BA (Hons)

2022/23 Part-time Undergraduate course


Bachelor of Arts with Honours


Faculty of Arts, Humanities and Social Sciences


School of Arts and Humanities


Magee campus

Start date:

September 2022

With this degree you could become:

  • Actor
  • Administrator
  • Designer
  • Facilitator
  • Director
  • Health and Social Care Trusts

Graduates from this course are now working for:

  • BBC
  • Belfast Health & Social Care Trust
  • Big Telly Theatre Company
  • Kabosh Productions
  • Lyric Theatre
  • Tinderbox Theatre Company
  • Primary and Secondary Schools


Explore contemporary performance to develop your creativity, critical thinking and practical skills for a career in creative industries and beyond.


Drama in the School of Arts and Humanities provides an exciting and challenging programme with an emphasis on contemporary performance practices. Our approach to teaching and learning integrates theories and practices of performance in order to extend our understanding of Drama as an art form in its social, political and cultural contexts.

Our expert lecturing staff are internationally-recognised researchers with a range of industry-related experience. Students are able to take advantage of our nationally-acknowledged teaching expertise and will have opportunities to extend their experience of contemporary performance practices through contact with part-time staff and key visiting lecturers. The Drama programmes benefit from extensive links with theatre practitioners and key Irish theatre companies, who use our spaces for performances and delivering practice-based workshops.

Drama allows students to learn in a rigorous and stimulating environment where they are encouraged to develop essential skills as thinking creative practitioners.

Sign up to hear more about Ulster

About this course


The degree in Drama allows you to develop a broad base of knowledge of Drama practices and systematic approaches to the analysis of works in performance. You will be able to prepare yourself for the kinds of mosaic careers characteristic of the creative industries and increasingly common across a range of sectors.

There are particular areas of specialist practice that you can develop as you progress through each level of the degree. If you wish to pursue a creative career, although we do not provide full-time conservatoire training for actors, you can take modules that introduce you to the principles of acting, writing, directing, design, stage management, arts education and working with community groups. These can prepare you for further specialist professional training at post-graduate level.

You will develop a core set of academic skills in research, analysis and communication in written and oral formats. Alongside these, you will also develop transferable skills in group work, project management, problem solving and the use of key technologies.

The BA Drama programme is designed specifically to facilitate the development of your ability to work independently. We will offer you extensive support and guidance throughout your studies, as you develop the skills necessary to carry out rigorous and sustained independent research and practice. In this way, you will develop key skills alongside foundational professional competencies you can draw on in your future career.


Students are expected to be in attendance during the normal working week. In line with the University’s attendance policy, attendance at all taught sessions is compulsory. In addition, students working on projects and in independent work may be required to attend for group meetings and rehearsals in the evenings and, occasionally, at weekends.

Start dates

  • September 2022

Teaching, Learning and Assessment

Learning and teaching methods include lectures, tutorials, seminars, practical workshops, group work, projects, rehearsals and production meetings. Particularly at Levels 5 and 6, divisions between these class types dissolve and an individual session with a tutor may involve a range of student-tutor activities. Tutor-led classes provide the core structure and support on individual modules, but the emphasis in learning remains on the student’s independent engagement with the scope of the module. Students are routinely expected, therefore, to prepare in advance for taught sessions.

Within this context, lectures are used selectively to introduce key concepts and practices with which students will engage. The emphasis in lectures at all levels is on an interactive learning process, often based on students' prior preparation, through in-class tasks, or engaging with students' existing cultural capital.

Seminars are the focal point for student-led discussion and engagement and students are required to prepare materials in advance and to follow-up issues independently as a response to this. Students may be required to undertake presentations or performances within the seminar format.

Practical workshops are used to explore and test concepts and practices and, as appropriate, to develop experiential knowledge, practical skills and techniques. In some instances this will be through the production of creative projects. These projects will be driven by a specific brief, and at Levels 5 and 6, such briefs are geared towards professional practice.

Tutorials are scheduled within modules to provide opportunities for face-to-face supervision; and where appropriate, feed-forward and feedback on assessed tasks.

Digital resources are used to support students’ learning, made available primarily through the University's VLE, Blackboard Learn. Students are supported in using these resources from their Level 4 induction programme onwards through dedicated training sessions, support handouts and manuals and online tutorials.

Group work is used within the taught settings and as a significant part of the independent learning process, particularly in areas of creative practical work. Students are given guidance and training in group work processes throughout the programme. Through negotiation and reflection within class they are supported in independent group working.

