriented design, to include:
o Abstraction, encapsulation, inheritance and polymorphism
• Demonstrate knowledge of static data modelling techniques (through UML)
• Demonstrate knowledge, understanding and the application of the principles and application of object extensibility and object reuse.
• Demonstrate knowledge, understanding and the application of more advanced programming concepts, to include:
o Recursion
o Searching and sorting
o Basic data structures
• Demonstrate knowledge, understanding and the application of testing, in particular, unit and integration testing.
• Apply good programming standards in compliance with the relevant codes of practice and versioning tools being employed e.g. naming conventions, comments and indentation
• Analyse real-world challenges in combination with OO programming concepts to write code in an effective way to solve the problem.
Skills
KNOWLEDGE & UNDERSTANDING: Understand fundamental theories of object-oriented programming
INTELLECTUAL AND PRACTICAL:
• Be able to design, develop and test programs, which meet functional requirements expressed in English.
• Programs designed, developed and tested will contain a combination of some or all of the features as within the Knowledge and Understanding learning outcomes.
This module introduces the fundamentals of object-oriented programming. Real-world problems and exemplar code solutions are examined to encourage effective data modelling, code reuse and good algorithm design. Fundamental OO programming concepts including abstraction, encapsulation, inheritance and polymorphism are practically reviewed through case studies, with an emphasis on testing and the use of code repositories for better management of code version control.
Learning Outcomes
Students must be able to:
• Demonstrate knowledge, understanding and the application of the principles and application of object-oriented design, to include:
o Abstraction, encapsulation, inheritance and polymorphism
• Demonstrate knowledge of static data modelling techniques (through UML)
• Demonstrate knowledge, understanding and the application of the principles and application of object extensibility and object reuse.
• Demonstrate knowledge, understanding and the application of more advanced programming concepts, to include:
o Recursion
o Searching and sorting
o Basic data structures
• Demonstrate knowledge, understanding and the application of testing, in particular, unit and integration testing.
• Apply good programming standards in compliance with the relevant codes of practice and versioning tools being employed e.g. naming conventions, comments and indentation
• Analyse real-world challenges in combination with OO programming concepts to write code in an effective way to solve the problem.
Skills
KNOWLEDGE & UNDERSTANDING: Understand fundamental theories of object-oriented programming
INTELLECTUAL AND PRACTICAL:
• Be able to design, develop and test programs, which meet functional requirements expressed in English.
• Programs designed, developed and tested will contain a combination of some or all of the features as within the Knowledge and Understanding learning outcomes.
This module introduces the concepts and techniques involved in developing embedded systems including small-board computers and IoT devices. It will include an introduction to microcontroller electronics and printed circuit boards as well as an introduction to the programming of embedded systems.
Learning Outcomes
On successful completion of the course the student will:
- understand the basis structure of a computer program suitable for deployment in an embedded system.
- understand the basic structure of an MCU (Microcontroller Unit).
- understand how to develop software for the MCU.
- understand how basic analogue and digital interface circuits are designed for an MCU.
- understand how to develop event-driven ISR (Interrupt Service Routines).
- understand in general how Printed Circuit Boards (PCBs) are designed and constructed.
Skills
The skills developed by the students during this course are as follows:
- How to use an IDE (Integrated Development Environment) for developing embedded software programs.
- Understand how to edit, compile and test/debug simple embedded programs.
- Design simple programming routines to carry out real-world tasks.
- Understand how to design simple embedded systems to solve real-world problems.
• Ergonomics: ergonomics; accessibility; minimising mistakes; analysis and testing; case studies. Human Factors: human senses; human movement and speech; human memory; human intellect
• Prototyping: types of prototyping; low fidelity prototyping; exercise; high fidelity prototyping.
• Design Principles: universal design; principles and guidelines; interaction styles; patterns.
• User Interfaces: design implementations of human cognition; layout; navigation; text.
• Usability Metrics: usability; assessment; qualitative assessment; quantitative assessment.
• Usability Heuristics: heuristic evaluation, usability heuristics; specialised heuristics.
Learning Outcomes
Be able to:
• Demonstrate understanding of the role of human factors, effective design, prototyping and usability evaluation in the development of software and hardware products.
