Criminology focuses on the causes and consequences of crime, as well as how the criminal justice system responds to crime. Criminologists are interested in how activities come to be defined as criminal, and why definitions of crime vary across countries and over time. The subject includes a wide range of sociological and psychological theories that attempt to explain criminal behaviour, the harms associated with offending and how the criminal justice system operates.
Social Policy students learn how to tackle major policy problems. They do this by applying core concepts from social science to intractable social problems such as gender inequality, eldercare, children's rights and climate change. There is strong crossover between criminology and social policy as many of the people who end up within the criminal justice system have experienced poverty, inequality or discrimination. As an applied and critical social science, you will gain knowledge and understanding of contemporary government policies, their impacts, and consider how we can achieve improvements.
To find out more about studying criminology and social policy at Queen’s University Belfast, hear from students about their experiences of studying at Queen’s University Belfast, meet the criminology and social policy staff, as well as read about our research, please visit https://www.qub.ac.uk/schools/ssesw/subject-area/criminology
Criminology is ranked 14th in the UK and Social Policy is ranked 16th in the UK at Queens, according to The Times and The Sunday Times Good University Guide 2024
Criminology and Social Policy highlights
Internationally Renowned Experts
Criminology and social policy are taught by a group of internationally-recognised researchers who specialise in areas, such as justice and conflict, international criminal justice policy, prisons, policing, youth crime, alcohol and drug use, victimisation, criminology of war, trauma and violence, social justice, gender inequality, population ageing, disability and human rights. Please click on the link below for more information on the staff teaching this programme. https://www.qub.ac.uk/schools/ssesw/people/social-policy-people/
Student Experience
We offer a high quality, supportive, student-centred learning experience in a top Russell Group University, as evidenced by our excellent National Student Survey student satisfaction rates. Students in the School are educated in a dynamic academic environment by award-winning teaching staff, and in a recent government-sponsored review of research, staff in the School achieved 'world-leading' and 'international excellence' status for the high quality of their research work. Moreover, students can expect personal attention as classes can be smaller when they take joint honours social policy with criminology or sociology.
In addition, Queen’s University Belfast is one of only 17 Universities within the UK that was funded by the Nuffield Foundation to provide specialist, advanced quantitative research skills training to undergraduate social science students. This provides students with the opportunity to specialise in advance quantitative research methods which has enhanced students’ employment prospects, as these skills are highly desired by many employers. https://www.nuffieldfoundation.org/students-teachers/q-step
A range of free student support services are also provided to help students successfully complete their studies, while obtaining their best grades and maintaining their health and wellbeing. Students are also assigned a personal tutor to help them during their studies as well as being encouraged to avail of opportunities to work with peer mentors to help develop their skills. Students are assigned a Personal Tutor during induction. This member of academic staff will provide one-to-one support and mentoring throughout your studies at Queen’s. Please see the link below for information on some of the support services available to students at Queen’s University Belfast. https://www.qub.ac.uk/directorates/sgc/
Career Development
Criminology and social policy students have access to a dedicated Careers Consultant who works with students to provide one-to-one support and advice on applying for jobs, preparing for interviews, developing C.V.s and enhancing career prospects. Information on volunteering and internship opportunities are also available to enhance the skills and desirability of our students to employers. Moreover, students can choose to complete the Future Ready Skills Certificate which increases the employability of our students and provides them with the opportunity to hear the career journeys of former students. Students also have the opportunity to engage with potential employers through field trips, guest lectures, and the research collaborations they are exposed to throughout their studies.
Please click on the link below to access a video from our dedicated Careers Consultant talking about the careers available to students studying criminology. https://www.youtube.com/watch?v=t1Ap6qChY5w
Global Opportunities
Students can spend time studying in one of our linked Universities in Europe, North America (Canada and US), and the Asia-Pacific region. There is also the opportunity to study or work abroad, supported by schemes, such as European Study Exchange programmes and Study USA across the world. For example, past students have studied criminology and social policy in various Universities across Europe and the USA. Supported by the dedicated ‘Go Global’ team at Queen’s University Belfast, our students have the opportunity to study or work abroad, with various events run throughout the year to highlight the opportunities available and provide information on funding to support such travel. Please see the link below for more information. https://www.qub.ac.uk/directorates/sgc/careers/GlobalOpportunities/
World Class Facilities
The newly opened Queen’s Student Centre and Students’ Union at One Elmwood has also won awards, including the Commercial Construction Project of the Year award and Education Project of the Year award. This state-of-the-art building combines access to student services with the Student’s Union, in a space that provides a range of facilities for students to collaborate together in shared spaces, socialise, as well as get support and advice in world class facilities. Please see the link below for more information about the Queen’s Student Centre and Students’ Union at One Elmwood and to take a virtual tour. https://www.qub.ac.uk/students/one-elmwood/
Further Study Opportunities
If students want to continue studying once they have completed their undergraduate studies, they can choose from a wide range of postgraduate taught or postgraduate research programmes offered in the School, such as the MRes in Social Science Research and the MSc in Youth Justice. More information on postgraduate programmes offered in the School of Social Sciences, Education and Social Work can be found at the link below. https://www.qub.ac.uk/schools/ssesw/study/
Student Testimonials
"The course offers a wide range of interesting and diverse modules covering many topics and interests. The support and guidance from the department and the expertise of staff has provided me with an invaluable experience that has furthered my knowledge and understanding of both criminological and sociological theory and has motivated me to further my learning by undertaking a Master's degree at Queen's."
Modules often draw on international comparisons with a strong Irish (North and South) emphasis.
All of the optional modules are taught by experts in the area, who have published textbooks and research articles on the topic at hand.
