Social Policy
BSc (Hons)

About this course

About

The course critically analyses how and why social policies are formed and implemented in the UK and internationally: how key issues and problems of poverty, inequality and social need are impacted by the theories, politics, governance and delivery of welfare. The course maintains a strong focus on employability and provides a robust combination of theoretical and applied knowledge and understanding, practical social research skills and a range of soft skills, necessary for employment in the public, private and voluntary sectors. Social Policy at Ulster has recently three times received 100% 'overall satisfaction'in the annual UK National Student Survey; in 2012, 2014 and 2016. Social Policy at Ulster was rated 2nd place in the UK for student satisfaction in the 2016 University Subject League Tables of 'The Complete University Guide'.

Attendance

Course duration, part-time mode, is typically five years.

Our full-time Social Policy degrees comprise 18 modules: six at year 1 (level 4), six at year 2 (level 5), and 6 at year 3 (level 6).

Full-time students are required to study six 20-credit modules at level 4 (year 1), six at level 5 (year 2), and six at level 6 (year 3),totalling 180 credits at each level. Each module will normally involve two hours of lectures plus a one-hour seminar each week, for the 12-week teaching period. For each module, students are required to undertake a further 168 hours of directed independent learning, totalling 200 effort hours for each module. Attendance at lectures and seminars is compulsory.

Part-time studentsare required to complete a minimum of one module per semester but can chose to study a maximum of two modules per semester if they prefer. This means a minimum of two and a maximum of four modules per year in part-time study mode. The Course Director will work with you at the beginning of your studies to discuss and agree an appropriate choice and sequence of modules studied, based on how many modules you wish to complete per year.

Opting to study this degree programme on a part-time basis affords flexibility both in the speed at which you wish to learn and in being able to juggle paid work and other activities alongside your part-time study.

Start dates

• September 2019

Teaching, Learning and Assessment

Content

The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

- the relevant generic national Qualification Descriptor

- the applicable Subject Benchmark Statement

- the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

Assessment

Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

• Read more

  Content

  The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

  Each course is approved by the University and meets the expectations of:

  • the relevant generic national Qualification Descriptor
  • the applicable Subject Benchmark Statement
  • the requirements of any professional, regulatory, statutory and accrediting bodies.

  Attendance and Independent Study

  As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

  Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

  The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

  Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

  Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.

  Assessment

  Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

  Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

  Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

  Calculation of the Final Award

  The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

  Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

  All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

• Read more

  The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

  Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

  Figures correct for academic year 2019-2020.

Modules

Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

Year one

Introduction to Social Policy

Year: 1

Status: C

This module introduces students to key Social Policy concepts. They are also introduced to a number of contemporary issues in Social Policy and key debates on topics including poverty, housing education and the financing of welfare.

Policy Making and the Delivery of Welfare

Year: 1

Status: C

This module introduces students to the nature of politics and governance and delivery in the UK. They will develop a deeper understanding of how policy issues are identified (or not) and the role of actors involved in policy networks. They will also be introduced to issues relating to multi-level governance and contemporary principles and agendas influencing the delivery of welfare. The system of devolved government in Northern Ireland is also explained with some reference to Scotland and Wales, and also governance in the Republic of Ireland. The context of constitutional, political and economic factors is also described.

Qualitative Research Methods

Year: 1

Status: C

This module will introduce students to essential features of qualitative research through: conceptualizing research, constructing appropriate and effective data collection instruments, interpreting research findings and presenting significant research conclusions.

Social Policy: Analysis and Skills

Year: 1

Status: C

This module will assist students to develop practical skills that will assist their academic and personal development as they progress through their undergraduate studies. The module will also build support and cohesion among the group through an emphasis on small group tasks.

Year two

Introduction to Health and Social Care Policy

Year: 2

Status: C

This module introduces students to the evolution and development of health and social care in the UK and Ireland. Some reference will be made to policy and provision in the European Union and the US. The core of the course is organised around three main areas: the structure and administration of health and social care services; awareness of the impact of ideological, political, social and economic factors on the nature of health and social care provision; and key contemporary developments in health and social care policy and delivery.

Changing Images of Welfare

Year: 2

Status: C

Social policies are continuously undergoing reconstruction and change. This module examines, in their political, economic and historical contexts, the most significant and instructive changes in the approach to social policy in the UK, from Victorian times to the 1970s. Provision by voluntary action and privately is reviewed as well as action by the state. The module is particularly concerned to show the heuristic value of perspective and process in understanding key modern controversies over the ideas and practices taken to be central to the formation and delivery of social policy.

