Masters Degrees (Belfast)

The School of Medicine, Dentistry & Biomedical Sciences welcome applications from candidates wishing to come to Queen's University Belfast and study one of our Postgraduate programmes. The following programmes are available as an Intercalated degree:

- Masters in Public Health
- MRes in Translational Medicine
- MSc in Clinical Anatomy
- MSc in Bioinformatics & Computational Genomics

For further information on any of these programmes, please click the link below or complete the contact details with a request for further information.

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MArch explores architecture that responds to the complex and changing context of architecture and urbanism and the transformations taking place in society. Urban investigations and an awareness of the shifting conditions of the contemporary city with its differing social structures, geography, culture, climate, economics, energy consumption, technologies and urban patterns, will form the basis of the MArch studio research. Experimentation, critical reflection, debate and a diversity of approaches are encouraged through different practices and methods in order to locate and establish informed positions and skills.

Key benefits

- Based in one of the most culturally significant cities in Europe, the two-year Master of Architecture programme at the Belfast School of Architecture offers a distinctive, exciting and dynamic research-led learning experience leading to exemption from the ARB/RIBA part 2 examination.

- We provide a friendly and supportive learning environment to help you feel at home and make an easy transition to university life.

- We invest significantly in our facilities to provide the best learning experience. Our £250 million Belfast campus redevelopment represents a new chapter for Ulster, providing a state-of-the-art teaching and learning facility in the heart of the city.

Visit the website: http://www.ulster.ac.uk/course/march-architecture-ft-pg-bt

Course detail

- Description -

The overall intention of Year 1 is to progress from discussing wider global architectural issues to then progressively focus on a very particular context where you can explore different interpretations of what architecture means, before developing individual proposals based on rigorous investigation and research. You will be asked to compile your research into a research fieldbook and then to share your knowledge in a collaborative way. Crits and discussions for the project will often take place in the chosen project context, opening up the process to a more public discourse.

Year 1 students will build on this exercise by undertaking an international study-trip to further inform your understanding of current issues and the relationship between project ideas and the urban/social context of the city in question. MArch students have previously investigated cities such as Boston, Berlin and Barcelona.

Year 2 of the MArch begins by exploring architectural ideas in a more oblique way than just starting a design thesis with a site and brief. These explorations will allow you to cultivate potential ideas and research for your thesis project in a less linear way and which aims to enable you to position yourself relative to the wider culture and debates at an advanced level in the discipline of architecture. The final year design thesis projects are all deliberately located in Belfast, to engage the city the school is rooted in. This allows a unique type of engagement with current issues and the changing urban nature of Belfast.

- Teaching and learning assessment -

The Master of Architecture programme uses a full range of teaching and learning scenarios. There are two main learning activities: Taught Study and Self-Directed Study:

- Taught studies include such activities as reviews (reviews of work, sometimes known in architecture as crits/critiques), tutorials (individual and group), seminars (staff and student led), workshops and demonstrations.

- Self-directed study is carried out within the module timetable but without time-tabled staff contact. You are expected to carry out such activities as ideas development, research, designing, drawing, reading, writing etc.

Career options

Graduates are working in many different practices both nationally and internationally on a range of exciting building and urban projects. The knowledge gained during this professional degree (i.e. RIBA Part II) will not only support a wide range of employment opportunities in architecture practices, urban design bodies, architecture conservation organisations, and many governmental and private relevant institutions but also facilitate the route to a PhD level research.

How to apply: http://www.ulster.ac.uk/apply/how-to-apply#pg

Why Choose Ulster University ?

1. Over 92% of our graduates are in work or further study six months after graduation.
2. We are a top UK university for providing courses with a period of work placement.
3. Our teaching and the learning experience we deliver are rated at the highest level by the Quality Assurance Agency.
4. We recruit international students from more than 100 different countries.
5. More than 4,000 students from over 50 countries have successfully completed eLearning courses at Ulster University.