The Optional to Graduate with Quantitative Methods
Students who wish to benefit from specialist training in quantitative research can undertake a series of dedicated social science research modules over the course of their degree. Successful completion of 80 CATS credits of advanced quantitative research training (four modules) in level 2 and level 3 will receive the enhancement of BSc “with Quantitative Methods” added to the name of the degree awarded.
Value Added to your Degree
Students will receive detailed instructions on assignments in tutorials or in one-to-one meetings with tutors and lecturers.
Programme Director Criminology, Professor of Criminology
SSESW Michelle’s research interests are in identity, violence, imprisonment, shame, masculinity, penal reform, reintegration, desistance, criminological psychology and restorative justice.
Contact Teaching Hours
Medium Group Teaching
3 (hours maximum) Hours of practical classes, tutorials or seminars per week during term time
Large Group Teaching
6 (hours maximum) Hours of lectures per week during term time.
Small Group Teaching/Personal Tutorial
10 (hours maximum) Small group and one-to-one meetings with your personal tutor during the year, as well as meetings with staff to discuss assignments.
Personal Study
24 (hours maximum) 22–24 hours studying and revising in your own time each week, including some guided study using class materials, online activities, etc
Teaching Times
Teaching is scheduled across the working week, normally not before 10am to facilitate work/life balance. However, specific timings vary yearly due to timetabling availability.
Learning and Teaching
We aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the Criminology and Social Policy joint honours course we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life, and work in a global society to make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Criminology and Social Policy students at Queen's are taught in a dynamic academic environment by an award-winning teaching staff, in a School that was rated as one of the leading departments in the United Kingdom.
E-Learning technologies
Information associated with lectures and assignments is often communicated via our Canvas Virtual Learning Environment (VLE). A range of e-learning experiences are also embedded in the degree programme through the use of, for example, online discussion forums, research methods modules involving statistics, additional learning resources, online readings, and opportunities to use IT programmes in project- based work.
Guest speakers
We work with service users and criminal justice agencies, and people from external organisations regularly provide guest lectures on the course. As well as studying the academic and theoretical aspects of social policy and criminology, students have opportunities to hear from people who have run campaigning groups that have altered policy and from senior practitioners within the criminal justice system and community and voluntary sector.
Lectures
These introduce foundation information about new topics as a starting point for further self-directed private study/reading. As the module progresses this information becomes more complex. 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
We offer a peer mentoring scheme for our BA students, which sees specially- trained second and third year students, under the guidance of staff and the Centre for Educational Development, help first year students settle into life at Queen’s through social events, small group or one-to-one informal support and learning skills workshops.
Personal Tutor
Undergraduates are allocated a Personal Tutor from their first day at the university. The Personal Tutor is available to meet with them and to give advice throughout their time at Queen’s, in support of their academic development and to act as an important point of contact with the School.
Self-directed study
This is an essential part of life as a Queen’s University student and involves private reading, engagement with e-learning resources, reflection on feedback on the quality of work submitted, as well as assignment research and preparation work.
Seminars/tutorials
A significant amount of teaching is carried out in small groups (typically 10-20 students). These provide an opportunity for students to engage 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 peers. Students should also expect to make presentations and other contributions to these groups.
Study abroad opportunities
Students have the opportunity to spend some time studying in one of our linked universities. For example, this can take the form of a semester’s study in Sweden (Lünd) (for which credits are transferred back to your degree here in Queen’s) or an intensive two week international study school in Spain (Barcelona).
Supervised research
In final year, you will be expected to carry out a significant piece of research for a voluntary organisation on a topic selected through liaison with the Northern Ireland Science Shop. You will receive support to guide you in terms of how to carry out your research and will be provided with feedback in person and via email.
Work-Related learning/Field Trips/Study Tours
Study visits and field trips are integrated into several of our option modules. The purpose of these tours are to help students apply their learning to the real-work context and to exercise critical thinking and interpretation. Back in the classroom, students undertake a number of group-based tasks in workshops focused on the field trip and present their findings to classmates.
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. 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 available via the Virtual Learning Environment Canvas which is accessible to all students once enrolment is complete. Following each element of assessed coursework, students are provided with detailed feedback on the quality of their written work and how they can improve future assignments.
Feedback
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. As a University student, students will be expected to take a greater role in reflecting on their work and taking the initiative in continuously improving the quality of your work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face-to-face face feedback including requested one-to-one meetings with staff to discuss assessments and/or to address a specific query.
Online or emailed feedback.
General feedback or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards students 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
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services, such as the Careers, Employability and Skills Service or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
Facilities
The School is located within a recently renovated building, with state of the art teaching and learning facilities, together with dedicated student space including a large student common room. The teaching facilities enable an interactive learning environment.
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.
This module explores the social construction of crime and social responses to crime. It introduces students to critical criminology and sociological studies of deviance and social control in order to interrogate the role of power in defining ‘crime’ and the social, economic and political contexts for crime and social harm. It also explores how intersecting social identities and inequalities relating to race, gender, class, sexual orientation and disability affect peoples’ experiences of crime, criminalisation, victimisation and social control.