Social Survey Methods

Year: 2

Status: C

This module will seek to provide students with knowledge and skills of social survey research methods designing surveys and analysing data sets. This will include the stages of research design from problem definition through to the concept development of a research instrument, piloting, fieldwork, data processing, analysis and writing up.

Poverty and Social Security

Year: 2

Status: C

This module introduces students the main contemporary concerns of social policy in relation to poverty and social security. They will learn about the History, Concepts and Context of today's social security system ? charting the development of the European Social Model and the British welfare state; the impact of different ideologies on the welfare state; and dimensions of poverty, inequality and social exclusion through the life-cycle stages.

Year three

Social Policy: Concepts and Theories

Year: 3

Status: C

This module examines some of the key concepts, ideas and theories relating to social policy in the UK and other countries. It provides the theoretical foundation necessary to understand the basis of policy and practice and contemporary debates about them.

Adult Social Care

Year: 3

Status: C

This module provides students with a knowledge of policy and provision of Adult Social Care. The core of the module is organised around the major issues in the development and develivery of Adult Social Care. Also included are administrative and governance arrangements and the financial and economic context. Key issues related to major vulnerable groups are covered. Attention is also paid to differences in policy and provision in Northern Ireland compared to England, Scotland and Wales and internationally.

Housing and Society

Status: O

Year: 3

This module is optional

This module will examine the justifications for and the basis of state involvement in the housing market and evaluate the main policy mechanisms used such as the provision of social housing, the right to buy and the regulation of the private sector. The module aims to provide students with the tools to assess housing problems and policies. It also examines the interplay between housing, health and inequalities.

Year four

Placement

Year: 4

Status: C

This module provides students with the opportunity to undertake a six week placement so that they may improve their skills and understanding of social policy by direct experience.

Policy for Children and Families

Status: O

Year: 4

This module is optional

This module covers major debates, perspectives and challenges associated with children and families. It will consider policy and services for children's well-being and recent reviews of children's services including child protection services and key areas of provision. Students will examine perspectives on policy, child poverty, mixed economy of care, partnership and inter-agency work and children's participation and rights.

Diploma in Professional Practice

Status: O

Year: 4

This module is optional

This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.

Gender and Social Policy

Status: O

Year: 4

This module is optional

The module introduces a range of debates and theoretical positions, which help students to conceptualise gender relationships to social policy and provision. It uses particular examples, such as reproductive rights, family relationships, and community care, to enable students to identify the implications social policy has on gender.

Civil Society, NGOs and Social Policy

Status: O

Year: 4

This module is optional

Voluntary organizations have become to play a central role in current policies to modernise the delivery of welfare services and are at the centre of key debates on the future of welfare, the obligations of citizenship and government hopes for civic renewal. This module will enable students to gain an understanding for the reasons why voluntary agencies have come to play such an important role in these debates and an insight into some of the dilemmas and contradictions that these changes have given rise to. It draws on contemporary research in a rapidly changing field.

Migration, 'Race' and Ethnicity

Status: O

Year: 4

This module is optional

This module introduces students to a range of debates related to migration, racism and ethnicity with a focus on the United Kingdom and Ireland. Historical developments are reviewed but the focus is in current policy debates and perspectives. This includes international and national governance of migration flows and citizenship processes. Key policy areas covered include: immigration, refugee and asylum processes, equality and human rights.

Disability and Social Policy

Status: O

Year: 4

This module is optional

This module gives students the opportunity to explore the major themes and issues in disability and social policy and how they have been changing. The study of disability will afford the opportunity to understand how social problems are socially constructed and how assumptions about the nature of social needs will affect policy responses. It aims to build on prior learning to enable students to reach a deeper and more analytical understanding of disability as a complex political and social issue.

Contemporary Issues in Health Policy

Status: O

Year: 4

This module is optional

This module provides students with the opportunity to study selected issues in contemporary healthcare and health policy in depth. Healthcare takes place in a rapidly changing policy and delivery environment and students need to understand the context of change. The issues selected have occupied a central position in recent debates and are likely to do so in the future.