Flexible payment

To help spread the cost of your studies, tuition fees can be paid back in monthly instalments while you learn. If you study for a one-year, full-time master’s, you can pay your fees up-front, in one lump sum, or in either five* or ten* equal monthly payments. If you study for a master’s on a part-time basis (e.g. over three years), you can pay each year’s fees up-front or in five or ten equal monthly payments each year. This flexibility allows you to spread the payment of your fees over each academic year. Find out more by visiting https://www.ulster.ac.uk/apply/fees-and-finance/postgraduate

Scholarships

A comprehensive range of financial scholarships, awards and prizes are available to undergraduate, postgraduate and research students. Scholarships recognise the many ways in which our students are outstanding in their subject. Individuals may be able to apply directly or may automatically be nominated for awards. Visit the website: http://www.ulster.ac.uk/apply/fees-and-finance/scholarships

English Language Tuition

CELT offers courses and consultations in English language and study skills to Ulster University students of all subjects, levels and nationalities. Students and researchers for whom English is an additional language can access free CELT support throughout the academic year: https://www.ulster.ac.uk/international/english-language-support

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Aim

Our MSc in Cyber Security aims to develop the next generation of industry leaders and address the shortage of cyber security professionals globally. The emphasis of the MSc is to provide graduates with a comprehensive understanding of the cyber security challenges facing industry and society, today and in the future, and equipping them with the skills necessary to address those challenges.

This taught programme provides a strong foundational education in the core areas of cyber security and offers practical training in key software tools and programs. Applied practical skills will be developed further in specialised projects exploring leading edge issues in cyber security research.

The MSc offers students a syllabus informed by the world-class research in the areas of data, network, media and physical security, being undertaken at Queen's University Belfast's Centre for Secure Information Technologies (CSIT).

CSIT is a GCHQ accredited Academic Centre of Excellence in Cyber Security Research and is the UK's largest university research lab in this field. CSIT is fast developing a reputation as a global innovation hub for cyber security and is influenced throughout by its strong history of commercial engagement with world leading companies including Infosys, Cisco, IBM, Thales, BAE Systems, McAfee, Roke, and Altera.

Programme Content

The MSc in Cyber Security is available in two options, lasting either 1 or 2 years:

The 1-year MSc consists of six taught modules (120 CATS points) and a 4-5 months practical project of a research nature/work placement (60 CATS points).

The 2-year MSc consists of six taught modules (120 CATS points) and a 12 months practical project of a research nature/work placement (60 CATS points).

One compulsory module and a choice of five from seven other modules as listed below:
• Applied Cryptography
• Computer Forensics
• Network Security and Monitoring
• Software Assurance
• Malware
• Media Security
• Intelligent Information Systems
• Ethical & Legal Issues in Cyber Security (Compulsory)

In any given year further specialist topics may be available for selection or listed topics may not be offered.

Assessment

Comprises written examination and coursework/lab work in six modules; and a dissertation on your research project (180 CATS points total).

Opportunities for Careers

Strong Industry Engagement
A key differentiator of our MSc programme will be the opportunity to closely engage with CSIT industry partners. The programme offers an enhanced education experience, including the facilitation of industrial internships and work placements with leading security professionals, as well as other commercially specified projects. Our Scholarships and Work Placements programme offers a significant opportunity for students to enhance career prospects by directly engaging with potential employers.

Opportunities for placements are being provided by the following companies: Austrian Institute of Technology (AIT), Facebook, IBM, McAfee, PwC, RepKnight, Roke, Thales, and United Technologies Research CEntre (UTRC).

Professional Skills Training
Students will be offered a range of personal development and transferable skills training to improve their professional skills and increase their employability. Courses will cover: project management, presentation skills, communication strategies, networking skills, public engagement and entrepreneurship. Invited seminars and special guest lectures from industrial and academic leaders offer students a chance to engage with leaders in the cyber security profession.

Careers
Our graduates have found that holding a prestigious MSc qualification from Queen's (one of the UK's top engineering schools) has significantly enhanced their job opportunities and employment prospects. With demand for cyber security experts growing at 12 times the rate of the overall job market, students can expect their career prospects to be enhanced significantly after graduation.

Our MSc in Cyber Security will prepare graduates for successful careers in secure systems development, security architecture development, network security, data analytics, and right up to board level positions such as Chief Information Security Officer (CISO). Prospects for research and academic career paths in cyber security will also be enhanced by the MSc.

Special Features

Work Placements and Scholarships Programme
A number of scholarships, internships and work placement opportunities will be open to students accepted for enrolment on the MSc in Cyber Security degree programme. These opportunities are being provided on a competitive basis by CSIT's industrial partners and others affiliated with the Work Placements and Scholarships Programme. Once accepted for this masters degree you will be eligible to apply for opportunities made available via the programme.

Funding

A number of scholarships, internships and work placement opportunities will be open to students accepted for enrolment on the MSc in Cyber Security course via our Work Placements and Scholarships Programme.

Scholarship Opportunities:
CSIT Scholarships (x2) – UK/EU
- Open to UK/EU applicants to the 1-year MSc in Cyber Security
- Only students who are graduating in 2014 with an Undergraduate course in relevant discipline areas are eligible to apply
- Scholarships cover fees and a paid summer internship at CSIT
- How to Apply: Eligible students who apply for the 1-year MSc in Cyber Security will automatically be considered for these scholarships.