Learning Outcomes
Upon successful completion of this module, students should be able to:
• Explain how definitions of crime and responses to crime are socially constructed and related to power
• Critically analyse the main social theories, debates and concepts relating to different forms of crime and social harm
• Critically analyse the impacts of intersecting social identities and inequalities in crime, victimisation, criminalisation and social control
• Develop and communicate academic arguments supported by appropriate academic references
Skills
This module aims to enable students to develop the following skills:
• Identifying and retrieving relevant information from print and electronic sources in relation to a particular topic
• Evaluating evidence and drawing appropriate conclusions
• Summarising complex ideas and research evidence, conveying it in a clear, structured and critical manner (both orally and in writing)
• A capacity for critical reflection and independent thinking, generating new insights and seeing sensitive problems and issues from different perspectives
• Time planning and management
The module offers a general introduction to Social Policy as an applied academic subject. Students will be encouraged to take a broad perspective on how social policies are implemented by examining political, economic and social perspectives on human needs and wants. The second half of the course introduces social security, taxes, benefits and their implications for citizenship. The course offers a useful entry point to Social Policy; piquing students’ interest in core theories and principles which they will explore in more detail in second and third year social policy modules.
Learning Outcomes
• To introduce students to theories, concepts and principles underpinning social policy.
• To provide an applied understanding of the implications of tax and benefits systems for human well-being.
Skills
Development of analytical and evaluative skills; independent learning skills and academic writing skills.
‘Themes and Issues in Social Policy’ will look at contemporary developments and trends across a range of social policy areas in the UK. It will encourage students to examine the various ways in which key social policy ‘problems’ have been addressed. The first half of the module will introduce students to social policy in a range of substantive areas such as education, employment, housing, crime, health and social care. The second half of the module will take a more focused approach by exploring the ways in which social policy has sought to improve the welfare and well-being of particular groups in society with respect to children and young people, disability, ethnicity, gender, sexuality and older people.
Learning Outcomes
By the end of the module students should be able to:
• Identify the different ways in which key social problems have been defined and explained;
• Outline policy measures which have been developed in response to a range of social problems;
• Demonstrate awareness of social policies aimed at groups in society and their implications.
Skills
Development of analytical and evaluative skills; independent learning skills; teamwork skills.
The module offers a general introduction to criminology and some of the key debates and topics in the subject. The first half of the course (weeks 1 – 6) introduces some essential background materials for those pursuing study in criminology including an overview of historical and contemporary crime and crime control, the workings of the criminal justice system, sources of information on crime and criminals and an introduction to some theoretical concepts in criminology. The second half of the course (weeks 8-11) introduces a number of key debates and issues in criminology – many of which can and will be studied in greater depth in second and third year criminology modules.
Learning Outcomes
1. Critically evaluate the term ‘crime’ and the historical evolution of crime and our responses to it.
2. Critically apply criminological thinking to our understanding of crime and criminal justice processes.
3. Identify, find and evaluate a range of criminological sources especially (but not limited to) academic sources (books, journal articles) and official and other statistics on crime and criminality
Skills
1. To develop analytical and oral skills through participation in lectures and tutorials.
2. To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
3. To develop the ability to find and evaluate academic materials in the area of criminology.
4. To be able to use information technology to gather, organise and evaluate information.
This module will introduce students to major sociological approaches for researching social developments surrounding digital and online technologies.
The lectures and the classes will introduce students to key theories, theorists, and concepts for understanding contemporary developments such as online communication technologies, social media, artificial intelligence, online surveillance, and automation of labour. Through these discussions, this module interrogates whether digital technologies have fundamentally altered the nature of ‘modernity’, and what features of contemporary society have changed or stayed the same.
This course will explore both theoretical and normative questions about whether digital technologies ameliorate or reproduce social inequalities and whether people have the capacity to change the world through engagement with – or rejection of – digital technologies.
Students will be encouraged to reflect critically on their own everyday use of technology and how their behaviour in turn shapes contemporary society. This will include questions surrounding the ‘information revolution’ and its effects on social relations at personal and institutional levels. Students will also be encouraged to examine evidence both supporting and challenging commonplace conceptions about the role of digital technologies on modern life.
Learning Outcomes
Students on this module will have the opportunity to develop knowledge and understanding of:
1. Key concepts and theories in sociology and social theory relating to the impacts of digital technologies in contemporary societies.
2. The potential positive and negative effects of digital technologies on the quality of life.
3. The consequences of digital technologies on online and in-person interactions and identities.
4. The social impacts of the so-called ‘digital divide’ in national and global contexts.
Skills
Students will have the opportunity to develop skills in the following areas:
• Find and select relevant information from print and electronic sources.
• Interpret theoretical arguments grounded in sociology of the internet and new media.
• Interpret and use existing reliable data to back up theoretical arguments.
• Develop and demonstrate critical and independent thinking skills.
• Develop oral skills through participation in lectures, tutorials and group discussions
• Develop an ability to write in a clear, structured and critical manner.
This module aims to provide a general introduction to doing sociological research, through a critical engagement with landmark studies. C. Wright Mills’ idea of a ‘sociological imagination’ provides the framework for evaluating the quality of key pieces of research, exploring the connections between how they are defined, carried out and written up. The module covers a range of research methods, as they are employed in studies of important aspects of social life, such as racism, drugs and urban life, love and technology, social networking, education and masculinity and violence. The module also provides an in-depth introduction to the theoretical character of sociology by introducing classic perspectives shaping the discipline.
Learning Outcomes
Provide a general introduction to the practice of sociology and the evaluation of sociological research; a background for entry into second year sociology; and knowledge about inequality in society.
Skills
Critical evaluation of sociological studies; introduction to sociological analysis; public speaking and writing skills
This module offers a general introduction to the discipline of sociology for those with no experience of studying sociology before. Its primary objective is to initiate students to sociological thinking. Sociology does not rely on our subjective experience and general ideas commonly shared withing the society (beliefs, customs, traditions, values, norms); its critical way of thinking and its methods allow us to discover aspects of social life that most people are unaware of. This will be done through a diversity of topics such as social class, suicide, race, gender, disability, globalisation, violence and other social phenomena. The module will provide a background for those intending to study sociology in the second and third years, but also acts as a stand-alone sociology course for those who do not intend to study it further
Learning Outcomes
By the end of the module you should be able to:
Have a general understanding of the cncepts, approaches and theories available within the discipine of sociology.
