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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. Read more
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 course prepares students for careers in ecological management and conservation biology. Staff have a wide range of relevant interests, and students benefit from interactions with the government-university partnership Quercus (http://www.quercus.ac.uk/). Read more
The course prepares students for careers in ecological management and conservation biology. Staff have a wide range of relevant interests, and students benefit from interactions with the government-university partnership Quercus (http://www.quercus.ac.uk/).

The 5 modules are: Foundations; Professional Development (gives experience in local companies and organizations); Literature Review; Ecological Management and Conservation Biology (covering topics such as biodiversity action plans, conservation genetics, risk of invasions, environmental impact assessments, data handling and databasing, and species identification skills); 3-month Research Project.

Our graduates have an excellent record of finding employment in relevant jobs in governmental agencies and at environmental consultancies.

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/graduateschool/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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Sustainable rural development is seen as critical to survival of rural areas at a global level. Central to the success of any rural development programme, is a skilled team of experts to think strategically about rural development and ensure its delivery. Read more
Sustainable rural development is seen as critical to survival of rural areas at a global level. Central to the success of any rural development programme, is a skilled team of experts to think strategically about rural development and ensure its delivery. This graduate programme will be of direct relevance to those interested in becoming leaders in rural development and promoting sustainability in the rural sector. It will also be of interest to those currently employed in rural development.

AIM
The Diploma course is strongly inter-disciplinary. It aims to develop an understanding of the underlying processes of economic, social and environmental practice with an emphasis on sustainability. Thus, as well as teaching the theories and concepts underlying rural development, the course places strong emphasis on the application of theory to development problems in rural areas, with an emphasis on the EU.


STRUCTURE AND CONTENT
Students on the full-time diploma course are required to take a total of four taught modules and a double module Work Experience Placement during the academic year from September to June.


Global Sustainability, Local Solutions and Rural Policy (single module)
This module explores the history of Rural
Development locally and provides an introduction to European Union, national and regional policies and strategies. Students will become familiar with key policies such as the Common Agricultural Policy, EU Rural Development Programmes, Rural Development Programme, and a range of EU legislation relating to rural policies.

Students will have had the opportunity to develop the following knowledge:

• CAP reform, Decoupling and Single Farm Payment
• Use of Community Initiatives such as LEADER
• Diversification of the rural economy
• Rural Champion, Rural White Paper and Rural Proofing
• Agri-Environment Programmes, Countryside Management, Forestry and Organic Farming schemes

Rural Development: Rhetoric and Reality (single module)
This module aims to provide students with the basic skills necessary to take responsibility for a project management process from start to finish. The following are the main areas covered.
• Fundraising and income generation
• Social inclusion: key concepts
• Rural poverty
• Physical Planning for Rural Areas
• Sustainable Rural Tourism
• Community Development

Foundations for Sustainable Development (i) (single module)
This is a broad ranging module exploring the major global issues in environmental sustainability, such as Climate Change, Biodiversity, Waste Management, Water Management, Renewable Energy. The module will introduce concepts and methodologies such as Environmental Economics, Ecological Footprinting and Environmental Impact Analysis as well as moral and ethical ways of considering sustainable development problems.

Methods for Rural and Sustainability Research (single module)
The purpose of this module is to provide students with a basic understanding of the various methods which are used in both rural and sustainable development practice and research.
The module is intended to complement other modules in the curriculum by providing students with a range of techniques which can be utilised in gathering knowledge, undertaking analyses, reporting findings and applying knowledge. Formal lectures are supplemented by case studies and visiting speakers.


Work Placement/Internship (double module)
Each student will work with a University tutor to identify and undertake a specific piece of work either in their own workplace or in a suitable co-operating organisation that has a rural or sustainability interest. The placement must normally be completed during years 1 & 2 of the degree and will be guided by an agreed set of learning objectives and work tasks. Assessment will be based on the student’s diary or log, a final report prepared by the student and an oral presentation to students, staff and the placement mentor. This internship will offer students the opportunity to combine theory with practical tasks and to develop professional work habits.

The aim is to ensure, by the end of the programme, adequate coverage of the range of disciplines relevant to sustainable rural development. All taught modules will be assessed by a combination of continuous assessment and written and oral examination.


PROGRESSION TO MSc
Students who attain the required standard in the six modules and submit a satisfactory research proposal may progress from the Graduate Diploma to the MSc by completion of a dissertation which is equivalent to three modules. This element of the programme involves original research including a literature review, data gathering and analysis. The research will be carried out under the supervision of a member of the academic staff from July to September (inclusive).