• Develop appropriate user interfaces for specific applications and specific users using low and high-fidelity prototyping.
• Assess the usability of an application with respect to different user populations.
• Work as a member of a team to deliver designs and prototypes.
Skills
Communication, Improving Own Learning and Performance, Problem Solving, Working with Others
An introduction and overview to the common areas of systems administration and support focussing on Hardware and Windows-based systems along with SoHo networking principles (routers, wifi, etc).
Learning Outcomes
• Identify, understand, and troubleshoot all major PC components
• Understand the process, planning, and execution of upgrading PC hardware
• Be able to work safely with hardware
• Install, upgrade, maintain, and update Windows operating systems and common applications
• Manage and maintain storage systems on a PC within Windows
• Manage user accounts on Windows systems
• Understand and use enterprise features of Windows Server including distributed storage, backup, file shares, and recovery processes
• Understand and apply knowledge of Active Directory including planning and implementation of suitable models
• Understand SoHo networking including SNAT and DNAT
Skills
• PC Procurement and Upgrade
• Windows Network Administration
• Windows Server Administration
• Small Network Administration
• Troubleshooting IT Systems
• Active Directory Planning
Develop interpersonal personal skills, problem solving and analytical. Effectively communicate technical issues to a mixed audience.
This module will prepare students for employment by developing an awareness of the business environment and the issues involved in successful career management combined with the development of key transferrable skills such as problem solving, communication and team working. Students will build their professional practice and ability to critically self-reflect to improve their performance.
Key elements will explode legal, social, ethical and professional issues (LSEPIs) including intellectual property, computer-aided crime, data protection and privacy including GDPR, security, net neutrality, communication through technology, cultural sensitivity and gender neutrality. The British Computer Society (BCS) code of conduct will be exploded and understood.
Learning Outcomes
To prepare students for employment in industry and research through developing an awareness of the business environment and key skills.
To develop and demonstrate a range of transferrable skills including communication skills, presentation, group working and problem solving.
To develop skills in critical reflection of self and others feeding into improvements.
To explore legal, social, ethical and professional issues (LSEPIs). Examples of areas to be explored will relate to: Intellectual Property, Computer Crime, Work Quality, Challenges of On-line content Quality, Digital Divide including Net Neutrality, Privacy including GDPR, Security, Globalisation, Communication through effective use of technology, Cultural Sensitivity, Gender Neutrality. British Computer Society (BCS) Code of Conduct will be explored covering Public Interest, Professional Competence and Integrity, Duty to Relevant Authority and Duty to the Profession.
Skills
Problem synthesis and resolution as an individual and as a team. Development and use of suitable communication mechanisms. Business and professional awareness.
An introduction to modern concepts and systems used in Enterprise (large scale) computing including cloud computing. Linux will be introduced and explored both as an OS and for shell principles. Concepts of cloud computing including containerisations and clusters will be used in a hands-on manner. General concepts such as resilience and redundancy will be explored especially in connection to data centre designs and critical systems.
Learning Outcomes
• Install, upgrade, maintain, and update Linux operating systems and common services
• Understand and use virtualisation technologies including their role in enterprise data centres
• Use Linux shell scripting to manipulate data and perform administrative functions
• Understand the processes for secure communication with networked systems including asymmetrical keys and secure sockets
• Understand the application of metrics and monitoring within an IT infrastructure
• Understand the role of key elements of the modern data centre and be able to make suitable decisions on architecture
• Understand and apply resilience terms and measures including redundancy
• Understand in general the trend towards cloud computing and the offerings made by vendors
• Understand the concepts of containerisation
Skills
Shell scripting; Container architecture; Data centre design; Systems resilience planning; Monitoring of critical systems.
• Software Design: Object-oriented design, Agile and Lean software design (iterative development, lean development principles).
• User Experience design (web UI frameworks and standards).
• Software Process: Contemporary web programming, Agile and Lean development practices, web server configuration management, database management.
• Database principles: Design, schema and querying. • Security: Secure Design Principles, Developing secure software (secure coding practices)
• Web programming languages.
Learning Outcomes
• Apply agile and lean principles to design, develop and test dynamic web-based software applications.