Year five

Dissertation

Year: 5

Status: C

This module provides students with the opportunity to 'showcase' their knowledge, understanding, intellectual, practical and transferable skills acquired throughout levels 4 and 5 of the course. As the largest and most substantial piece of work in the degree course, the dissertation is designed to require maximum student input and to foster independent working and self-directed learning, towards demonstrating the ability to plan, design, complete and report a theoretical and/or applied investigation into a well-focused social policy topic of the student's choosing, in a systematic and coherent manner.

International Social Policy

Year: 5

Status: C

This module will engage students in the study of social policy in an international context. It will explore key issues relevant to thinking about social policy in an international context, including the role of international organisations, non-governmental organisations and multinational companies. The course will also cover substantive policy areas relevant for international social policy, such as climate change, health, poverty and work.

Ageing and society

Status: O

Year: 5

This module is optional

This module seeks to develop critical understanding of ageing and old age with particular reference to policy and practice in relation to older people in the United Kingdom. The aim of this module is to equip students with conceptual, analytical and reflective tools to examine the lives of older people in society. A holistic view of older people is presented in relation to the realities and possibilities of the older years.

Mental health and society

Status: O

Year: 5

This module is optional

No other health condition matches mental ill-health in the combined effect of prevalence and impact across individual, social, economic and mortality measures. This module aims to show how our knowledge and understanding of mental illness have changed over time, as well as indicate the problematic nature of the definition of mental illness. Students will also study the social patterning of mental health and illness and consider variations according to age, gender and social class. Particular attention is paid to the role and influence of user groups in the development of policy and strategy.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

A level

Applicants should satisfy the University General Requirements e.g.

Provide evidence of competence in written and spoken English (GCSE English Language grades A-C/ 4-9 or equivalent); and Provide evidence of passes in five subjects, two of which must be at A level (grades A-E) and three at GCSE level* (grades A-C/4-9); or Provide evidence of passes in four subjects, three of which must be at A level (grades A-E) and one at GCSE level* (grades A- C/4-9); or Provide evidence of an approved qualification at an equivalent level such as a BTEC Level 3 Extended Diploma or Access to Higher Education qualification or equivalent; or Provide evidence, for a process of formal accreditation by the University, of learning you have gained through work or other experience. The Subject Committee will consider a range of qualifications, experience and other evidence of ability to complete the course satisfactorily when considering applications for part-time study.

* GCSE English Language (grades A-C/4-9) may be used as part of the GCSE requirement.

GCSE

You must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass in English Language at grade C or above (or equivalent).

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Additional Entry Requirements

This course is a 'regulated and/or care position' within the meaning of the Protection of Children and Vulnerable Adults (NI) Order 2003 (POCVA) and the Safeguarding Vulnerable Groups (NI) Order 2007. It may involve access to children and/or vulnerable adults and is therefore subject to an Access NI criminal history check, the fee for which is £33.

Exemptions and transferability

If you reach the required standard in a relevant Diploma course in Further Education, you may apply to enter the second year of the programme. Those who have reached an approved standard in a relevant Dip HE or Foundation or Associate Bachelors degree programme may be permitted to enter the final year. We also welcome students through the APEL route and grant exemptions accordingly.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• Civil Service
• Voluntary Organisations
• Consumer Council for N Ireland
• Belfast City Council
• NI Housing Executive
• N Ireland Equality Commission

Job roles

With this degree you could become:

• Voluntary Agency Manager
• Research Officer
• Policy Analyst
• NGO Worker
• Campaign Manager
• Voluntary Agency Worker-Manager
• Research Assistant

Career options

Our Social Policy courses will provide you with a knowledge and understanding of contemporary social policy, a training in social research methods, the ability to apply theoretical perspectives and concepts to real-life problems, and an appreciation of the complexity and diversity of social problems and society. The degree equips graduates for employment in a range of careers in the statutory, voluntary and private sectors.

You will gain the skills and ability to carry out independent research, to assess the merits of competing theories and explanations, to work as part of a team, and to effectively engage in policy debate with sensitivity to the views of others – all transferable and 'soft' skills that are highly attractive to employers.

Social Policy graduates have high employment rates, pursuing careers in the public sector, working in local or central government helping to formulate policy or manage key services. Some build careers in the voluntary sector and in campaigning organizations with a focus on social issues and are also equipped with the skills to work in other areas such as management or research consultancy. Our graduates also proceed to postgraduate studies at PhD level or to a range of master's degrees including Criminology, Social Research Methods, and Health Promotion. Social Policy is a very relevant qualification for admission to postgraduate fast-track Social Work training and may give exemption from some aspects of study for those seeking professional qualifications in housing and health service management.