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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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. Read more
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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This is a unique and innovative interdisciplinary programme taught through subject areas that include law, anthropology, english, history, philosophy, politics, psychology, sociology and the creative arts. Read more

WHAT IS THE PROGRAMME?

This is a unique and innovative interdisciplinary programme taught through subject areas that include law, anthropology, english, history, philosophy, politics, psychology, sociology and the creative arts. Module choice within the programme will permit you to build your own personalised portfolio of knowledge and learning within the area of conflict transformation and social justice. You will be taught by academics and practitioners whose expertise is both national and global and who offer research-led teaching in areas of conflict such as South/Southeast Asia, the Middle East, Southern Europe, South America and Northern Ireland.

HOW ARE WE DIFFERENT?

This MA provides the opportunity to undertake study across the Faculty of Arts, Humanities and Social Sciences and beyond. You will be able to choose modules across ten disciplines and will benefit from an enriched, interdisciplinary learning environment. You will engage with core theories, concepts, issues and debates within conflict transformation and social justice, as well as with modes and forms of conflict and the legal and human rights aspects of conflict transformation and social justice.
Students will critically examine the key conceptual, moral, legal, political and cultural issues that define conflict and its relationship to transformation and social justice. Study will be framed by a core module that will draw together the various disciplinary approaches and methods. Those methods will also be taught via bespoke training modules within the Faculty’s postgraduate taught programme.

This interdisciplinary environment may provide a gateway to PhD research.

PROGRAMME DETAILS

Students are required to complete THREE compulsory taught modules:
Global Concepts and Practices of Conflict Transformation and Social Justice (20 CATS), Conducting Research in Conflict Transformation and Social Justice (20 CATS), and Making Knowledge Work (20 CATS), as well as the triple-weighted dissertation (60 CATS).

The remaining 60 CATS points will be taken via module choice from the following Schools: English, Creative Arts, Law, Politics, International Studies and Philosophy, History and Anthropology, Psychology and Sociology, Social Policy and Social Work. Students must pass all taught modules equating to 120 CATS points before being able to complete a dissertation.

The taught modules are delivered during two 12 week semesters

A student cannot take more than 40 credits in any School. Where a student wishes to take more than 40 credits in a particular School, it is recommended that they apply for the Masters programme in that School.
Within each stream students must take modules from at least two Schools.

STRUCTURE OF THE PROGRAMME

The optional modules are structured into three streams. You will be able to specialise in one stream that will permit you to explore different disciplinary approaches to and perspectives on related and overlapping subjects.

Stream 1: Conflict Transformation
In Stream 1, you will be able to focus on conflict via reading across definitions, forms, expressions and manifestations of conflict, conflict transformation and social justice. This could include, for example exploring notions such as terrorism, territoriality, behaviouralism, performance, scale, ethnicity, gender, environmental resource competition, youth and class.

Stream 2: Asserting Social Justice, Inclusion and Rights
Stream 2 will give you the opportunity to link skills development to the understanding of conflict transformation via a human rights and/or social justice frame. The Stream relates to rights of assembly, human rights abuse, social injustice, environmental conflicts, disempowerment and social, gendered, youth-centred and other exclusions.

Stream 3: Religion, Society, Peace-building and Conflict
In Stream 3 you will work on understanding religion/faith-based coexistence and inter/intra faith approaches to peace-building that relate to the concepts of ‘peace via religion’, ‘peace without religion’ and ‘peace with religion’. The practice of religious/faith based approaches will be taught around the importance of faith in conflict transformation, religion/faith-based NGO examples and approaches.

Full details on the course can be found in our course booklet: http://www.qub.ac.uk/research-centres/isctsj/filestore/Filetoupload,470694,en.pdf

SPECIAL FEATURES

Only global MA programme on conflict transformation and social justice.
Only MA programme in the field to be interdisciplinary across all the humanities and social sciences in order to offer a fully rounded and multilevel analysis of the subject whilst offering optional modules for specialisation.

