Founded in 1845, as Queen’s College Cork, University College Cork (UCC) is the second oldest university in Ireland. Since then, it has grown to over 22,000 students, including 3500 international students from over 100 countries. UCC is an internationally competitive, comprehensive and globally-focussed, research-led institution. At UCC our mission is to create, understand and share knowledge and apply it for the good of all. Our research has impact, where it matters: transforming lives through discovery, innovation, entrepreneurship and societal impact. Our strategic priorities include: Health and Wellbeing, Food and Nutrition, Future and Emerging Technologies, Sustainability and Climate Action, Culture, Society, Rights and Identities, and Financial and Business Services. We understand the importance of working in a collaborative way between and across disciplines and geographical borders to change lives and futures. We tackle the world’s greatest challenges with innovation, agility, imagination and creativity, and our research has global reach, relevance and impact. We are addressing global inequalities and promoting the appreciation and recognition of sociocultural diversity. We are at the forefront of research into food and nutrition, including ingredient development and the role diet has in nourishing the body and mind. With synergistic partnerships between researchers from information and communication technology (ICT), physics, biology, chemistry, engineering, environmental sciences and social sciences, we are delving into new and unknown territories, releasing untapped potential for future industrial strategy and competitiveness.
We are developing and applying technological solutions to the wide range of health and wellbeing challenges in modern society. We are leading research into the creation of new jobs, the support of industries and shaping regional and national economic development. We are showing leadership in developing sustainable agriculture and food, climate, marine and renewable energy and energy policy. We are thought leaders and pioneers, pushing boundaries, charting new waters and breaking new ground.
Academic: GPA of 3 or above on their studies to date
English Language:
– IELTS: 6 (minimum each component: 5.5)
– TOEFL iBT: 80 (minimum each component: 20)
– Duolingo English Test: 120 (minimum 110 each component)
01 September 2024 – 23 December 2024
Applicants 2022
Applicants : 26 students
GPA : 3.33-4.00
TOEFL iBT Score : 82-93
IELTS Score : 6.5-8.5
Duolingo English Test Score : –
Awardees 2022
Awardees : 14 students
GPA : 3.33-4.00
TOEFL iBT Score : 83
IELTS Score : 6.5-8
Duolingo English Test Score : –
Applicants 2023
Applicants : 211 students
GPA : 3.33-4.00
TOEFL iBT Score : 87-97
IELTS Score : 5.5-8
Duolingo English Test Score : 60-160
Awardees 2023
Awardees : 15 students
GPA : 3.25-3.98
TOEFL iBT Score : –
IELTS Score : 7.5-8
Duolingo English Test Score : 140-160
Available Courses
This module will introduce students to the fundamental concepts of the Digital Humanities. It will lay the foundations for subsequent modules by introducing students to a variety of issues of concern in Digital Humanities practice. The changing nature of academic debate and the impact of digital tools in research and on the production of academic work, both individual and collaborative, will be introduced.
To enable participants to build an awareness of the data and digital capabilities and literacies required by future-ready organisations and how to enhance these capabilities as a strategic asset for the digital era. The core of the module focuses on appreciating the practicalities of utilising data and digital capabilities in organisations. This module provides participants with an ability to identify and prioritise opportunities to deliver business value through (1) applying tools and frameworks; (2) critiquing case studies of data and digital transformation exemplars; and (3) engaging in a team-based design challenge.
Students will study a range of screen media texts and platforms, from early moving image texts, to digital cinema and social media, within the context of specific industries and how those industries converge and overlap. Significant focus will be on the proliferation of screen media in everyday life – to what extent do we shape media, and to what extent does media shape us? Students will be introduced to key theories on screen media, to enhance their critical reading of texts and platforms and their respective contributions to society and culture.
To provide the tools to critical and analytical thinking in political science. On successful completion of this module, students will have studied how to acquire core study skills and develop analytical thinking in academia.
To provide the tools to critical and analytical thinking in political science. On successful completion of this module, students will have studied how to acquire core study skills and develop analytical thinking in academia.