GREAT Queen’s University Belfast Scholarships (x2) – India
- Open to India students
- Scholarship value: £1500
- For further information and how to apply see:
http://www.qub.ac.uk/home/StudyatQueens/InternationalStudents/InternationalScholarships/GREATQueensUniversityBelfastScholarships-India/

Full details and further announcements about our Scholarships and Work Placements programme are available at http://www.csit.qub.ac.uk/msc

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The MA in Irish Studies at Queen’s provides students with an unrivalled opportunity to examine Ireland in its global contexts. With options from Literature, History, Politics, Archaeology, Anthropology, and Sociology the MA allows students to pursue challenging cross-disciplinary themes such as heritage and identities, language and arts, peace and conflict, reflecting the rich cultural legacy of Ireland at home and across the world. Students will explore the possibilities and opportunities in inter-disciplinary work in one of the world’s leading centres of Irish Studies research. Our new core interdisciplinary module on ‘Belfast: Place, Identity and Memory in a Contested City' introduces students to debates in Irish Studies through the case study of Belfast in its historical, cultural, political and social aspects. We will guide students in choosing Irish-related options to meet their particular interests and provide appropriate research training to undertake a research dissertation on their chosen subject.

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The MSc Advanced Food Safety programme at QUB is tailored towards students who aim to or currently work within the agri-food sector. It will offer the opportunity to obtain a unique qualification in the field of food safety delivered by research-active scientists within the Institute for Global Food Security.

The major focus of the programme will be on new and emerging issues within the diverse field of food safety and it will concentrate on developments in analytical approaches used to monitor and regulate food safety with the view to protect human health.

Key topics covered will include: food fraud and traceability and the analytical methods used to detect fraud and ensure food safety and authenticity; the links between environmental chemical contaminants and biological hazards present in animal feed and human food - highlighting new emerging technologies that enable rapid and early detection of food safety incidents and diagnosis of animal diseases.

QUB MSc Advanced Food Safety Video: https://youtu.be/TFxBDS9mb-k

Content

Advanced Food Bioanalysis
Bio-entrepreneurship and Advanced Skills
Agri-food Traceability and Fraud
Food Safety, Health and Disease
Foundations for Research in the Biosciences
Literature Review
Research Project (triple module)

Assessment

Continuous assessment of coursework, examinations, and assessment of modules based solely on submitted work related to private individual study. A MSc will be awarded with Distinction to students who achieve a dissertation and average mark both exceeding 70 per cent, and with Commendation for marks over 60 per cent.

Opportunities for Careers

Excellent opportunities exist within agri-food companies, diagnostic research companies and regulatory testing laboratories. Graduates will also be in a position to progress to further PhD level research study.

Special Features

A major component will include the completion of a laboratory-based, food safety related research project within the Institute for Global Food Security, offering the opportunity to gain practical experience in the use of conventional and emerging bioanalytical technology platforms.

Facilities and capabilities include:
Biosensor instrumentation
Cell culture and microbiological suites
GC, HPLC and UPLC systems
Proteomic and metabolomic profiling
ICP, GC, qToF and QqQ mass spectrometers
Spectroscopic analysis
Real time PCR and surface plasmon resonance biosensor technology

Additional information for International students

http://www.qub.ac.uk/home/StudyatQueens/InternationalStudents/

Applicants who are non-EEA nationals must satisfy the UK Border Agency (UKBA) immigration requirements for English language for visa purposes, by providing evidence of an IELTS* score of 6.0, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University.

*Taken within the last 2 yrs.

Please see http://go.qub.ac.uk/EnglishLanguageReqs for more information on English Language requirements for EEA and non-EEA nationals.


Up to date information on course fees can be found at: http://www.qub.ac.uk/directorates/sgc/finance/TuitionFees/

The University provides information on possible sources of awards which is available at: http://www.qub.ac.uk/sites/PostgraduateCentre/PostgraduateFunding/

Information on the Institute for Global Food Security at Queen’s University Belfast can be found at: http://www.qub.ac.uk/Research/GRI/TheInstituteforGlobalFoodSecurity/


Visit the MSc Advanced Food Safety page on the Queen’s University Belfast web site for more details! (http://www.qub.ac.uk/Study/Course-Finder/PCF1718/PTCF1718/Course/AdvancedFoodSafety.html)

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The MSc in Applied Behaviour Analysis is a highly interactive blended learning programme providing professionals from a wide range of backgrounds with scientifically validated expertise that is applicable to mainstream and special needs education, inclusion, curriculum, learning, and pedagogy. The programme includes a Behavior Analyst Certification Board (BACB®) approved course sequence (4th Edition Tasklist) (practice element not included).
This programme should be of interest to professionals wishing to become Board Certified Behavior Analysts, to those in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists) and students preparing for PhD studies.
The Centre for Behaviour Analysis is well connected both locally and internationally and unique project and employment opportunities arise on a regular basis.