Understand the effect of social norms and common sense on our perception of social life.
Apply a sociological way of thinking on a diversity of topics.
Effectively gather, retrieve and synthesise information to evaluate the key aspects of social life.
Skills
- To develop analytical and oral skills through participation in lectures and tutorials.
- To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
- To be able to use information technology to gather, organise and evaluate information.
The module introduces students to the visual presentation of quantitative data. By establishing a basic working knowledge of measurement procedures, data sources, and appropriate conventions in quantitative data visualisation, it introduces students to basic graphic functions in spreadsheet and geographical information system packages. Students will gain experience in the selection of appropriate graphics for different kinds of variables, in the construction of basic datasets from secondary data sources, and in the mapping of spatial data.
Learning Outcomes
On successful completion students will be able to:
Understand how different forms of data visualisation are appropriate for different data types
Source and format data independently from online data repositories
Appreciate the implications of proper visualisation for clear communication
Perform basic spreadsheet calculations and visualisation functions
Produce basic maps and perform preliminary diagnostics using Geographical Information Systems Select from and appraise a range of data visualisation techniques
Skills
On successful completion students will have:
Proficiency with data analysis and visualisation packages (MS Excel and open source geographical information software)
Knowledge of online data repositories (World Bank, EuroStat, AMECO, OECD, Penn Tables) Appreciation of the history of, and public / political uses of, visual quantitative data
Critical thinking in the selection and use of appropriate visualisation methods
Experience of independent work through in-class and outside assessments
Introduces students to a variety of qualitative and explorative research methods, including research ethics and methods of data collection.
Learning Outcomes
On completion of the module, students should:
• Be aware of the nature and range of qualitative empirical scientific data that can be used by sociologists, criminologists, anthropologists and those working in related fields;
• Know how to collect qualitative data in a systematic manner;
• Have acquired basic knowledge of how to analyse qualitative social data;
• Be aware of the strengths and limitations of qualitative research methods in sociological research;
• Be able to make a basic assessment of the rigour of data collected using qualitative research methods;
• Be capable of designing and writing a research proposal for a small scale dissertation on a subject of their choosing.
Skills
The course will provide students with an elementary knowledge of a range of techniques for the collection, analysis and interpretation of qualitative research data. The course will enable students to read and make sense of data presented in different formats and to interpret the results accordingly.
The course will enable students to develop the ability to critically examine the methodology and the findings of social science research, particularly those where qualitative methods have been employed. In addition to promoting basic academic and research skills, the project based workshops will promote the development of a range of additional employment related skills, namely communication skills; project management skills; innovation and creativity; as well as cognitive skills (e.g. critical thinking; problem solving; evaluating) and personal conduct.
This course introduces students to the main theories of crime and deviance. It takes a historical approach to exploring the main developments in criminological theory.
Learning Outcomes
To introduce students to key criminological theories and sociological theories of deviance. To illustrate the historical development of criminological thought.
Skills
Demonstrate competence in critically evaluating criminological arguments. Display ability to write informed,literate essays.
This course reviews key concepts and traditions in political philosophy and social theory which have affected the development of a number of welfare regimes internationally and historically.
Learning Outcomes
To develop an understanding of concepts such as social and economic justice welfare regime and the main political philosophical traditions; fabianism, neo-conservatism, socialism and social democratic; to develop an appreciation of the relationships between politics and social policy and social change and social policy.
Skills
An appreciation of theoretical frameworks and concepts in social policy. Effective communication and presentation skills; the ability to marshall ideas behind an arguement.
The module introduces students to the area of policing and explores the main theories, concepts and debates in this field. The first half of the course begins by exploring the origins of policing, the relationship between policing and broader social factors, police work, police culture and concerns about police accountability and legitimacy. The second half of the course will examine the cost of policing, the use of performance indicators, policing controversies, the globalisation of policing methods and the increasing privatisation of policing. In particular, the experiences of Northern Ireland, Britain and Ireland will be used to highlight the importance of these topics.
Learning Outcomes
1. Demonstrate a knowledge of relevant theories, concepts and debates within policing.
2. Critically analyse policing practices.
Skills
1. To develop analytical and oral skills through participation in lectures and tutorials.
2. To develop an ability to write in a clear, structured and critical manner utilising a wide range of source material.
3. To develop the ability to find and evaluate academic materials in the area of policing.
4. To be able to use information technology to gather, organise and evaluate information.
5. To develop the ability to work independently and in collaboration with others.
This module situates state violence, resistance and justice in decolonial thought and Southern Criminology. It critically explores different types of violence such as colonialism, racialised violence, mass violence and the destruction of Planet Earth. We will critically explore forms of resistance that emerged such as epistemological and violent resistance and kinds of justice such as state apologies, restitution for looted heritage, restorative justice and criminal justice on the international level. The module is global in its outlook, taking students to places such as South Africa, Guatemala, Rwanda and Nigeria. It encourages critical and interdisciplinary thinking drawing from socio-legal studies, African Studies, post-colonial studies, anthropology, and criminology.