This module begins with the early heroic literature of the Celtic countries, with a focus on the mythological aspects of medieval Irish texts from the Ulster and Fenian Cycles. It continues with a detailed study and analysis of selected narrative texts, in translation, introducing students to medieval Irish literary compositions about characters and events, particularly kings, of the early historical era. Attitudes to kingship and views of history in these tales are explored. All texts are read in translation.
To examine EU affairs, key EU policies and the Councils of the EU. To give students an opportunity to develop communication and negotiating skills by participating in simulated Summit Meetings of the European Council and the Council of the EU. Examination of EU affairs, key EU policies and the Councils of the EU. Each student will be assigned a role and each student will take responsibility for a portfolio. A position paper must be submitted. Students engage in active, investigative and independent learning and active engagement in, and contribution to, the Model European Union.
To introduce students to the methods and theories that have played a major role in the formation and purpose of art history since the Renaissance.
The module introduces students to the broad developments of modern Irish history, from the 1850s to the 1990s.
This module will thematically link the recurring narrative motifs in Irish cinema and the cinemas of the Irish Diaspora. The dominant presence of Irish history and politics in cinematic images of Ireland and the Irish will also be assessed.
This module surveys the international scene from the breakdown of the wartime alliance and the origins of the Cold War up to the present. Particular attention is paid to select examples of US intervention in the ‘Third World’. Case studies include the development of the United Nations, decolonization and the ideology of US foreign policy.
To introduce students to theoretical, methodological, and empirical ideas about an approach to studying experience, practices, dilemmas, and potential of people’s everyday lives.
This module will introduce students to the critical potential of ‘everyday lived experience’ as a radically different approach to psychological research and practice that provides a link between psychology and social theory. Introduction to psychology of everyday lived experience; concepts such as lived experience, voice, values, subject position, participation; ethnography of lived experience as researching with the other; case studies such as children living in a debt economy, the everyday experience of being a migrant, digital technology and the transformation of everyday living, everyday caring, etc. (case studies will vary from year to year).
The module starts with the distinction between deductive and inductive reasoning. The first half of the module will consider inductive arguments, and various kinds of ‘informal’ reasoning. The second half of the course will teach students how to construct, analyse and evaluate deductive arguments by employing some ‘formal’ logical techniques. Throughout the course students will be encouraged to consider the benefits and problems associated with different styles of reasoning by examining arguments in both philosophical and non-philosophical contexts.
The course content offers students an opportunity to explore the origins and evolution of social policy, to acquire an understanding of the basic concepts, theories and ideological perspectives underpinning the discipline, and to develop policy analysis skills. The development of Irish social policy and social services will also be critically appraised in the module.
To review and evaluate innovative approaches for increasing the supply and range of financial services to the poor and their contribution to economic and social development. This module will focus on the theoretical foundations of microfinance and its role in development. This will include:
(i) defining microfinance and distinguishing it from traditional financial services;
(ii) understanding the different paradigms associated with microfinance and development;
(iii) distinguishing between different approaches to measuring impact of microfinance programmes; and
(iv) evaluating the contribution of microfinance to poverty reduction, gender empowerment, social and economic development. The different factors, at a micro level, that influence the design and operation of microfinance programmes will be examined. These will include:
(i) the influence of the national and sectoral context;
(ii) identifying market, clients and services; and
(iii) designing microfinance products. Specific case studies of microfinance will be reviewed and evaluated against the macro and micro theoretical foundations influencing microfinance design eg Credit Unions, Grameen Bank, Islamic Approaches to Microfinance, and LETS schemes.
To provide an overview of the evolutionary perspective on high-level cognition, such as reasoning and decision making. To provide an overview of what influences our perception and cognition from childhood to older age (e.g. physical health; education; video games; etc.). We will also evaluate cognitive enhancement and brain training studies. Behavioural and neuroimaging studies will be analysed as examples of how these themes are approached in the literature.