• Use a range of object-oriented design and programming skills to develop web software that demonstrates proficient programming skills and good object-oriented architectural design skills.
• Appropriately use contemporary web programming features (performance, optimization and rendering).
• Develop code and systems that are both secure and efficient.
Skills
Programming, Problem Solving, Time management, Communication Skills, Logical thinking.
Introduction to Artificial Intelligence and Machine Learning
Overview
• Concepts of artificial intelligence and machine learning.
• Fundamentals of supervised and unsupervised learning
• Fundamentals of experimental settings and hypothesis evaluation
• The concept of feature selection
• Evaluation in machine learning
o Type I and Type II errors
o Confusion matrices
o ROC and CMC curves
o Cross validation
• Linear and non-linear function fitting
o Linear Regression
o Kernels
• Classification models:
o Nearest Neighbour
o Naïve Bayes
o Decision Trees
• Clustering models:
o k-Means
o hierarchical clustering
o Anomaly detection
Learning Outcomes
• Knowledge and understanding of techniques and selected software relevant to the field of artificial intelligence.
• Ability to identify techniques relevant to particular problems in artificial intelligence and data analysis.
• Ability to discuss and provide reasonable argumentation using artificial intelligence and machine learning concepts.
• Ability to identify opportunities for software solutions in artificial intelligence and data analysis.
• Ability to solve specific data analysis problems using techniques of artificial intelligence and machine learning.
Skills
Problem and data analyses, design of logical and statistical models, application of computational techniques, understanding results.
This module will cover fundamental concepts in cyber security and systems security. By the end of this module students should grasp the core principles of secure information system design, be aware of the current threats and challenges to the security of information systems, data, and services, and understand the application of cryptographic algorithms for confidentiality, integrity, and authentication.
• Security and Vulnerability
• Modern cryptography concepts and application
o Confidentiality, integrity and availability
o Symmetric cryptography and Public key cryptography
o Authentication, digital signatures and access control
o Use of cryptography in information systems
• Introduction to secure information system design
• Threats and challenges in cyber security
o Human threats/social engineering
o Physical layer attacks
• System protection technologies and countermeasures
Learning Outcomes
• Identify and analyse the current threats and challenges to the security of information systems, data, and services,
• Evaluate system protection technologies and methods,
• Apply knowledge of cryptographic algorithms to provide confidentiality, integrity, and authentication.
Skills
Problem solving, communication skills, time management, practical skills (including a base understanding of cryptography and challenges in cyber security).
• Networking fundamentals, classifications and protocols
• The Internet and World Wide Web including Client-Server approach
• Computer Network layers
• Routing algorithms/Scalable routing
• Local Area Network topologies and protocols
• Common Internet application protocols e.g., HTTP/HTTPS
• Software-Defined Networks
• Socket-based connections
• Selected networking topics e.g., Network Security, Wireless Networks, Network Resources
Learning Outcomes
• Describe Computer Network layers and models such as OSI, TCP/IP.
• Describe common network protocols including TCP/IP suite e.g. IP/TCP/UDP.
• Demonstrate knowledge and understanding of routing algorithms and scalable routing.
• Demonstrate knowledge and understanding of common Internet application protocols as well as client-server network architectures.
• Demonstrate knowledge and understanding of software-defined networks.
• Demonstrate knowledge and understanding of security and resource consumption in networking.
Skills
Improving Own Learning and Performance, Problem Solving, planning and researching assignments, design and implementation of solutions
The Professional Experience Year is a compulsory part of the academic programme for students on seven of our degree courses:
BSc/BEng in Computer Science including Professional Experience
MEng in Computer Science including Professional Experience
BEng Software Engineering including Professional Experience
MEng Software Engineering including Professional Experience
BSc Business Information Technology including Professional Experience
BSc Computing and Information Technology including Professional Experience
Learning Outcomes
The overall aim of the industrial placement period is to provide the student with experience in computing/business which complements the academic study in the University and contributes to their professional development. Precise objectives to achieve this aim vary from placement to placement.
Ideally the students should:
Understand the operation of industrial, commercial or government service organisations and the nature and importance of the business/computing dimension within them.
Understand the systems of communication, control and responsibility within the organisation.
Understand the systems of software quality control within the organisation.
Acquire experience of working with other people at all levels.