What is Applied Behaviour Analysis?

"Applied Behavior Analysis is a well-developed discipline among the helping professions, with a mature body of scientific knowledge, established standards for evidence-based practice, distinct methods of service, recognized experience and educational requirements for practice, and identified sources of requisite education in universities." – Behavior Analyst Certification Board (BACB)
Behaviour Analysis is the science of behaviour. This means that we are interested in everything a person does, including what we feel (emotional behaviour) and think (cognitive behaviour). When this science is applied to enhance or develop socially relevant behaviours we call it Applied Behaviour Analysis (ABA). There are many applications, for example, to enhance or teach communication and language skills, social skills, reading and other academic skills, life skills, business or classroom management, and many more. In other words, ABA is utilised to help many people in many situations.
Due to the effectiveness of the intervention methods and teaching techniques based on ABA, the demand for behaviour analytic services has increased worldwide, not only for individuals with autism and other special educational needs, but also for application in the mainstream inclusive classroom and many other educational, clinical, or general life contexts.

BACB Recognition

Professionals who are Board Certified Behaviour Analysts (BCBA) have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. The six modules of the MSc ABA cover the required academic curriculum. The programme presently does not include BACB practice requirements, but we have many national and international affiliate organisations who welcome our students and offer placements (some are paid, some unpaid) and supervision (in person or online). Supervised practice requirements can be undertaken while you are studying on the MSc ABA.

Why ABA at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦The programme includes an approved course sequence covering the complete BACB Tasklist (4th Edition) curriculum;
◦The programme offers an economically attractive option as online/blended delivery of the content allows UK/EU/international students to participate without relocating to Belfast;
◦Belfast is easily reached from mainland UK and Europe by a variety of low-cost airlines;
◦The on-campus workshops are timetabled on consecutive days for all the modules in a semester, thus reducing travel requirements;
◦The supervised practice element is not included, but contacts for placements can be provided;
◦An exit award is available. The PGDip (ABA) includes the BACB course sequence without the MSc dissertation

Aims

On successful completion of this programme students will be able to:
o demonstrate knowledge and understanding of any educational research, policy, practice and theory covered in the programme;
o analyse and apply critically examples of the research literature relating to the content of the programme;
o show evidence of reflection on their professional practice;
o demonstrate knowledge of a range of educational research methods;
o choose fit-for-purpose methods for a research project within the context of their own professional role;
o demonstrate engagement in the processes of research planning, data collection and analysis (as appropriate), and research reporting.

Programme Structure and Modules

Students may enrol on a full-time (1 year) or part-time (3 years) basis.
In order to be awarded the MSc ABA, students must successfully complete six taught modules (120 credits) and a dissertation (60 credits) as well as audit the Research Methods in Education online module. An exit qualification (PG Diploma ABA) is available. Students may exit with a Postgraduate Diploma in Applied Behaviour Analysis by successfully completing 120 credits from taught pathway modules.
The programme content is delivered online with multiple focused weekly virtual interactions that include peer- and tutor feedback. This structure allows for acquisition of knowledge, information sharing, development of critical thinking skills, and giving and receiving immediate feedback. An intensive on-campus 5-hour consolidation workshop takes place once during each module to give students the opportunity to meet each other and course tutors face-to-face.

Short Courses

We've made it easy to study for a Masters module as a short course. If you would like to study for one of the modules in the MSc ABA, please contact the Education Secretary (tel: +44 (0) 28 9097 5923/ 5032, [email protected]) for advice.

Modules

Assessment in Behaviour Analysis
Behaviour Change and Education
Concepts and Principles of Behaviour Analysis
Ethical and Professional Conduct
Evaluation in Behaviour Analysis
Fundamental Elements of Behaviour Change
Research Methods (audited)

Career Opportunities

The majority of students are already in relevant jobs and the job market is healthy for BCBAs at present. Professionals who are certified BCBAs have the skills and knowledge to develop, implement and evaluate quality interventions that help to produce positive behavioural changes in a range of settings. Typically, behaviour analysts work in the ‘helping’ professions (e.g. teachers, speech/language therapists, occupational therapists, psychologists). Increasingly, jobs advertised for behaviour managers or specialists require BCBA status.
There is an increasing demand for BCBAs in Europe and worldwide, especially in North America. Teachers as well as allied health professionals should find this degree beneficial in their workplace.