FREQUENTLY ASKED QUESTIONS

A list of FAQs are available to assist you by clicking here: http://www.qub.ac.uk/research-centres/isctsj/StudyWithUs/MastersinConflictTransformationandSocialJustice/FrequentlyAskedQuestions/

BE PART OF AN INTERDISCIPLINARY LEARNING EXPERIENCE

Learn more about the Institute here: http://www.qub.ac.uk/research-centres/isctsj/AboutUs/

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Take your career to the next level with the UK's number 1 School of Pharmacy (The Times and Sunday Times Good University Guide 2016). Read more

Study with the UK's Number 1 School of Pharmacy

Take your career to the next level with the UK's number 1 School of Pharmacy (The Times and Sunday Times Good University Guide 2016)

New for 2016/17, our new MSc in Advanced Clinical Pharmacy Practice provides a flexible programme of study that is designed to develop the therapeutic knowledge and clinical practice skills of pharmacists to an advanced level.

- Open to local, national and international applicants
- Open to pharmacists from all employment sectors
- Blend of distance and work-based learning
- Independent Prescribing option for UK pharmacists (subject to GPhC accreditation)
- Management and leadership development option
- Optional on-campus and local hospital teaching for International students

This programme replaces our previous Clinical Pharmacy and Community Pharmacy programmes.

This programme is delivered using a combination of distance and work-based learning; there is no requirement to attend QUB at any stage. This format allows delivery to pharmacists globally and we welcome applications from international pharmacists.

Distance learning

Students are provided with access to their module study materials and online resources via Queen's Online, the QUB online learning environment. Modules are studied and coursework is submitted according to a timetable provided at the start of the course. A variety of assessments are used throughout this programme including case studies, online tests, written coursework and workbooks. Written coursework is uploaded and returned via Queen's Online.

Therapeutics examination
Students sit a written therapeutics examination at the end of the first and second years. UK examination centres are located in London, Glasgow, Bradford and Belfast. Examination venues are arranged for international students in their countries of residence. These are normally at the nearest British Council office.

MSc research supervision
In the Master's (MSc) year, students undertake a work-based research or audit project and submit a dissertation at the end of the year. Each student is allocated to a member of the School's academic staff who supervises their work and the preparation of the dissertation. Students are required to submit progress reports and dissertation drafts to their supervisor according to a timetable throughout the year.

The MSc is normally completed over a period of 36 months, however, credit transfer may be available for students who already possess a suitable postgraduate qualification. Sufficient credit transfer may allow the student to complete the PG Diploma in 12 months or the MSc in 24 months.

Closing date for 2015/16 entry: 30th June 2016

Full details and an online application form can be found at http://www.qub.ac.uk/schools/SchoolofPharmacy/ or contact Dr Brian McCaw on 028 9097 2004 (+4428 9097 2004).

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Offered through the Centre for Behaviour Analysis, the MSc Autism Spectrum Disorders offers up-to-date post-qualifying training for education, social and health care professionals, and other frontline staff. Read more
Offered through the Centre for Behaviour Analysis, the MSc Autism Spectrum Disorders offers up-to-date post-qualifying training for education, social and health care professionals, and other frontline staff. Modules are short and succinct (20 CATS points) and delivered in blended format, i.e. in-class 3-day blocks of teaching supported by online content delivery. Modules can be taken individually for interest or professional development or taken as part of the Postgraduate Certificate, Postgraduate Diploma or MSc ASD.

Autistic Spectrum Disorders (ASD) are complex developmental disorders. Severity is based on social communication impairments and restricted repetitive patterns of behaviour (DSM-5). It is estimated that 1:88 individuals and families are affected by ASD (in Northern Ireland 1:56 school children are affected). Increase in awareness of ASD has resulted in the need for training in diagnosis, early intervention, educational provision and support services.

The MSc Autism Spectrum Disorders was developed in consultation with the education, health and social care, and voluntary sectors and individuals affected by ASD. While on the programme, students explore the theories and practice underpinning ASD and have the opportunity to engage in associated experiential work.

In line with the needs identified in the Northern Ireland Executive’s Autism Strategy (2013-2020) and associated Action Plan, the MSc Autism Spectrum Disorders has been updated and revised and attuned specifically to raising awareness, addressing issues specifically related to children and adults on the autism spectrum, and increasing knowledge of concepts and models of evidence-based interventions. The programme provides a range of specialised practical skills for teaching and supporting pupils and students in a variety of settings; the teamwork skills needed to support and advise colleagues; and, the knowledge and understanding of the special needs of individuals with ASD.

Programme Structure

In order to be awarded the MSc, students must successfully complete six taught modules (120 CATS points) and a dissertation (60 CATS points).

