Equiping students to apply knowledge and skills to work restoratively in their communities, workplaces, and wider lives.
The course is designed to help students apply learning in the contexts they work and live in. A central assumption is that participants want to critically engage with the concept of being a restorative practice practitioner. The teaching and learning style is participative; pragmatic; and underpinned by research, theory and experience. The course examines issues across local ,national and international settings.
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About this course
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The field of Restorative Practice may be regarded as a growing field of practice across Europe over the last ten years. The relevance of this restorative movement is reflected in Ulsters' postgraduate and undergraduate restorative practices training provision which attracts participants from the full range of criminal justice agencies, the worlds of primary and post primary school education, established and emerging community restorative justice organisations and other settings. The teaching and learning activities aim to have a pragmatic focus.This includes addressing the mindset skills and processes oto work restoratively in a range of settings. Teaching content is shaped in part by the research activity of the team, other research and a range of theories from restorative practice, education, sociology and psychology. The team is committed to the personal development of each student. The student peer group is upheld as a source of learning and support. As well as becoming more effective in their own environment the course requires students to look at a wider world of practice. This includes considering how restorative practice may contribute to peace building in large scale conflicts. Students may choose to exit with a Postgraduate Certificate (60 academic credits) upon successful completion of two of the optional modules listed below. Students may choose to exit with a Postgraduate Diploma (120 academic credits) upon successful completion of four of the optional modules listed below. Research Methods and the Dissertation must be completed in order to be awarded the MSc (180 academic credits).
This course is delivered part-time. Students may enter the programme at the start of any semester if the modules being delivered meet their learning needs.
- September 2017
- January 2018
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.
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Applicants for the PgDip (course code 2382) or MSc (course code 2332) must hold a degree or equivalent, or demonstrate their ability to undertake the course through the accreditation of prior experiential learning.
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.
Teaching and learning assessment
Teaching and learning methods set out to help students engage with the challenges of their own work setting and the wider world, enquire into what is effective, embed good practice and evaluate the impact if restorative interventions.
Assessment is by written assignment and reflective writings.
Exemptions and transferabilityExemptions may apply and are considered case by case in line with the University APEL process.
Careers & opportunities
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This course is recognised by the Restorative Justice Council as a qualification to be an accredited practitioner. This course has been undertaken by people working across the criminal justice sector, community restorative justice, and primary and post-primary school systems and from trade unions and the wider Voluntary sector.
Fees and funding
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Fees (total cost)
Important notice - fees information
Please note fees displayed are for 2017/18 Academic Entry. Fees are correct at the time of publishing. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
View Ulster University’s 2017 fees policy
To find out more about fees related to this course please visit
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.
My name is Olive Monahan and I successfully completed the Masters in Restorative Practice in 2016.The course gave me an unrivalled opportunity to study and understand a wide range of concepts and, crucially to develop my skills set in order to apply restorative practices in my work setting. I live and work in Dublin and have no hesitation in recommending the programme. I loved meeting people from diverse backgrounds in the classroom and the approach to teaching respected the experiences we all brought. The teaching style felt collegial and the teaching itself was shaped by research and practice. I was challenged and supported to achieve a high academic standard in my work and the times when I was stretched, I can happily say now, were worthwhile.