Learning Outcomes
1. Understand and discuss academic debates on and key concepts concerning state violence, resistance and justice
2. Explain the forms, causes and consequences of state violence
3. Critically analyse the kinds of justice and forms of resistance developed in response to state violence
4. Apply concepts of violence, resistance and justice to selected case studies.
Skills
This module aims to enable students to develop the following skills:
1. Written and oral communication skills
2. Presenting data and evidence in an appropriate format for a variety of audiences
3. Evaluating evidence of diverse kinds and drawing appropriate conclusions
4. Identifying the most important arguments or evidence in a text and recording and/or representing these
5. Engaging in critical reflection and independent thinking that leads to new insights into and different perspectives on sensitive problems and issues in contemporary society
This course provides a critical understanding of how social policy shapes a person’s life trajectory. The course takes a life course perspective, immersing students in a range of social science literature including social gerontology, social policy and life course sociology. Key issues and themes covered include human rights (including children’s rights), disability, old age, birth and death. The role of public information and education in developing human agency is explored through the examination of contentious issues in social policy such as birth practices and our experience of death and dying. In 2020/2021 There will be a fortnightly on-line quiz via Canvas and a virtual field-trip to The Victoria & Albert museum.
Learning Outcomes
• To introduce students to theories, concepts and policies relevant to ageing and the life course.
• To provide an applied understanding of the implications of social policy for the lived experience of ageing, from birth to death.
Skills
Development of analytical and evaluative skills; independent learning skills; Oral and written communication and presentation skills; teamwork skills.
This module situates the concept of ‘justice’ in the context of violent conflict, exploring how justice has different meanings and is achieved through different mechanisms in societies affected by conflict around the world. Students examine themes including the troubled relationship between justice and peace, the complex roles actors such as victims and ex-combatants play in justice mechanisms, and a variety of justice mechanisms ranging from community-based grassroots processes, to more well-known transitional justice processes, to increasingly transformative justice processes. The module is global in focus, incorporating critiques of the imposition of Western notions of justice in the Global South, though gives specific attention to the case of Northern Ireland.
Learning Outcomes
Upon successful completion of the module, students should be able to:
• Understand the social construction of ‘justice’ and its different meanings in settings of conflict around the globe
• Discuss the limitations of traditional criminal justice processes in responding to conflict
• Explain the complex roles of victims and survivors, ex-combatants and members of wider society in justice mechanisms
• Critically analyse justice mechanisms in different settings of conflict
• Develop and communicate academic arguments supported by appropriate academic references
Skills
This module aims to enable students to develop the following skills:
• Identifying and retrieving relevant information from print and electronic sources in relation to a particular topic
• Evaluating evidence and drawing appropriate conclusions
• Summarising complex ideas and research evidence, conveying it in a clear, structured and critical manner (both orally and in writing)
• A capacity for critical reflection and independent thinking, generating new insights and seeing sensitive problems and issues from different perspectives
• Time planning and management
This module is designed to complement the core Sociology Development of Social Theory module, which introduces students to a range of sociological theories. The module will explore the relationship between theoretical development and empirical evidence. Theory Counts examines how different theories use, or ignore, quantitative data. It will also introduce students to approaches to testing theories using different types of quantitative data. Students will be exposed to research design issues as well as a range of analytical strategies involved in the testing of different theories.
Learning Outcomes
On completion students will be able to:
Critically appraise and evaluate a range of sociologically relevant theories from the perspective of quantitative research.
Be familiar with the role of hypothesis testing in the social sciences.
Appreciate the different types of research design involved in theory testing in the social sciences.
Appreciate the different analytical strategies underpinning theory development.
Appreciate problems and issues in establishing causal relationships.
Skills
On completion of this module students will be able to:
Determine appropriate statistical analyses for testing theories and hypotheses.
Carry out and interpret multivariate analysis using statistical software.
Select appropriate research designs depending on the particular research question.
Present and communicate quantitative analysis logically and coherently, including in visual forms.
This module examines the different positions of disabled and non-disabled men and women in Britain and Ireland in relation to social rights and public services. Students will consider how social protection systems, (social security and labour market policies) and other social policies produce these different outcomes. Students will also examine institutional responses to existing forms of disability discrimination, disadvantage and inequality. Students will be introduced to the social model of disability and consider its implications for policy and practice.
Skills
To develop critical skills; to enhance written and verbal skills; to develop skills in using offical government statistics and policy documents.
Students prepare a policy briefing paper, on an issue of contemporary importance, based on a request from a voluntary/community sector body in liaison with the Northern Ireland Science Shop. If a suitable request is unavailable, the briefing will be on a topic agreed with the module convenor. The briefing paper is developed using government publications and parliamentary records as primary sources. These are supplemented by academic and other publications from within the policy-making community. Students meet with the requesting body on several occasions in order to clarify the request and to deliver the final draft of the briefing.
Learning Outcomes
To research and analyse comtemporary policy issues of interest to the community and voluntary sectors.
Skills
Development of group work skills; expertise in interrogating a wide variety of data sources for relevant information; the application of theory to an empirical issue; communication skills including the use of visual/graphic material.
The aim of this module is to provide students with a critical understanding of the nature and issues surrounding punishment, penal policy and imprisonment. There is a concentration on the use of imprisonment, and the problems associated therewith, but other forms of punishment (or ‘treatment’ of offenders) are also considered.
The module will explore the theories behind punishment – the justification for applying penal sanctions to transgressors of the criminal law –before focussing on how the use of prison has come to dominate the penal landscape in many modern societies. Some of the specific issues associated with the modern use of prison will as be explored. For example, issues such as prison violence, order and control, accountability, equality and diversity and the effects of imprisonment. Alternatives to imprisonment will also be considered in light of more general issues in the sociology of punishment and control. Throughout the course issues will be considered in terms of international (and historic) comparisons and contexts with, where applicable, specific reference to Northern Ireland will be made.