Two exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught pathway modules or an Postgraduate Certificate by successfully completing 60 CATS pointsfrom taught pathway modules.

Further information van be viewed on Queen's University website:
http://www.qub.ac.uk/Study/Course-Finder/PCF1718/PTCF1718/Course/AutismSpectrumDisorders.html

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 ASD, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Career Opportunities

Graduates have found their Master’s degree to be beneficial in the workplace when advising colleagues, influencing policy makers and supporting pupils and students. Others progress to Doctoral level studies and research.

Find out why you should choose Queen's University for your postgraduate study: http://www.qub.ac.uk/Study/PostgraduateStudy/Why-postgraduate-study-at-Queens/

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Our MSc in Cyber Security aims to develop the next generation of industry leaders and address the shortage of cyber security professionals globally. Read more

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 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. Read more
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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The aims of the programme are. 1. To support students in the development of their intellectual and practical skills through the study and interpretation of cultural heritage artefacts, their historic societal significance and relationship with the landscape and the wider environment in the past and the present. Read more

AIM

The aims of the programme are:

1. To support students in the development of their intellectual and practical skills through the study and interpretation of cultural heritage artefacts, their historic societal significance and relationship with the landscape and the wider environment in the past and the present.

2. To demonstrate how geo-spatial technologies and techniques (including GIS, scanning and digitisation) play a central role in the recording, analysis, interpretation and management of cultural heritage across a range of scales from excavated items, archaeological sites, and paper records to historic buildings, monuments and their landscapes.

WHY QUEEN'S?

In the new programme the internationally recognised expertise within GAP with regard to the development and application of digitisation and scanning technologies will be more fully used and integrated into the student learning experience.

The integration of these skills with wider academic expertise in Archaeology and the Centre for Archaeological Fieldwork (CAF), and Geography and the Centre for Data Digitisation and Analysis (CDDA) will create a unique 'heritage' focused programme in which students will experience heritage in its widest context and will have the opportunity to acquire and practice a wide range of geo-spatial skills and explore the conceptual issues associated with their application.

PROGRAMME CONTENT

MSc: successfully complete the five taught modules (120 CATS) and undertake independent research for the dissertation (60 CATS).

PgDip: successfully complete the same five taught modules but do not take the dissertation module.

PgCert: successfully complete the two Semester 1 modules.

Semester 1
GIS Technologies: Application and Practice (30 credits)
Introduction to Cultural Heritage and GIS (30 credits)

Semester 2
Heritage Structures (20 credits)
Heritage Landscapes (20 credits)
Professional Practice Placement (20 credits)

Semester 3
Dissertation (60 credits)

LEARNING AND TEACHING

One of the modules included in the Cultural Heritage and GIS programme includes a residential field course (between 5-10 days).

CAREER PROSPECTS

The market for those with a qualification in Cultural Heritage and GIS can be defined as:

professionals who are involved in providing scientific understanding in the support of heritage protection
professionals engaged in dealing with the digital documentation and portrayal of heritage structures and landscapes
professionals seeking a targeted training in the use of digital data handling, especially through the application of GIS
those wishing to develop a career in cultural heritage conservation and/or management;
those already employed in cultural heritage management who require the updating of qualifications, or the improvement of existing ones, in order to reflect new developments in technology and thinking.

Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally.

ASSESSMENT & FEEDBACK

Teaching is achieved through various combinations of lectures, seminars, practical classes and fieldwork and is supported by intensive self-guided independent learning. All assessment is coursework based and will be individually undertaken. The dissertation submission is an independent piece of research undertaken by each student under the supervision of an academic member of staff. Both formative and summative feedback will be given through, as appropriate, oral and written means. The pass mark for all assessments is 50 per cent. Students must obtain an overall 50 per cent pass mark for this taught programme (five modules) before progression from the PG Diploma to Masters.

VISIT US

Visit Queen's to sense the atmosphere of our historic campus, tour our world-class facilities, and experience for yourself the exceptional learning environment we provide. Find out when our next Open Days are, or arrange a guided tour to suit you.

HOW TO APPLY

Applications for admission to the vast majority of postgraduate programmes are submitted online via the Postgraduate Direct Applications Portal. The online system also allows application for funding where appropriate.

If you have queries on course content please contact the school representative below.