Have an appreciation of the organisational and administrative principles of running a business, particularly in the areas of financial control, costing and marketing (where appropriate and possible).
Further develop their personal communication skills; good use of language, accurate writing and appropriate style and manner are required.
Learn how they can best contribute to the organisation and develop their potential and self-management; appropriate application of initiative should be encouraged.
Gain experience in carrying out computing/business tasks and thus acquire confidence in applying their knowledge to the solution of real problems; in keeping with this, they should be given progressively increasing responsibility.
Understandably, students on placement will engage in widely differing activities. However, the great majority of placements allow achievement of the objectives above to a greater or lesser extent. Flexibility in arranging the placement programme is an essential requirement of many employers and the University recognises this, aiming for the maximum benefit to student and employer.
Skills
This module provides an opportunity to exercise aspects of the following skills: Communication, Team Work, Problem Solving, Business Awareness, Project Management and Professionalism within the Workplace.
• A project requiring the construction of an information technology based solution to a user-focused problem. To include:
o Software Design: Agile software design (iterative development, agile development principles), User Experience design.
o User Acceptance Testing.
o Web app development that could be deployed to mobile/tablet.
Learning Outcomes
Be able to:
• Apply appropriate user experience design, commercial and economic strategies to produce an IT system for a user-focused problem which can include the use and maintenance of information systems.
• Select and assess user, task and technical requirements and tests for a given application.
• Design and develop appropriate user interfaces tailored to a domain specific application for a specific user population.
• Design and develop a web-based front-end and a databases back-end in fulfilment of user requirements.
• Demonstrate a range of project management skills including those relating to the management of cost, quality, human-resource, communication and risk through the development of a project plan and the use of strategic planning.
INTELLECTUAL: Problem solving skills using IT skills and system design skills.
PRACTICAL: Selection and application of appropriate IT tools, application of system design and implementation techniques, delivery of a system on time, reliably and to specification.
• How Data Analytics is used in industry and research
• Obtaining data
• Cleaning and converting data into a form to make it suitable for analysis and visualisation
• Use of existing tools to visualise data
• Use of existing tools to identify statistical patterns
• Formulating and testing theories about data
• Communicating data analytic discoveries effectively
Learning Outcomes
Be able to:
• Explain how data analytics is used in industry and research.
• Demonstrate the ability to obtain, process and clean data for analysis.
• Use existing tools to visualise and analyse data.
• Formulate and test theories about data.
• Communicate discoveries effectively.
Skills
Creativity in obtaining useful data. Ability to use techniques to clean and process data. Ability to use existing tools for analysis and visualisation of data. Creativity and reasoning skills required to formulate theories about data and to evaluate those theories using statistical analysis of the data. Communicating theories about data in a clear way. Demonstrating patterns in data in a convincing way.
"Ambiguous problem situations (‘wicked problems’); design thinking and innovation; design thinking practice and agile software development practices; appropriate software development technologies; project management; collaboration and teams; remote and face-to-face collaboration"
Learning Outcomes
• Understand the principles of agile software innovation
• Understand a range of practices that agile, software-innovation teams can apply
• Understand the properties of, and the impact of, ambiguous problem situations, e.g., wicked problems
• Develop suitable interim and final software prototypes using agile practices and software innovation practices
• Demonstrate proficiency in using a range of contemporary tools and techniques
• Understand the range of factors that can influence the success of team-based software innovation
• Complete a project which demonstrates strong innovation, project and team skills.
Skills
This module provides an opportunity to exercise aspects of the following Key Skills (at QCA proficiency Level 4); ICT, Improving Own Learning and Performance, Problem Solving
Concepts, techniques, and tools in software testing including: Unit testing, integration and system testing, acceptance testing, GUI testing, test coverage analysis, automated testing, test tools, test management, test organisation, test planning, test maturity and career paths in Software Testing.
Learning Outcomes
On completion of this module, the successful student will have achieved the following learning outcomes, commensurate with module classification:
- Be able to understand and apply fundamental testing principles and techniques.
- Be able to develop an appropriate test plan alongside a relevant set of tests for a given piece of software against a set of defined test goals.
• Be able to efficiently organise, execute, report and evaluate a given test plan against a piece of software.