Learning Outcomes
• An understanding of fundamental concepts underpinning the major sociological approaches to punishment and the strengths and weaknesses of these approaches as they are applied to sanctions in particular societies.
• A knowledge of relevant theories, concepts and debates within the area of punishment and imprisonment.
• Familiarity with current research into the effects of sanctions predominately used in Western society.
• The ability to critically analyse the strengths, weaknesses and effectiveness of the different sanctions used in Western society.
Skills
• Be able to demonstrate an appreciation of the strengths and weaknesses of the major explanations of the historical evolution and role of punishment in society
• To know the key issues and challenges relating to current penal systems.
• Be able to identify, retrieve and interpret information on patterns on crime and punishment and to relate these to specific debates and issues.
• Be able to follow and critically assess debates and controversies surrounding the CJS and how these relate to broader social policy strategies in promoting social exclusion or inclusion.
• Be able to assess CJS policies in terms of their impact upon issues concerning ethnicity, gender and class.
• Be able to develop a critical understanding of a range of contemporary debates concerning the relationship between the philosophy and practice of punishment.
This module explores young people’s engagement in offending and responses to it. It considers the extent and nature of youth offending, how it changes with age and its association with other social contexts. Analysis of official statistics and self-report survey data will be placed within a broader understanding of the social construction of youth, drawing on political, media and other sources. The module will critically assess explanations of youth crime and desistance, including major theoretical explanations and developmental/life course perspectives. The second half of the module considers social responses to youth crime and the role of the youth justice system in particular. The various discourses which inform youth justice will be compared and the ways in which they have been applied will be critically analysed. Finally, the module will consider more recent shifts in thinking on youth justice, examining arguments related to minimum intervention, the minimum age of criminal responsibility and ‘positive youth justice’.
Learning Outcomes
On completion of this module students will:
• Critically assess the extent and nature of young people’s antisocial and offending behaviour and experiences of victimisation.
• Critically evaluate key concepts and theoretical approaches that have developed to explain youth crime and desistance.
• Compare and analyse various models of youth justice and assess the ways in which they have been applied.
• Critically evaluate current youth justice policy and consider the potential for youth justice reform.
Skills
On completion of this module students will be able to:
• Develop research skills by identifying and retrieving appropriate sources of information in print and electronic format.
• Develop an ability to apply relevant theories to policy development.
• Communicate coherent arguments through the analysis of relevant literature, critical thinking and enhanced writing skills.
• Develop an ability to write in a clear, structured and critical manner for a variety of audiences and purposes.
• Development of oral presentation skills through contributions in lecture and tutorial debates.
This module will explore the link between adverse childhood experiences (ACEs), psychological trauma, and crime. Drawing on a range of international research as well as case examples from Northern Ireland, students will explore how prevalent trauma is among different groups in society, how it affects these groups in different ways, and how this could impact on crime. Students will critically examine some of the leading theories around trauma and offending, examine why rates are so high among those involved in the justice system, and will explore the role of trauma informed justice systems in preventing further contact with the justice system.
Learning Outcomes
Upon successful completion of the module, students should be able to:
• Understand the key concepts such as adversity, adverse childhood experiences (ACEs), psychological trauma, and trauma informed justice.
• Demonstrate an understanding of the prevalence of ACEs and psychological trauma within the justice population.
• Explain the complex relationship between trauma and offending.
• Discuss the limitations with traditional criminal justice processes and importance of trauma informed justice.
Skills
This module aims to enable students to develop the following skills:
• Synthesise, analyse and evaluate evidence from a number of written and non-written sources before drawing appropriate conclusions
• Communicating complex research and ideas in a clear, concise and structured manner that employs appropriate evidence for support
• Ability to communicate through writing and non-written forms with a plurality of target audiences
• Engage in critical reflection and independent thinking that leads to new insights into and different perspectives on sensitive problems and issues in contemporary society
• Time planning and workload management
This module examines the contribution of psychology to our understanding of crime, criminals and the operation of the Criminal Justice System. The course is organised around three basic themes. The first theme considers psychological theories of crime and offending behaviour. It will examine how neuropsychology, psychological characteristics and psychological disorders help explain patterns of offending behaviour. It will also consider the social psychology of group offending. The second theme considers the psychological dimensions of more serious and violent crime, including murder, sexual violence and terrorism. The final theme considers the intersection of psychology and the criminal justice system, from the initial investigation of crimes through to the sentencing and rehabilitation of offenders.
Learning Outcomes
On completion of this module, students will be able to:
• Understand key psychological concepts and processes that have developed and are developing in relation to study of criminal behaviour
• Demonstrate knowledge of how common psychological theories are applied to the study of crime, offenders and the operation of the Criminal Justice System
• Critically discuss the usefulness of psychological approaches to the study of crime, offenders and the operation of the Criminal Justice System
• Appreciate the interdependency of psychological and sociological perspectives of crime, criminals, victims and justice.
Skills
On completion of this module students will be able to:
• Critically apply psychological theory and concepts to understand the development of crime, its representation, and social policy responses to crime and deviance;
• Explain and evaluate the application of psychological procedures within the investigation and detection of offenders.
• Critically evaluate current psychological practices and processes in the administration of the Criminal Justice System;
• Display ability to construct an argument for presentation in both oral and written media
• Conduct reasonably detailed library based research.
This module will touch upon some supranational criminological issues in contemporary societies. It aims to consider how crime and justice unfolds outside the remit of the sovereign state. In particular, it will cover the following topics:
-Crime and Justice Beyond the state: Globalization, and state sovereignty, challenges for crime and justice.
-Transnational threats: from the emergence of international crime, to contemporary issues such as terrorism, migration and organised transnational crime as current international threats.