Assessment strategies include essays, presentations, performances, literature reviews, dissertations, workshop demonstrations, creative writing, reflective essays and vivas, portfolios, and websites. Assessment strategies are constructively aligned with learning outcomes for the module and programme overall. While there are a relatively small number of summative assessments for any module (normally two, a maximum of three), these are supported by a range of opportunities for formative feedback.

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:

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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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 methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

Academic profile

Dr Giuliano Campo is an Italian performer, director and writer whose research and teaching interests include actor training, world traditional disciplines of the self and theatre anthropology. His works are published in several countries in different languages. Giuliano is the Course Director for Drama.

Dr Tom Maguireis the Head of the School of Arts and Humanities. Heis a graduate of the universities of Edinburgh and Glasgow and is a Distinguished Teaching Fellow of the University. His research interests are in contemporary British and Irish theatre, particularly storytelling performance and Theatre for Young Audiences.

Dr Lisa Fitzpatrick studied at Trinity College Dublin, University College Dublin, and the University of Toronto. She teaches in areas of critical theory and contemporary theatre. Her research interests are: violence and performance, Irish theatre, Canadian drama, and gender and performance.

Dr Matthew Jennings has worked as an actor, musician, writer, director and facilitator in Australia, Ireland, the UK, Italy, Morocco and France. His research interests include: Applied and Community Drama; Performance and Health; Arts and Conflict Transformation; Arts Management and Cultural Policy

Dr Jennifer Goddard. Dr Goddard’s current work is in the area of Applied and Community Theatre; Disability and Performance; Multi-Sensory Theatre & Early Years Performance; Qualitative Arts Research; and Drama Facilitation & Facilitator Training. She continues to work closely with industry partners to develop research and community-based projects and provide consultation.

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 (20%) or Lecturers (55%).

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) by Advanced HE - 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.

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 2021-2022.

Magee campus


Enjoy student life in one of Europe's most vibrant cities.

Find out more - information about accommodation  

Sports Facilities

Our facilities in Magee cater for many sports ranging from archery to volleyball, and are open to students and members of the public all year round.

Find out more - information about sport  

Student Wellbeing

At Student Wellbeing we provide many services to help students through their time at Ulster University.

Find out more - information about student wellbeing  

Magee Campus Location

Campus Address

Ulster University,
Northland Rd,
BT48 7JL

T: 02870 123 456


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

Dramatic Structures on Stage and Screen

Year: 1

This module serves as an introduction to the fundamental structures of dramatic performance. Weekly lectures will introduce a range of core concepts. Students then take a weekly seminar through which they will develop the knowledge and frameworks provided to analyse the creation and reception of dramatic performances. The module will refer in detail to a range of set plays, studied from both the script and in live performance.

Performance Technologies

Year: 1

This is a practically-focused module which enables students to develop the skills to run a performance event, using theatrical lighting and sound equipment and media for digital presentation. Students learn the processes of stage management and how to implement these in supporting practical projects across the semester.

Space and Performance

Year: 1

Space and Performance introduces students to core concepts relating to space, a defining feature of performance. It encompasses historical and contemporary performance practices to explore the relationships between space, form and function in performance. This compulsory drama module continues to develop good study skills and to extend critical vocabularies established in DRA101. It is team-taught, by a lecture and small-group seminar each week. Assessment 100% coursework

Year two

Acting 2: Studio Practice

Year: 2

This module seeks to enable students to generate improvised performances as part of an acting ensemble and to provide an opportunity to explore the performative potential of a given dramatic role through the application of specific improvisational practices. It also seeks to provide a critical language to both describe and reflect on these practices. Assessment: 100% Coursework.

Acting 1: Text and Performance

Year: 2

This module will introduce students to the working methods of two major twentieth century acting theorists. It will offer students the opportunity to explore these methods in a practical setting and encourage them to reflect critically on the contrasting and comparable elements of each approach. Assessment: 100% Coursework.

Critical Practice

Year: 2

This seminar based module seeks to introduce key aesthetic movements such as naturalism, realism, and Brechtian epic theatre through the study of play texts and live performances. The module encourages the student to apply critical readings and concepts to the analysis of primary texts, and to reflect on their practical work and experiences as spectators at selected performances during the semester.

Assessment: 100% coursework.