• Be able to effectively employ a range of test automation tools.
Skills
Understanding and applying various software testing concepts, techniques, and tools.
Introduction to Network Security
• Key concepts & principles
• Attack Types, Threats, Vulnerabilities in Internet Protocols.
• Firewalls, Access Control and Traffic Filtering
• Intrusion Detection and Prevention Systems
• Secure Network Architecture
• Internet Security Protocols
Learning Outcomes
A successful student will:
• Know and understand the administration of network security;
• Know and understand the technologies involved in the design and deployment of secure networks;
• Be able to demonstrate the use of tools for network security analysis, Firewalls etc.
Skills
This module provides an opportunity to exercise aspects of the following QCA Key Skills (at proficiency Level 4): Communication, ICT, Improving Own Learning and Performance and Problem Solving.
Software Design Principles, Patterns, Practice and Innovation
Overview
Underlying Principles of Good Software Design. Creational patterns; Structural patterns; Behavioural patterns; Architectural Patterns. Commercialisation of software products, Entrepreneurship and Innovation, Legal Social and Ethical considerations.
Learning Outcomes
Learning Outcomes: On completion of this module, the successful student will have achieved the following learning outcomes, commensurate with module classification:
• Understand and be able to explain with examples the basic principles of good OO design;
• Demonstrate the capability to design and implement a range of well-known software design patterns;
• Be able to document a given software design pattern;
• Be able to choose between software design patterns;
• Know the steps in bringing a software product to market
• Appreciate the Legal, social and ethical considerations in delivering software.
BBB including at least one preferred A-level (see list below) + GCSE Mathematics grade C/4
OR
ABB including at least one relevant A-level (see list below) + GCSE Mathematics grade C/4
OR
AAB + GCSE Mathematics grade C/4
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.
Irish Leaving Certificate
H3H3H3H3H4H4/H3H3H3H3H3 including at least one preferred Leaving Certificate subject at grade H3 (see list below) + Ordinary Level grade O4 in Mathematics if not offered at Higher Level
OR
H3H3H3H3H3H3/H2H3H3H3H3 including at least one relevant Leaving Certificate subject at grade H3 (see list below) + Ordinary Level grade O4 in Mathematics
OR
H2H3H3H3H3H3 + Ordinary Level grade O4 in Mathematics
Access Course
Successful completion of Access Course with an average of 65% in a computing or mathematical Access Course + GCSE Mathematics grade C/4 or equivalent in Access Course
OR
Successful completion of Access Course with an average of 70% in a scientific Access Course + GCSE Mathematics grade C/4 or equivalent in Access Course
OR
Successful completion of Access Course with an average of 75% in any Access Course + GCSE Mathematics grade C/4 or equivalent in Access Course.
International Baccalaureate Diploma
32 points overall including 6,5,5 at Higher Level to include at least one preferred Higher Level subject (see list below)
OR
33 points overall including 6,5,5 at Higher Level to include at least one relevant Higher Level subject (see list below)
OR
34 points overall including 6,6,5 at Higher Level.
If not offered at Higher Level/GCSE then Standard Level grade 4 in English and Mathematics would be accepted.
BTEC Level 3 Extended/National Extended Diploma
A relevant computing QCF Level 3 BTEC Extended Diploma (180 credits), with DDD + GCSE Mathematics grade C/4.
OR
A relevant computing RQF Level 3 BTEC National Extended Diploma (1080 Guided Learning Hours (GLH)), with DDD + GCSE Mathematics grade C/4.
OR
A relevant engineering or scientific QCF Level 3 BTEC Extended Diploma (180 credits), with D*DD + GCSE Mathematics grade C/4.
OR
A relevant engineering or scientific RQF Level 3 BTEC National Extended Diploma (1080 Guided Learning Hours (GLH)), with D*DD + GCSE Mathematics grade C/4.
OR
A non-relevant QCF Level 3 BTEC Extended Diploma (180 credits), with D*D*D + GCSE Mathematics grade C/4.
OR
A non-relevant RQF Level 3 BTEC National Extended Diploma (1080 Guided Learning Hours (GLH)), D*D*D + GCSE Mathematics grade C/4.