-War and its framing: crime, justice or new forms of war; and responses to conflicts.
--International Policing: the raise of Interpol, Europol and Frontex; their role and functions; data mining and technology; drones as policing tools; the continuum between war and the re-structuring of the security sector.
-International Criminal Courts and the crimes of Genocide, Crimes against Humanity; War Crimes; Rape as a Weapon of War.
Learning Outcomes
By the end of this module, students will be able to:
Demonstrate knowledge of relevant theories, concepts and debates on globalization and supranational criminology.
Critically engage with the idea of international threats and their implications, broadly conceived, for our societies and institutions; the emergence of policing and sentencing bodies to regulate behaviour in the global arena.
Analyse, evaluate and engage in systematic and critical argument concerning contemporary global criminal justice issues.
Show development in their capacity for independent critical thinking, research and oral and written skills.
Skills
Practical/Study Skills and Employability Skills:
- Present information and communicate ideas in a coherent manner and academic format
- Oral skills through participation in lectures and tutorials, class presentations and group
discussions, ability to argue personal viewpoint and discuss with others
- An ability to write in a clear, structured and critical manner incorporating information from academic texts and international organization reports
-Retrieve, select and read critically relevant information from international governmental and non governmental organizations
- A capacity for critical reflection and independent thinking, generating new insights and seeing topical problems and issues from different perspectives.
This module covers the sociology of revolution and protest. It encourages students to examine the structural causes of protest and revolution and the agential factors involved in carrying out dissent and revolutionary change around the world. The module will be concerned with a range of historical and contemporary case studies internationally. Students will be stimulated to engage with a wide range of conceptual frameworks and social theories in relation to revolution and protest.
The course will additionally seek to outline approaches to measuring and understanding the effects of protest and revolution. Students will further examine forms of counter-protest and counter-revolutionary action, such as the policing of dissent. Case studies will include the Arab Spring, decolonisation, LGBTQ rights. African American Civil Rights, the Peasants Revolt, the French Revolution. The course will further encourage students to consider a wide range of forms through which dissent is expressed: e.g. street demonstrations, violence, art and culture, and political mobilisation.
Learning Outcomes
Students will develop an understanding of the main causes of protest and revolutionary action. They will also be able to analyse activism, social movements, and social change By the end of this module, students will be able to:
* understand classical and contemporary theories on protest, social movements and revolution
* identify and analyse the main causes of protest and revolution
* understand a range of historical and contemporary case studies
* analyse the effects of protest and social movements on our societies.
* systematically compare and contrast different case studies through analysis
* apply interdisciplinary approaches to analysing protest/revolution
* use various methodological approaches to researching protest/revolution
Skills
This module will provide practice in:
* Critical analysis of the structural forces the drive protest and revolution
* To engage in various methodological approaches to measuring the outcomes of protest and revolution
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in protest and revolution.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
* Interdisciplinarity in terms of using sociological, criminological, historical and political science approaches to protest and revolution
* To understand comparative sociology
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
Gender, Family and Social Policy: Comparative Perspective
Overview
The module aims to explore the critical study of the gendered distribution of welfare. It reviews the welfare systems and institutions in the UK and elsewhere, and assesses their capacity to meet the welfare needs of women in diverse circumstances. The module also considers the position of women in relation to welfare states, as citizens, workers, carers and clients from international and comparative perspective.
Learning Outcomes
- To develop an understanding of key concepts and theories of welfare relating to the gendering of social needs and welfare systems from comparative and international perspective.
- To improve an ability to identify appropriate evidence and analyse its relevance to policy-related issues, gender and policy issues in particular.
- To understand the main sources of statistical data on gender (e.g. gender and poverty, inequality, and employment).
Skills
Development of analytical and evaluative skills; Oral and written communication and presentation skills; teamwork skills.
The cultural politics of memory in a global perspective
Overview
This module provides students with an in-depth understanding of memory studies as an interdisciplinary field through a discussion of contemporary theoretical debates and case studies from across the globe. The module will cover key themes such as: memorial sites and commemorative objects; national memory and national identity; long-term impacts of conflict, terrorism, war, and genocide; transnational and diasporic
memories, and contemporary legacies of Empire and colonialism. The module is designed to equip students with theoretical and methodological tools for undertaking data collection and analysis of social processes surrounding memory and commemoration.
Learning Outcomes
Students will develop an understanding of the historical and contemporary debates surrounding collective memory and the cultural and political struggles over the social remembrance of the past. By the end of this module, students will be able to:
* understand contemporary debates in memory studies as an interdisciplinary field.
* analyse and critique the concept of ‘collective memory’ and its theoretical and practical implications.
* critically appraise different methods for studying commemorative processes.
* understand how memory and collective identity shape social relations, especially in post-conflict and post-colonial societies around the world.
* systematically compare and contrast different case studies through reasoned analysis
Skills
This module will provide practice in:
* Critically analysing and appraising strengths and weaknesses of different theoretical and methodological approaches in collective memory.
* Reflecting on suitable research methods for studying various aspects of memory and commemoration.
* Forming, developing, and defending arguments based on empirical evidence from a range of sources.
* Making comparisons of empirical case studies through reasoned analysis.
This module will provide experience in:
• Communication
• Using the spoken word - participating in discussions
• Using the written word Information and communication technology:
• Searching and obtaining information Entering and processing data
• Presenting information
• Improving own learning and performance
• Demonstrating a degree of independence while learning
• Reviewing progress and achievements
• Problem solving Identifying a problem Exploring options
• Selecting an appropriate solution
• Use of appropriate resources
• Synthesis, critical analysis, and interpretation of information
The module will enable students wishing to acquire advanced multivariate quantitative methods to be trained in such methods. This may include methods such as event history, multilevel modelling, or structural equation modelling.