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The LLM in International Business Law offers students a range of modules designed to enhance their specialist expertise of the regulation of international business in the global economy.

Taught by prominent subject specialists, the LLM International Business Law focuses on areas from digital finance to competition law, intellectual property law, corporate governance and corporate social responsibility. Modules include:
- Issues in Corporate governance
- Company and Commercial Law from a Comparative Perspective
- Digital Finance Law
- The Company in Society
- International and Comparative Competition Law
- Intellectual Property Law
- EU Law and Economic Integration

Drawing off these modules, the programme is designed to help you set the legal and regulatory regimes around international business and the global economy in the context of broader legal and socio-legal study skills.

The School of Law at Queen's University Belfast has a track record in business law education at postgraduate level and Belfast's position as a global hub for the digital financial services industry makes it an ideal location for the study of international business.

The LLM will prepare you for a career in the commercial sector, in business, government or in NGOs. You will be proficient in thinking about business on a global sale and the place of law, compliance, social responsibility and trade in our societies.

The programme is delivered through a series of taught modules and culminates in the submission of a dissertation on an original topic.

Note:
Students who take the module The Company in Society may graduate the programme with the award of

LLM in International Corporate Governance

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We start with a semester of formal lectures (2 x 5 week blocks) and assocaiated assignments covering: Behavioural development; Motivation and sensory systems; Evolution and behaviour; Pain, stress and welfare; Navigation; Cognition; Endocrines and pheromones; Communication and Welfare of farm, companion and zoo animals; Behaviour and conservation; Fear and sterotypies and Practical measures for enhancing welfare. We also have visits to Belfast Zoological Gardens, Castle Espie Wildfowl Centre and Farms. In semester two we cover practical topics that include defining and recording behaviour, experimental design and analyses, presentation of results in various formats and getting to grips with primary literature. That is a period in which students also focus on preparing for the project and they give a seminar onhow they intend to approach the research project. The latter is a 5-month, fully-supervised Research Project that can involve field work abroad, field work on UK farms, exerimental work in the labortaory or field. It can involve welfare or fundamental animal behaviour. We have a team of ten that currently offer diverse projects for this course and nine of these are involved in the delivery of lectures (check our web site). Project supervisors will also supervise a literature review in the broad area of the project. Knowledge gained form the course can be applied to fundamental scientific research and to practical areas such as conservation, animal husbandry and zoo environments. Formal teaching is on Mondays, Tuesdays and Wednesdays, one year full time two years part time.

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In the current climate of structural and political pressure on improving educational performance and opportunities, there is an increased focus upon the quality of leadership within educational institutions.

The MSc Educational Leadership recognises that a high quality educational system depends on leaders from all walks of life and all types of positions, regardless of title. It is intended, therefore, to provide leadership development for people who work in all manner of roles in the educational system: schools at all levels, local authorities, policymakers, and any other organisations invested in providing educational opportunities.

The programme aspires to equip students with the necessary knowledge, skills, and creative capacity to respond to a variety of leadership challenges faced in contemporary educational institutions. It challenges traditional notions of ‘leaders’ and ‘leadership’ pointing to new, more collaborative and more organic, models of leading. It is expected that graduates will be able to inform their professional practice with the latest research evidence in the field to nurture meaningful relationships in educational communities, address issues of equity and diversity, support teaching and learning, and ultimately, ensure quality outcomes which are tailored to contextual needs.

Why Educational Leadership at Queen's?

◦As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
◦Education at Queen’s has been ranked 4th within the UK in relation to research intensity with 87% of the research undertaken within the School assessed as ‘internationally excellent or world leading’ (REF, 2014);
◦We provide a CPD opportunity for teachers and other educational professionals who work, or aspire to work, in a leadership capacity at different levels within their organisations;
◦We seek to develop in students the ability to critique current leadership practices and to enact changes that will improve education for all;
◦The content is delivered in a mixture of face-to-face and online formats (blended learning) creating flexibility for part-time working students, while providing for a range of learning styles.
◦Belfast is a growing cosmopolitan city, offering a good quality of life and one of the lowest costs of living in the UK; this makes it an attractive destination for EU/international applicants who want to undertake full-time study.
◦If you don’t want, or need, to study for the research dissertation, flexible exit awards are available (PG Diploma/ PG Certificate);
◦You may also undertake individual course modules without completing a full degree.