Year three

Arts Administration

Year: 3

This module is provides students with a suitable grounding in the practices and responsibilities associated with contemporary arts administration; and the foundation for competence in relevant entry level areas of employment.

The Form and Function of Performance

Year: 3

This module interrogates the relationship between social and political identities and contemporary performance practices. It explores the form and function of performance works and through these analyses the potential efficacy of performance. This module is taught by seminars and is assessed by 100% coursework.

Political Theatre from Expressionism to Brecht

Year: 3

This seminar based module seeks to introduce students to key aesthetic movements, through the study of play texts and performances. The module encourages the student to apply critical readings and concepts to the analysis of primary texts, to engage analytically with performance conventions typical of different artistic movements, and to reflect on their practical work and experiences as spectators.

Acting 4: Acting and Screen

Year: 3

This module is optional

This module develops acting techniques studied at Level 4 and adapts them to screen. Students become familiar with working procedures involving acting to camera and are encouraged to reflect on the place of the actor historically and in relation to creative applications in performance.

Year four

Introduction to Directing

Year: 4

This module is optional

Introduction to Directing encourages students to start to assemble a personal working method in preparing to analyse and direct scenes using peer actors. This module seeks to introduce methods of analysis and rehearsal practices. Teaching methods include a combination of analytical exercises and workshops. Assessment: 100% Coursework

Theatre and Community

Year: 4

This module is optional

This module develops students' ability to engage with forms of participatory theatrical practices which can be applied in processes of community formation and development. The primary focus is on practical experience within a process of reflective learning in which theoretical perspectives are applied and tested.

Acting 3: Commedia dell'Arte

Year: 4

This module is optional

This module provides students with a suitable grounding in the history, theories and practices associated with Commedia dell'Arte and work with masks in theatre and performance; and the foundations for competence in setting up independent individual/collective actor/voice training and productions in institutional and non-institutional venues and open spaces.


Year: 4

This module is optional

This module allows students to spend a period of time working outside the university in a suitable theatre or arts organisation. Students develop their vocational skills through work-based learning and developing their capacity for reflexive practice.

ASSESSMENT: 100% Coursework

Year five

Liveness and Documentation in Performance

Year: 5

This module interrogates the relationship between performance, liveness and documentation through the development of appropriate critical concepts and vocabulary. It is taught by lecture and seminar and requires students to learn by reading and undertaking practice, reflecting and discussing.
Assessment: 100% coursework.

Creative Business

Year: 5

This module is optional

This module assists students in the developing specific skills and awareness to maximise their ability to conceptualise, manage and market new, society centred, ideas.

Advanced Playwriting

Year: 5

This module is optional

This module offers the student the opportunity to explore the processes of creative writing for the stage in a diverse range of styles and genres. The student will read from a range of materials and encounter a range of working methods which they will engage with in short written responses, and before developing a full-length piece of writing for performance.

Performance and Disability

Year: 5

This module is optional

This module seeks to give students opportunities to engage with different ways of creating theatre through the lens of disability and performance. Students will explore concepts of disability within society in the context of theatre, drama and performance. They will study dramatic representations of disability and how these provide insight into issues relating to the construction of disability within society. Concepts such as difference, equality, social, medical and relational models of disability and co-creation will be considered. Students will learn to reflect critically on and to engage practically with aspects of access and/or aesthetics in relation to disability and performance.

Advanced Directing

Year: 5

This module is optional

Advanced Directing facilitates mostly independent applications of analysis and practice introduced in Introduction to Directing. Learning contexts include written preparation and independent rehearsal processes as advanced directors experiment with dramatic action, given circumstances and coaching techniques in order to deliver a one act play at a pre-professional level of performance with peer actors. Teaching methods include analytical 'laboratory' sessions and seminars which will explore and test methods of coaching and evaluation.

Assessment: 100% Coursework

Storytelling and Performance

Year: 5

This module is optional

This module provides students with the opportunity to explore storytelling as a performance form within a range of theatrical and performance settings. Practical exploration allows students to engage with the form from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Assessment: 100% Coursework.

Arts Entrepreneurship

Year: 5

This module is optional

This module develops students' creative engagement with the industry through an exploration of the marketplace, and of the processes involved in setting up and running a new business in the creative and cultural industries. The module has been developed in consultation with Theatre NI and aims to develop students' understanding of entrepreneurial practice and thinking in the creative and cultural industries.