Learning Outcomes
- Design strategies for collecting and modelling large complex quantitative data
- Identify techniques for analysing quantitative data
- Evaluate strengths and weaknesses for advanced quantitative methodologies
- Determine appropriate usage of advanced quantitative methodologies for varying contexts
- Recognise the principles needed to develop more specialist skills
- Describe and evaluate empirical data and sources using advanced quantitative methodology
- Interpret and convey quantitative output in both technical and practical terms
Skills
- Handling, managing and manipulating large and complex quantitative datasets
- Employ statistical software package to analysis data
- Design, execute, and interpret multivariate statistical analysis
- Present and communicate quantitative material in a coherent manner and format
In this module we will explore various aspects of identity, difference and social inequalities across a range of contexts. We will focus on the nature and extent of major social and cultural inequalities within society, in areas such as education, health, class, ethnicity, gender, age and social capital. The module examines how inequality not only shapes societies, but also affects our everyday lives. By considering various theoretical models of how inequality is maintained and reproduced, this module encourages students to challenge both classical theories (for example, those which see inequality as the result of class conflict) and more current arguments (for example, those which see class is of declining significance in the light of other social divisions such as gender or age), by engaging with empirical evidence.
Learning Outcomes
On successful completion of this module students will be able to:
Identify and compare different theoretical models of how inequality is maintained and reproduced. Critically discuss and evaluate the evidence for these theories, in terms of both the causes and consequences of social inequality.
Critically assess theoretical models of inequality using appropriate empirical evidence.
Understand the importance of using empirical evidence within sociological research, specifically relating to social identities, difference and social inequalities.
Skills
On successful completion of this module students will be able to:
Explore and assess empirical data, making links with sociological theories.
Compare and critically discuss different theoretical approaches relating to social identities, difference and social inequalities.
Demonstrate the ability to interpret quantitative data representing patterns of social inequalities.
Use quantitative research methods to develop an understanding of the contribution of different methodological approaches to sociological research.
Use an analytical approach when investigating social inequalities.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to grade A at A-Level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H3H3/H2H3H3H3H3
Access Course
Successful completion of Access Course with an average of 70%.
International Baccalaureate Diploma
33 points overall, including 6,5,5 at Higher Level.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades of D*DD
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades of D*DD
Graduate
A minimum of a 2:2 Honours Degree
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
There are no specific Level 3 subject requirements to study Criminology and Social Policy.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by individual University Schools. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
Demand for places differs from course to course and for the Criminology degree courses, past performance at GCSE is taken into account when deciding whether or not to make conditional offers. For entry last year, we started making offers to applicants offering A-Level/BTEC Level 3 qualifications (or equivalent), who have achieved 6 grade B/6 at GCSE. 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.
Offers are normally made on the basis of 3 A-levels. Two subjects at A-level plus two at AS would also be considered. The offer for repeat applicants is set in terms of 3 A-levels and may be one grade higher than that asked from first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. Last year the initial Junior Certificate profile to qualify to be made an offer was 6 B/6 Higher Merit 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.
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, 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 2 Distinctions and remainder Merits in all units assessed in the final year. Any consideration would be for stage 1 entry only. Some flexibility may be allowed in terms of GCSE profile.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of BA degrees, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking 4 A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview, though there are some exceptions and specific information is provided with the relevant subject areas.
If you are made an offer then you may be invited to a Faculty/School Open Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Criminology and Social Policy graduates are ideally placed for work in a range of occupations, including the civil service, public services, policy analysis, media, research, teaching, business, the voluntary sector, commerce, marketing and management. Some graduates build on the degree by undertaking postgraduate training in fields such as social work, law, social science research and teaching. Tailored careers advice and study guidance is available to all students throughout their time at Queen’s.
Studying for a Social Policy/Criminology 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 many employers (local, national and international) and over half of all graduate jobs are now open to graduates of any discipline.
The diversity of interests and topics covered in the discipline, plus the wide range of skills it equips you with, means that our students enter a wide range of careers on graduation. These include the public sector (e.g. social services, education, criminal justice, social work), private sector (e.g. market research, policy analysis, human resources), and third sector (e.g. policy analyst, researcher, youth support worker, charity fundraiser). A number of our students also go on to postgraduate study, on a full or part-time basis. http://www.prospects.ac.uk
Employment after the Course
Typical career destinations of graduates include:
Researcher
Civil Servant
Policy Analyst
Charity Fundraiser
Market Researcher
Youth and Community Worker
Social policy students have gone on to work for Northern Ireland Statistics and Research Agency, the civil service, charities such as the Peter McVerry Trust and Age NI. Many go on to further study in social policy at Masters and PhD level.
Please also find a video from our School’s dedicated Careers Consultant talking about the careers available to students studying criminology at the web address below: https://www.youtube.com/watch?v=t1Ap6qChY5w
Employment Links
Graduate employers include:
NIACRO
Extern
Victim Support
Political Parties
Commission for Victims and Survivors NI
Police Service of Northern Ireland
Northern Ireland Prison Service
Community and voluntary sector groups
Northern Ireland Civil Service
Northern Ireland Housing Executive
National Health Service
Northern Ireland Statistics and Research Agency
PWC
Ulster Bank
Santander
Belfast City Council
Ipsos Mori
Prizes and Awards
The highest achieving students in the school are awarded the annual Lockheed Prize.
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 undertaking project SPY3002 (Policy Briefing) in year 3 will incur travel costs visiting partner organisations, the cost of which will vary depending on location.
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.