“Rather than offering ‘how-to-do’ type of knowledge or quick-fix solutions to common leadership problems, the course promotes critical and creative thinking among students, bringing to light and questioning many long held assumptions. This is achieved through extended periods of academic study and insightful dialogues with professional peers.” Dr Stefania Giannakaki, Programme Co-ordinator

Programme Structure and Modules

The MSc Educational Leadership is awarded to students who have successfully completed 120 CATS points from taught modules and a Master's dissertation (60 CATS points).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or an Postgraduate Certificate by successfully completing 60 CATS points from taught modules.

Short Courses

We've made it easy to study for a Master's module as a short course. If you would like to study for one of the modules in the MSc in Educational Leadership as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, [email protected]) for advice.

Modules (all 20 CATS points)

◦Leadership Theory and Practice: an overview (compulsory)
◦Leadership for Change (compulsory)
◦School Effectiveness and School Improvement (compulsory)
◦An Introduction to Research Methods: Children, Young People and Education (compulsory)

Assessment

There are no written examinations. Modules are assessed through written assignments.

Career Opportunities

Graduates have found this degree beneficial for developing leadership practice in their workplace. Others have found it beneficial in gaining employment or promotion. Some progress to Doctoral-level studies and research.

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The EdD is a partly taught and partly research-based Professional Doctorate in Education which has proved to be both successful and convenient for senior professionals in education and related fields. We offer a wide range of taught modules in the areas of research methods, education policy, education management and professional development. Dissertations are supported within the specialist research centres at the School of Education including effective education, shared education, children’s rights, and autism.

Aims

On successful completion of the programme students will have made an original and independent contribution to educational knowledge in the field determined by the topic of their research dissertation study. They will, through this dissertation, demonstrate a critical evaluation of the relevant literature, a high level of competence in appropriate research methods, and the ability to communicate their results and their implications.

The EdD programme may be taken on a part-time or full-time basis. The normal period of study will be not less that three years full-time or not less than four years part-time. The aim is to allow flexibility for busy professionals, enabling you to complete the degree with minimal disruption to your professional and personal life.

The EdD comprises nine taught doctoral modules (of which four must be research modules) and a research dissertation. The research dissertation has the same level of challenge and high standards as a PhD but is approximately half the scale (40,000 words). Each module is assessed by one 5000 word assignment. The University operates a Recognition of Prior Learning (RPL) Scheme which recognises relevant prior assessed and certified learning for credit purposes. This is also known as credit transfer where the credits were awarded by another Higher Education (HE) provider. Applicants who have completed a masters degree within the last 10 years that involved a substantive element of educational research methods training, including a research-based dissertation or project, may be eligible to transfer credit. Applicants for RPL should submit the RPL Application Form to the Postgraduate Administrator, 20 College Green, Belfast, BT7 1LN. Applications for RPL should be made at the same time as your online course application. The dissertation is assessed by an oral examination (a viva-voce).

There are three stages to each EdD taught module which covers a four month period. The first stage is pre-reading. The second stage is attendance for the intensive teaching, normally over a consecutive period of two and a half days. The third stage involves the completion and submission of an assignment, normally within three months of the last date of the taught module.

Research Modules

Educational Research: An Overview (compulsory)
Quantitative Research: Methods, Data and Theory (compulsory)
Qualitative Research: Methods, Data and Theory (compulsory)
The Professional as Researcher
Experimental Methods in Educational Research
Survey Methods in Education
Philosophical and Ethical Issues in Educational Research
Researching Children and Young People in Educational Settings
Narrative and Arts-based Research Approaches

Optional Modules

Education in Divided Societies: contribution to social cohesion
Assessment and Testing: Concepts and Issues
Educational Special Needs: Policy and Partnerships for Inclusion
Education and the Law
Children's Rights - Research and Practice
TESOL: Issues in Language Learning
TESOL: Discourse and Pedagogy

Find out more bout the course here: http://www.qub.ac.uk/Study/Course-Finder/PCF1718/PTCF1718/Course/DoctorateinEducationEdD.html
Find out why Queen's University is a great palce to study here: http://www.qub.ac.uk/Study/Why-Study-at-Queens/

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Belfast is a modern vibrant city offering a great base from which to study a Master in Public Health. On this MPH programme there is an emphasis on global aspects of public health and emerging threats and challenges and the course attracts students from all over the World. The course equips students with the knowledge and skills base to pursue a career in public health or other health-related leadership roles

One of our strengths is the small class size (typically less than 20 students per year) which enables very close liaison between students and the world class research staff who will be teaching and mentoring students. The emphasis is on learning and transferable skills rather than teaching.