Work placement / study abroad

Work-Based Learning

A valuable, highly-praised and long-standing feature of the Social Policy degree programme is a full-time six-week Work-Based-Learning ‘placement’ at the end of second year. This constitutes one of the six modules taken at level 5 by both part-time and full-time students. Students will be assisted by the Placement Coordinator in securing their preferred work-based learning experience with one of a range of voluntary and statutory agencies based in Northern Ireland. An excellent ‘employability’ component of the course, the work-based-learning period offers students the opportunity to apply (and reflect on) their knowledge and transferable skills in the workplace and to gain new ‘soft’ skills and valuable practical experience in the field.

Apply

Start dates

• September 2019

Fees and funding

Fees (total cost)

Northern Ireland & EU: £4,395

Scholarships, awards and prizes

We actively encourage our students to compete for a number of prizes and awards: The annual 'Dean's List'recognises excellence in years 1 and 2 for students attaining a year average of 70% or above. The 'Extern Annual Award'for Best Placement is awarded at a special pre-graduation ceremony on Graduation Day, as is The 'George Mitchell Memorial Award' for the best final year Dissertation. Many students work closely with the Northern Ireland Science Shop in producing their Dissertation, duly rewarded by certification and a ceremony, including an Annual Science Shop Awardfor the best projects across the University.

Additional mandatory costs

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.

Contact

Course Director: Dr Johanne Devlin Trew

T: +44 (0)28 9036 6557

E: jd.trew@ulster.ac.uk

Admissions Contact: Ruth McKeegan

T: +44 (0)28 9036 6134

E: rm.mckeegan@ulster.ac.uk

Admissions Service

T: +44 (0)28 9036 6309

E: admissionsjn@ulster.ac.uk

For more information visit

Faculty of Arts, Humanities and Social Sciences

School of Applied Social and Policy Sciences

Disclaimer

1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.

Testimonials

Student Case Study - Part-time BSc Hons Social Policy

Name

Joanne Hullock

Campus

Jordanstown

Background

Grosvenor Grammar School was where I gained my GCSE and A-Level qualifications, and my first employer was the Northern Ireland Civil Service in 2002, working in Knockbreda Jobs and Benefits Office. I gained promotion and moved to several different posts within the NICS before resigning and moving to Bournemouth in 2006 to train as an Air Traffic Controller. Several months into the training I felt this was not the career path for me. I moved to Newcastle-Upon-Tyne, met my husband, and worked as an Office Manager for England Athletics, North East branch, mainly responsible for Coach Education. When the North East branch of England Athletics closed, I was made redundant and returned with my husband to Northern Ireland, securing employment with Sport Northern Ireland, where I still work today. I commenced my part-time Social Policy degree just 3 years ago and, during this time, have managed to start a family (two daughters aged 7 months and 2 years), and to continue working full-time.

Case Study Questions

Why did you choose Ulster?

Having studied previously at QUB, I contacted both Queens and Ulster to enquire about the completion of a previously commenced degree. The encouraging response and helpfulness I received from Ulster and the support I received with my application was overwhelming and instantly attracted me to the university.

How do you think studying at Ulster has prepared you for your future career?

The outstanding support, encouragement and knowledge I have gained while studying the part-time Social Policy degree at Ulster has given me the confidence to re-examine my future career and I certainly intend to put my degree and experience gained to good use in my future endeavours.

Describe the support you have received at Ulster.

The support I have received at Ulster has been overwhelming. I have never encountered the level of dedication, encouragement and genuine friendship from any educational institution or workplace that I have received from the lecturers and staff at Ulster. I have also made many good friends in my Social Policy course; I always find fellow students helpful, friendly and welcoming.

What university facilities or resources do you find most useful and why?

As a part-time student, I find the Student Portal indispensable. It is my lifeline to keeping up-to-date with my course when off campus. The online library facility is a goldmine for accessing a wide range of journals and online literature relevant to my studies. I also make good use of the private study rooms and library.

Why would you recommend Ulster?

The friendly atmosphere, extremely supportive and encouraging culture of the university and all the teaching staff, make this the number one university in Northern Ireland. Having had experience of studying at another university within Northern Ireland, I can genuinely recommend Ulster as a leader in supportive education: a university that genuinely cares for the welfare and education of its students.