Performing Community

Year: 5

This module is optional

This module equips students to use their skills, knowledge and experience in creating performance within a community setting. Taught through lectures, seminars and workshops, the module focuses on engaging with actual communities and the development of independent performance projects. Assessment is 100% coursework.

Theatre for Young Audiences

Year: 5

This module is optional

This module provides students with the opportunity to explore the values, ethics and practices of Theatre for Young Audiences. Practical exploration allows students to engage with the form from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Assessment: 100% Coursework.

Year six

Independent Project

Year: 6

This module allows students to negotiate their own programme of study in pursuing a specific research question. Students may present their work as a dissertation, a practical performance or workshop, or undertake a work-based learning project. Assessment: 100% coursework.

Representing Violence

Year: 6

This module is optional

This research-lead module seeks to extend the range of theoretical and critical perspectives with which students engage and to focus on the specific contexts of contemporary performance practices. It offers students an opportunity to explore the representation of violence as an enduring matter of philosophical debate and theatrical innovation, that covers such issues as staging strategies, performative strategies, ethical and theoretical questions, and audience reception.

Acting 5: Advanced Acting

Year: 6

This module is optional

This module is focused on the preparation, rehearsal and performance of a dramatic role within an independent student-directed project. It engages students in practical exploration and critical study of the work of the actor through weekly workshops and seminars. The assessment is 100% coursework.

Performing Ireland on Stage and Screen

Year: 6

This module is optional

This module looks in detail at contemporary Irish theatre practice and in doing so enables students to focus their understanding of contemporary Irish theatre by placing it in a range of relevant discursive and theoretical contexts. Students will read a range of contemporary playtexts and see a range of performances.

Performance and Conflict Transformation

Year: 6

This module is optional

This module equips students to use their skills, knowledge and experience in analysing and creating performance within the context of conflict or post-conflict society. Taught through lectures, seminars and workshops, the module focuses on engaging with local and international post-conflict issues and the development of independent projects.

Assessment: 100% coursework

Performance and Health

Year: 6

This module is optional

This module provides students with the opportunity to explore performance as a means of enhancing well being, challenging stigmatisation and promoting awareness of health issues. Practical exploration allows students to engage with the issues and formal techniques from within, while independent research and in-class discussion provides the opportunity to contextualise and analyse practices encountered.

Theatre and Ritual

Year: 6

This module is optional

This option investigates radical performance practices of the ritualised forms of theatre from modernism to postmodernism and beyond. Students will explore, interrogate and evaluate the theoretical underpinnings, practical methodologies, and performance outcomes of selected bodies of practice and create new work by applying the ideas they have encountered to performance practice in a studio environment. It will be of particular interest to students wishing to pursue innovative contemporary practice or undertake practice-based research after graduation.

Assessment: 100% coursework

Standard 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

Grades CCC.

Applicants may satisfy the requirement for the final A level grade (C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Applied General Qualifications

*** To note that only qualifications defined as “Applied General” will be accepted for entry onto any undergraduate course at Ulster University.***

BTEC Awards

QCF Pearson BTEC Level 3 Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)

Award profile of DMM

RQF Pearson BTEC Level 3 National Extended Diploma/ OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)

Award profile of MMM

QCF Pearson BTEC Level 3 Diploma/ OCR Cambridge Technical Level 3 Diploma(2012 Suite)

Award profile of DM plus A Level Grade C or award profile of DM plus A Level Grade C

RQF Pearson BTEC Level 3 National Diploma/ OCR Cambridge Technical Level 3 Diploma (2016 Suite)

Award profile of MM plus A Level Grade C

QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)

Award profile of M plus A Level Grades CC

RQF Pearson BTEC Level 3 National Extended Certificate/ OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)

Award profile of M plus A Level Grades CC

Irish Leaving Certificate

96 UCAS tariff points to include a minimum of five subjects (four of which must be at higher level) to include English at H6 if studied at Higher level or O4 if studied at Ordinary Level.

Irish Leaving Certificate UCAS Equivalency

Scottish Highers


Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is grades


Applicants may satisfy the requirement for an element of the offer grade profiles (equating to the final A-level grade stated in the standard 3A level offer profile - Grade C) by substituting a combination of alternative qualifications to the same standard as defined by the University.

International Baccalaureate

Overall International Baccalaureate profile is minimum 24 points (including 12 at higher level)

Access to Higher Education (HE)

Overall profile of 55% (120 credit Access Course) (NI Access course)

Overall profile of 45 credits at Merit (60 credit Access course) (GB Access course)


For part-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above English Language.

Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.

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

HND - Overall Merit with distinctions in 15 Level 5 credits for entry to Year 1. Those applicants holding a subject-related HND with an overall Merit may be considered for entry to Year 2.

HNC – Overall Merit with distinctions in 45 Level 4 credits for entry to Year 1 only.

You may also meet the course entry requirements with combinations of different qualifications to the same standard as recognised by the University (provided subject requirements as noted above are met).

Foundation Degree

An overall mark of 40% in Level 5 modules for Year 1 entry. Those applicants holding a subject-related Foundation Degree may be considered for entry to Year 2.

APEL (Accreditation of Prior Experiential Learning)

The University will consider applications on the basis of experiential learning for those who do not hold the normal entry qualifications.

Transfer from degree level study at other institutions

Those applicants seeking entry with advanced standing, (eg. Transfer from another institution or year 2 entry) will be considered on an individual basis.

Exemptions and transferability

Students may transfer between the Single Honours, Major, and Minor subject strands up to the end of Level 5, depending on the satisfactory completion of a sufficient number of relevant modules from level to level and demonstration of the ability to achieve the relevant programme learning outcomes. Students may also switch between full-time and part-time study to address their specific needs.

Students may apply to transfer into the programme, having completed a Higher National Diploma in Drama, Theatre, Performing Arts, or equivalent. While the Northern Ireland Credit Accumulation and Transfer System (NICATS) allows for transfer into Level 6, this remains exceptional. In the experience of the Subject Team, HND students benefit from transfer into Level 5 as a period in which to firmly ground themselves within the approach to study at degree level. Where students seek to transfer into either Level 5 or Level 6, the application is assessed in terms of a written application, references and an interview. In some instances students may be required to complete written and/or practical tasks to allow them to demonstrate to the subject team the capacity to meet the Programme Learning Outcomes.

Students transferring into the programme from other BA programmes may be considered for entry at any level. The application is assessed in terms of interview, references, and the transcript from the student’s current HEI.

Depending on the level of their achievement, graduates of the Drama programmes will be eligible to apply to the Masters programme in Contemporary Performance Practices. Students may also progress to a taught graduate programme at postgraduate diploma and Masters level in Cultural Heritage and Museum Studies within the School. The current M.Res. programme offered in the School provides an opportunity for students to pursue postgraduate research. Doctoral research supervision is provided also within the subject area.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

  • BBC
  • Belfast Health & Social Care Trust
  • Big Telly Theatre Company
  • Kabosh Productions
  • Lyric Theatre
  • Tinderbox Theatre Company
  • Primary and Secondary Schools

Job roles

With this degree you could become:

  • Actor
  • Administrator
  • Designer
  • Facilitator
  • Director
  • Health and Social Care Trusts

Career options

Our Drama graduates work in the professional theatre as actors, directors, writers and stage managers. They also work too as teachers, college and university lecturers, drama therapists or community artists. They have found work with: Kabosh Theatre Company, Blue Raincoat Theatre Company, the Millennium Forum, Jigsaw Productions, Lyric Theatre, In Yer Space, BBC, Derry Playhouse, amongst others. They have set up their own businesses, founded theatre companies, been employed in various media posts, management, theatre management, arts administration, and the civil service.

Our graduates progress to postgraduate study and training such as at the University of Exeter, University of Warwick, Central School of Speech and Drama, Atlantic Acting School, Gaiety School of Acting, The Drama Studio, University of Manchester, and a range of PGCE courses in England and Scotland.

Because of the range of transferable skills associated with drama - skills in communication, analysis, creative thinking, team management - you will also be equipped to work in a range of non-specialist careers.

Drama graduates have amongst the best rates of employment amongst all arts and humanities graduates in the UK.

For information on postgraduate research opportunities see: www.arts.ulster.ac.uk/rgs

Work placement / study abroad

Our degree is focused on equipping you with the skills, knowledge and experience required for a career in many different sectors.

As well as opportunities for work-based learning across the degree, we have a specific Placement module in Year 2 that will allow you to undertake a project with one of our many creative industry partners, in a school, or in a third-sector organisation.

If you want to study abroad, we have relationships with a range of international exchange partners in Europe, and across the globe – and we extend our network every year. There are currently formal subject-specific arrangements for study abroad, at the University of Malta, through the Erasmus Programme.