Dr Paul Ell
School of Geography, Archaeology and Palaeoecology
Tel: 9097 3186
Email:
WWW: http://www.qub.ac.uk/gap

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This course explores themes in Irish history from the late medieval period to the 20th century. Read more
This course explores themes in Irish history from the late medieval period to the 20th century. All students receive research training in using Irish historical resources and take a core course on contemporary and Irish historiography, then opt for pathway study in either 'Irish Women's History' or 'Culture, Politics and Identity in Ireland', and a research dissertation of their choice. For more details, visit: http://www.qub.ac.uk/history

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This course explores themes in modern history from the 18th to the 20th century. Read more
This course explores themes in modern history from the 18th to the 20th century. All students receive research training in using historical resources and take a core course on contemporary historiography, then opt for pathway study in either British History or American History, and a research dissertation of their choice. For more details, visit: http://www.qub.ac.uk/history

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The MA is designed to develop historical skills and provide deeper knowledge of themes in ancient history. Core courses explore research skills and methodologies such as epigraphy, historiography and numismatics; option courses focus on aspects of ancient Greek and Roman history. Read more
The MA is designed to develop historical skills and provide deeper knowledge of themes in ancient history. Core courses explore research skills and methodologies such as epigraphy, historiography and numismatics; option courses focus on aspects of ancient Greek and Roman history. For more details visit: http://www.qub.ac.uk/history

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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. Read more
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, ) 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 MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. Read more
The MEd in Educational Studies offers flexibility through a wide choice of modules dealing with current issues in education, - from Action Research to Leadership and from Assessment to Autism. This diversity is particularly appreciated by teachers and educational professionals who want to learn across a range of areas, rather than focusing on one definitive topic. The range of topics include: assessment, autism, behaviour, curriculum, inclusion and special educational needs, leadership and action research and students may freely choose modules from within this programme.

The programme offers students an opportunity to further their knowledge of a variety of topics in which they have a special interest and to broaden their expertise by selecting topics which they may not have previously studied in depth. It provides an opportunity for reflection on both the practical and theoretical aspects of education and is open to teachers in primary-, secondary- and tertiary-level institutions as well as to professionals in other fields of education

Why Educational Studies at Queen's?

- As a prestigious Russell Group University, Queen’s is ranked 8th within the UK in relation to research intensity;
- Education research 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 professional development opportunity for teachers and other related professionals who wish to extend and renew their study of education on a wide front;
- The diversity of topics is particularly appreciated if you want to learn across a range of topics, rather than focusing on one specialist subject. Modules include: assessment, behaviour, curriculum, learning, reflective practice and many more. You may also study modules from our other Master’s programmes (if you meet the entrance requirements and receive approval);
- We understand the many demands on students’ time, so the content is delivered in a mixture of face-to-face and online formats and you can study one or more of our modules as a short course;
- If you have completed other Masters-level awards, eg PGCE, within the last 10 years you are eligible to transfer credit. The credit transfer application must be submitted at the same time as the online course application;
- You may also undertake individual course modules as short courses without completing a full degree.
- If you don’t want or need to study for the research dissertation, flexible exit awards (PG Diploma, PG Certificate) are available.

[Programme Structure]]
The MEd in Education Studies is awarded to students who successfully complete 120 CATS points from taught modules and 60 CATS points from a Master's dissertation. Students may take modules from this programme or another Masters programme in the School of Social Sciences, Education and Social Work (where they meet the entrance requirements and receive approval).

Exit qualifications are available. Students may exit with a Postgraduate Diploma by successfully completing 120 CATS points from taught modules or a 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 Studies as a short course, please contact the Education Secretary (tel: 028 9097 5923/ 5032, ) for advice.

Modules

◦An Introduction to Research Methods: Children, Young People and Education (compulsory)
◦Assessment Issues in Teaching and Learning in Classrooms
◦Fundamental Elements of Behaviour Change
◦Leadership for Change
◦Leadership Theory and Practice: An Overview
◦Leading School Improvement
◦Methods and Analysis in Educational Research
◦Reflections on Education
◦Reflective Practice and Action Research
◦Reimagining Special Needs Education: Inclusive Pedagogy
◦Special Needs Education and Issues of Equity
◦The Intellectual Foundations of Special Education Understanding Adults with ASD
◦Understanding Children with ASD

Assessment

There are no written examinations. Most modules are assessed by coursework. Online modules are assessed by a variety of methods, eg multiple choice exam and contributions to an online forum.

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