BTEC Higher National Certificate
For applicants offering a relevant HNC, the current requirements are successful completion of the HNC with 2 Distinctions and remainder Merits.
Applicants are also required have GCSE English Language and Mathematics at grade C/4.
BTEC Higher National Diploma
For those offering a relevant Higher National Diploma, there may be the possibility of advanced entry to Stage 2 depending on relevance of the HND. Where offers are made for entry to Stage 2 students would be required to achieve 4 Distinctions, 8 Merits and 4 Passes. Those not eligible for entry to Stage 2 would be considered for entry to Stage 1 on an individual basis.
For those offering a relevant Foundation Degree, there may be the possibility of advanced entry to Stage 2 depending on relevance of the Foundation Degree and first year results (an average of 60% with no less than 55% in any module). Where offers are made for entry to Stage 2 students would be required to achieve an average of 65% in final year modules and no less than 60% in any final year module. Those not eligible for entry to Stage 2 would be considered for entry to Stage 1 on individual basis.
Applicants are also required have GCSE English Language and Mathematics at grade C/4.
Graduate
A minimum of a 2:2 Honours Degree, provided that subject specific requirements are met
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
Computer Science, Computing Information Technology and Software Engineering share a common core of modules in the first year, so students may therefore transfer between these degrees at the end of first year, subject to meeting the normal progression requirements.
Preferred subjects: Computing, Mathematics or Software Systems Development
Relevant subjects: Biology, Chemistry, Digital Technology, ICT, Physics, Technology and Design or Double Award Applied ICT
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Electronics, Electrical Engineering and Computer Science. 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. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
For entry last year, applicants must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered.
The offer for repeat candidates is normally the same as the offer for first time applicants. For repeat applicants acceptable grades may be held from the previous year.
A-level General Studies and A-level Critical Thinking are not normally considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants offering other qualifications, such as Edexcel National and Higher National Certificates/Diplomas, the International Baccalaureate, Irish Leaving Certificate or an Access course, will also be considered. The same GCSE profile is usually expected of those candidates offering other qualifications.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
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 in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to an Open Day, which is usually held during the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice; the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.0 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.
Studying for a Computing and Information Technology degree at Queen‘s will assist you in developing the core skills and employment related experiences that are valued by employers, professional organisations and academic institutions. Graduates from this degree at Queen‘s are well regarded by local, national and international employers. Northern Ireland has an excellent international reputation for the quality and supply of its
software engineers, and many companies, both national and international, have chosen it as a base for their computing divisions in recognition of the high quality of graduates produced by the local universities.
Employment after the Course
Careers open to graduates with a BSc Honours in Computing and Information Technology include systems engineer, systems analyst, web designer, systems developer, IT consultant, and project manager.
Consultations
We regularly consult and develop links with a large number of employers including, for example, Asidua and Liberty IT, who provide sponsorship for our students as well as Citi and Kainos who are members of the employer liaison panel for the course.
Placement Employers
Our past students have also gained work placement with organisations such as: Liberty IT; Microsoft; Citi; Asidua; Kainos; Cybersource.
What employers say
“We’ve been recruiting QUB students for many years now. The reason why we do is that the students who join us have always bowled us over with their enthusiasm, can-do attitude and how quickly they can learn the skills required to work in Kainos. They fit in quickly to our team environments, and add a huge amount of value in terms of the work they do here.”
Kainos
“The students who join PwC NI from Queen's University Belfast EEECS not only come with a great academic record but also portray the key skills, we as a firm seek. Skills such as teamwork, good communication, willingness to learn and develop and reimagine the impossible. This I feel is due to a strong focus on both academics and the importance of the careers services during their university degree.”
PwC
“Every year, Liberty IT employs about 20 placement students, many of whom come from Queen’s. The standard of these students is very high, which is evidenced by the conversion rate to Graduate Software Engineers within the company once they graduate – this year it was 100%.”
Liberty IT
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 may wish to become a student member of BCS - The Chartered Institute for IT - at an annual cost of £20, or £30 for four years (subject to change).
Students undertake a placement in year 3 and are responsible for funding travel, accommodation and subsistence costs. These costs vary depending on the location and duration of the placement. Students may receive payment from their placement provider during their placement year.
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.