Start dates

  • September 2022

Fees and funding

Module Pricing

The price of your overall programme will be determined by the number of credit points that you initiate in the relevant academic year.

For modules commenced in the academic year 2022/23, the following fees apply:

Module Pricing
Credit Points NI/ROI Cost GB Cost International Cost
120 £4,629.60 £9,249.60 £15,360
60  £2,314.80 £4,624.80 £7,680
30 £1,157.40 £2,312.40 £3,840
20  £771.60 £1,541.60£2,560

NB: A standard full-time undergraduate degree is equivalent to 120 credit points per year.

Scholarships, awards and prizes

There are a number of prizes awarded for academic achievement or contribution to practice in Drama.

Evelyn Burgess Scholarship for Drama

This scholarship of £1,000 is for the Major Drama or BA (Hons) Drama student with the highest mark in Year 2.

Theatre Awards for Contribution to Practice

There is a special prize available to the student in each year of the Drama single honours or major programmes who has, in the opinion of the Examination Board, “made the most significant contribution to the development of practical work in creative arts.” In awarding these prizes, the Examination Board considers contributions to practical work in any form and through any role, and will seek to reward consistency and professionalism as well as creativity and artistic excellence.

These prizes are kindly supported by three of the theatres in our region, The Playhouse (for year 1 students) and the Millennium Forum (for year 3 students) in Derry, and An Grianan Theatre in Letterkenny (for year 2 students). Each of these theatres offers complimentary tickets to their performances for a year to the award-holder.

Greer Garson Theatre Award

This prize of £500 is for creative work in theatre is the result of an endowment by Miss Greer Garson and is available annually to a student or group of students registered for any programme of study within the University.

Additional mandatory costs

It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.

Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. 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 Wi-Fi are also available on each of the campuses.

There are additional fees for graduation ceremonies, examination resits and library fines.

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

See the tuition fees on our student guide for most up to date costs.


Course Director: Dr Giuliano Campo

T: +44 (0)28 7167 5253

E: g.campo@ulster.ac.uk

Admissions Office - Claire Tinkler or Karen Gibson

T: +44 (0)28 7012 3895 or +44 (0)28 701 24353

E: cm.tinkler@ulster.ac.uk or ki.gibson@ulster.ac.uk

International Admissions Office

E: internationaladmissions@ulster.ac.uk

For more information visit


  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.


Name: Luke Merritt

Course: Drama

Campus: Magee

Full-time/Part-time: Full Time

Background: I am a 21 year old second year Drama student from England. I love travelling and experiencing new life and culture - and that’s how I ended up in Ulster Uni!

Why did you choose Ulster?

I chose Ulster for the experience of moving away from my comfort zone; to try out a totally new environment far from home. I also enjoy the way the university helps me to shape my own learning - I can shape my career goals tailor the course to my needs/interests.

How do you think studying at Ulster has prepared you for your future career?(e.g. work placement, careers advice/guidance, opportunities available)

We have a lot of work where we work closely with others, so I’ve learnt about how to work on a professional level with a team. The course is challenging but a lot of fun; so I’ve learnt how to work to targets and under pressure. There’s always a sense that I’m part of a bigger community at this uni, that I am making some small difference, which I love.

Describe the support you have received at Ulster.(e.g. from lecturers, fellow students, support services, Students’ Union)

The students union have been great in helping me settle over the past year, with meet ups and events through the year. Lecturers have also supported me through tough times and think outside my usual zones - I always feel able to talk to someone if theres ever a problem.

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

I find the 24 hour computer labs hugely beneficial - sometimes you just need a bit of time in a lab environment to get some quiet work done and focus. The library is also really well stocked and helps me concentrate. I also love the fact we have access to the Foyle Arts building most of the time; it feels like our building, which really personalises this degree journey for me.

Why did you choose to study at Magee/Coleraine?(If you live in halls, describe what student accommodation is like.)

I love Derry as a city; it is vibrant, unique and steeped in culture and history. There is always something going on and I still haven’t seen it all, which I love! I love the challenge of studying at Ulster, and the academic and personal awards at the end of each semester!

Why would you recommend Ulster?

Ulster is a fresh, modern university that really does welcome everyone. They understand that their students want the opportunity to shape their own futures and they help every step of the way. They want their students to succeed beyond university and they really make me feel part of a community - a living uni world where everything is constantly changing!