The course is divided into two taught semesters and one research-based component. In the first semester students will be taught by experts in the fields of demography, epidemiology, health economics, medical sociology, health services research, medical statistics and qualitative methods, needs assessment and health impact assessment. There will be an emphasis on critical thinking and of the application of new knowledge.

The second semester focuses on the more applied aspects of public health and this part of the course includes the theory and practice of health promotion; protection of health through control of communicable diseases and environmental hazards and emergency preparedness. The funding, organisation and assessment of health and care systems across the world will also be addressed.

The dissertation makes up the final third of the course. Here students will have an opportunity to undertake substantive research in a public health area of choice and to write and present these findings in a standard format. Students who do not complete the dissertation are eligible for a Diploma in Public Health.

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The programme is specifically designed for Medical and Dental practitioners who want to improve their teaching skills. The programme offers participants an opportunity to develop some practical teaching skills and acquire the knowledge to underpin their educational practice with Masters level study. The programme will offer you opportunities to review your teaching techniques and includes practical teaching projects. The assessments require you to engage at a high level.

Whilst you will follow a common menu of face-to-face modules, each module will allow you an opportunity to consider application and implementation to your own teaching practice. Course assignment all relate to your individual practise and work setting. In addition you are able to influence your learning by selecting from a range of contemporary issues that you feel suit your particular needs or interests.

The course team has experience in Medical and Healthcare Education. Teaching sessions are delivered by QUB staff in collaboration with colleagues from the Northern Ireland Medical and Dental Training Agency (NIMDTA).

The programme is delivered on a part-time basis on up to five evening classes each semester from 6.30pm-9pm. This programme is delivered at Queen’s University Belfast and two intakes are offered each year, January and February. There is also an intake onto this programme at Altnagelvin Hospital in September. Dentists wishing to apply for this programme should apply for the January intake.

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INTRODUCTION

With increasing recognition of the impact of a world living beyond its means, the commitment to sustainable development in order to meet the needs of present generations without jeopardising those of future generations, has never been more apparent.

The MSc in Leadership for Sustainable Development will be of direct relevance to those who wish to develop the skills to make a difference in building a sustainable society. It is of direct relevance to recent graduates as well as those working in sectors dealing with sustainability.

AIM

This innovative programme has been designed in consultation with employers and academics to provide students with:

• in-depth understanding of the theory and practice of leadership in the context of sustainable development and an ability to identify and critically evaluate the role of leadership for sustainable development within a range of organisational contexts

• knowledge of the principles and core themes associated with sustainable development and an ability to critically evaluate best practice within a range of organisational sectors

• an ability to apply knowledge and skills gained from the programme in order to positively contribute to the sustainable development agenda through research projects

• competence in employability skills that will facilitate a professional approach to the work environment

STRUCTURE AND CONTENT

Course Content
The innovative programme embraces action based learning, facilitated through a series of work placements and group project to foster critical thinking and promote the use of initiative for problem solving and decision making. The course is a full time programme comprising seven modules over twelve months.

The course structure is as follows:

Semester 1:

• Leadership for Sustainable Development: to explore theories and practices of leadership in the context of sustainable development

• Foundations for Sustainable Development:1 to consider core themes underpinning sustainable development

• Foundations for Sustainable Development:2 to consider policies and strategies for sustainable development



Semesters 2 & 3:

• Sustainable Development in NGOs (Placement 1): to provide experiences of sustainable development and leadership in Non Governmental Organisations

• Sustainable Development in Governance (Placement 2): to provide experiences of sustainable development and leadership in Governance

• Sustainable Development in Business (Placement 3): to provide experiences of sustainable development and leadership in Business

• Effective Leadership: Group Project: to engage in a project to promote sustainable development through ‘experiential learning’.
Assessment

A range of assessment methods are used including research projects, group work, presentations, reports and essays, exam and seminar contribution.

CAREERS IN SUSTAINABLE DEVELOPMENT
Graduates from this programme have developed successful careers upon completion of the MSc in Leadership for Sustainable Development. For example, past students have gone on to gain relevant employment with a range of organisations in the public, private and non-governmental organisations sectors. These include the Sustainable Development Commission NI, Action Renewables, the Environment and Heritage Service, Northern Ireland Environment Link, NIE Supply, George Best Belfast City Airport, the United Nations and the Consumer Council in Northern Ireland.

The success of the MSc Leadership for Sustainable Development programme was recently recognised when the course was highly commended in the Higher Education Funding Council for England (HEFCE) Green Gown Awards 2006-7.

