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Graduates from this course have gained employment with a wide range of organisations

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

Graduates from this course are employed in many different roles

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

Overview

This course addresses key questions around human need, welfare, inequality and wealth distribution.

Summary

Our Social Policy course focuses on key contemporary social policy issues and problems facing modern society. The course critically analyses how (and why) social policies are formed and implemented in the UK, and international social policy analysis considers the EU and beyond. A strong research methods component runs throughout the first two years of the course, as do historical and contemporary perspectives of underpinning theories and concepts, equipping the student for a synthesis of knowledge and understanding to inform the final year specialist modules. We maintain a strong focus on employability, practical social research skills, and a range of soft skills, necessary for employment in a range of jobs in the public, private and voluntary sectors.

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About this course

In this section

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
How to apply

Teaching and learning assessment

The overall aim of the undergraduate provision is to produce policy-literate citizens, as well as graduates with a range of intellectual, professional and transferable skills appropriate to the personal and employability demands of a competitive labour market. These aims of the provision are all in line with the QAA Social Policy Benchmark Statement.

For knowledge and understanding

Learning and Teaching Methods -Lectures, seminars, supervised group-work sessions, directed reading, blended learning using Blackboard Learn, case study work, directed electronic information retrieval, independent learning, and a work-based-learning six-week placement (and a shorter placement for combined degrees) will be used to impart knowledge and understanding of the subject.

Assessment Methods -A broad range of assessment methods are used to measure knowledge and understanding of the subject, including academic essays; report writing; policy analysis/policy brief-writing; directed seminar discussions, small-group project work; writing and delivering seminar papers; class tests; online tests; the dissertation, the placement (Placement Supervisor’s assessment), and unseen examinations.

Development of intellectual abilities

Learning and Teaching Methods -The importance of understanding, recognising and developing intellectual qualities is emphasised to all students at the start of their level 4 studies; and is reiterated at level 5 and especially at level 6. In line with this, and throughout all undergraduate levels, the staff team will actively encourage the development of intellectual abilities and sensitivities through all teaching and learning methods, where possible.

Assessment Methods -The value of scholarship-led and research-led teaching towards developing intellectual abilities will be primarily assessed through the traditional academic essay. This assessment method allows students to clearly demonstrate achievement of the learning outcomes against detailed assessment criteria. Self-reflectivity and the ability for the students to critically reflect on their own performance, attitude and intellectual understanding and development, will be assessed through Reflective Learning Logs, simulation activity and through self-assessment of their submitted work. Informal assessment of students’ developing intellectual abilities will be carried out – and encouraged – through directed seminar discussions at all undergraduate levels. Assessment of intellectual abilities will also be carried out through unseen examinations and completion of the final year dissertation.

Building professional and practical skills

Learning and Teaching Methods -The teaching and learning methods used to build professional and practical skills will build on the methods used in teaching knowledge and understanding of the subject, but are enhanced by a strong element of rigorous research methods training at all levels of the undergraduate provision, and an emphasis on independent learning and engendering a professional attitude, including time-management and meeting deadlines.

Assessment Methods -A broad range of assessment methods will be used to measure professional and practical skills, underpinned by the encouragement of self-motivation, initiative, managing and meeting deadlines, cooperative and respectful team-working skills, respectful tolerance of competing viewpoints, and timely submission of coursework.

Developing transferable skills

Learning and Teaching Methods -Teaching and learning methods to develop transferable skills, including information technology skills, will be used throughout all levels of the provision, and will be delivered via lectures, student-led seminars, hands-on computing workshops, project group-work, blended learning using Blackboard Learn, and subject-specific library sessions on effective literature searching.

Assessment Methods -Assessment methods used to measure transferable skills are class tests, individual and/or group oral seminar presentations, practical tasks and exercises within set timeframes, essay writing, project group-work, project reports, critical reviews, the dissertation, and placement reports. Assessment types include staff assessment, self-assessment and peer assessment.

All assessment is governed by the University’s Criteria for Assessment, separately expressed for levels 4, 5 and 6; and of which all students are informed.

In accordance with SENDO (NI) 2005 and the University’s ethos of inclusion, the facilitation of alternative arrangements for students with disabilities will be applied in relation to assessment schemes. A flexible approach will always be taken, using the guidelines from both the Examinations Office and/or Student Support to ensure that disabled students have the same opportunity as their peers to demonstrate the achievement of learning outcomes.

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.

In this section

Year one

Introduction to Social Policy

Year: 1

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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.

In this section

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

In this section

Graduate employers

Graduates from this course have gained employment with a wide range of organisations. Here are some examples:

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

Job roles

Graduates from this course are employed in many different roles. Here are some examples:

  • 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.

Academic profile

Social Policy Staff include an academician of the AcSS, and Chair of the Editorial Board of Sociology. All staff are members of the UK Social Policy Association (SPA); two staff are members of the UK SPA Executive Committee (one is Vice-Chair of the SPA, and one is Chair of the SPA Teaching and Learning Committee). One staff member was a member of the QAA Subject Benchmarking Panel, which drew up the revised 7-yearly Social Policy Benchmark Statement, published in 2015, and operative from 2015 to 2022.

Members of the Social Policy staff team hold the following positions, all of which directly relate to teaching, course content and curriculum development:

  • Oversight Commissioner for prison reform in Northern Ireland, and
  • former Chief Commissioner, N Ireland Human Rights Commission.
  • Chair of the Board for N Ireland Youth Action.
  • Chair of the N Ireland Anti-Poverty Network.
  • Policy Director, and Deputy Policy Director, of ARK.
  • Organisers of the 2015 & 2016 SPA Annual Conference in Belfast.
  • UK Convenor for Social Policy.

Apply

How to apply Request a prospectus

Applications to our part-time undergraduate courses are made through the University’s online application system.

Start dates

  • September 2019

Fees and funding

In this section

Fees (total cost)

Important notice - fees information Fees illustrated are based on 19/20 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees

Northern Ireland & EU:
£5,625.00

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.