Up to date information on course fees can be found at: http://www.qub.ac.uk/directorates/sgc/finance/TuitionFees/

The University provides information on possible sources of awards which is available at: http://www.qub.ac.uk/sites/PostgraduateCentre/PostgraduateFunding/

Additional information for International students

http://www.qub.ac.uk/home/StudyatQueens/InternationalStudents/

Applicants who are non-EEA nationals must satisfy the UK Border Agency (UKBA) immigration requirements for English language for visa purposes, by providing evidence of an IELTS* score of 6.0, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University.

*Taken within the last 2 yrs.

Please see http://go.qub.ac.uk/EnglishLanguageReqs for more information on English Language requirements for EEA and non-EEA nationals.

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The MA in Broadcast Literacy at Queen's University Belfast offers:
• a comprehensive theoretical overview of the contemporary field of broadcasting, its development, policies and place in society;
• a semiotics of modern broadcasting, providing techniques for ‘reading’ broadcast texts;
• a practice-based introduction to the techniques and strategies used in generating content for television, radio and other broadcast media, taught by experienced writers and broadcasters;
• opportunities to explore the students’ own interests in broadcasting through guided study.

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The PGCE is aligned with the Northern Ireland Curriculum, training graduates to teach across the 11-18 year age range. You will gain a postgraduate qualification and qualified teacher status (QTS).

The PGCE combines university-based tuition, consisting of taught sessions and directed independent study, with professional placements in schools. The programme of study is organised around three interdependent strands:
• Professional School-based Experience - focuses on developing practical teaching competence particularly through working closely with experienced teachers during periods of school placement.
• Subject Studies (eg English, Mathematics) - how to teach your subject.
• Educational Studies - common aspects of teaching and the professional role of the teacher, including pastoral care, promotion of inclusion, theories of learning, educational disadvantage, assessment and management.

Subjects

The PGCE trains students to teach the following school subjects up to Advanced-level GCE:
English
Mathematics
Information Technology/Computing
Modern Languages (applicants, including native speakers of languages other than English or Irish, should normally offer at least one of French, Irish or Spanish. German and Italian might also be considered as second languages offered. Native speakers will be assessed during interview in a curricular language other than their native language. Modern Languages students should state specific language(s) on the supplementary application form. Note that German alone is not considered).
Science (Biology, Chemistry, Physics)
Sociology
Politics
Religious Education
IME (Irish Medium Education) - Extra places are reserved to prepare those who are interested in teaching a subject through the medium of Irish in Irish medium schools. These students do a number of elements, including a Gaeltacht residentual in the August preceding the course, which is delivered by St Mary's University College, Belfast. They receive an additional certificate in IME and applications are welcomed from students wishing to do such courses in one of the subjects listed above.

The PGCE combines university-based tuition, consisting of taught sessions and directed independent study, with
professional placements in schools. The programme of study is organised around three interdependent strands:
• Professional School-based Experience - focuses on developing practical teaching competence particularly
through working closely with experienced teachers during periods of school placement.
• Subject Studies (eg English, Mathematics) - how to teach your subject.
• Educational Studies - common aspects of teaching and the professional role of the teacher, including pastoral
care, promotion of inclusion, theories of learning, educational disadvantage, assessment and management.

Students are assessed on these three strands of practical, professional and acedemic competences. Coursework comprises subject studies assignments, practical teaching and core tasks arising from lectures, workshops and tutorials addressing key educational issues.

Students are also offered optional, non-assessed workshops on a variety of topics including special educational needs, classroom management, pastoral care, diversity and inclusion, children’s rights and digital storytelling.

Course Structure

After enrolment and registration in early September, you will complete a two week block experience in a primary school. The next block of the course is devoted to university-based tuition (an induction week, taught sessions and directed independent study). This is followed by your first 10 week period of professional placement based in a school (which we arrange).This block practice straddles the Christmas vacation, so you will only be free to take the same holiday as that of the school in which you are placed. At the beginning of February, you return to university-based tuition in preparation for your second 10 week professional period in a school different from that of your first placement. This second placement straddles the Easter period and again the vacation is determined by the school in which you are placed.A final week of university-based tuition completes the course at the beginning of June.

Successful completion of the PGCE depends on achieving satisfactory standards in both practical teaching and in course work. The extended placements are in two different schools, normally one spent in a school catering for 11 – 16 age range and the other in an 11 – 18 age range. This ensures a varied experience of teaching in different schools and working with pupils from the whole ability range. In the two post-primary schools
you will work closely with members of each school’s staff. Your subject methods lecturer from Queen’s will also maintain close co-operative links with these teachers during your school placements.

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