Course details
This programme aims to equip students with the skills necessary to engage with contemporary theoretical, policy and practice-related issues relating to work and study with young people in the national and international context of community regeneration. The course offers a critical forum where the complexities of social regeneration can be addressed. It builds upon existing research and teaching strengths at undergraduate and postgraduate levels within the Department of Sociology, namely inequality and social exclusion; the welfare state; social change; youth and community, social regeneration and sociological research methods. The programme also offers the possibility of taking elective modules at NUIG and at Mary Immaculate College, Limerick (MIC).
Objectives
- To provide students with a conceptual and operational understanding of key issues, objectives and processes pertaining to the social aspect of Regeneration.
- To provide students with in depth knowledge of theoretical, policy, and practical issues related to the study of youth and youth experiences in the context of Community.
- To provide students with the transferable skills necessary to conduct high-quality social research in community settings.
- To facilitate learning and personal educational development by offering a range of teaching and assessment approaches, together with excellent research supervision.
- To assist students in designing, conducting and writing up high-quality research which will be of benefit to themselves and the wider community.
- To provide a core foundation, for those students, who on completion of the MA wish to embark on a PhD in this area.
- To provide a sound basis for moving from an academic setting into different areas of the labour force by helping students to identity the transferable skills gained during the MA programme
Graduate Profile
This MA aims to equip students with the skills necessary to engage with contemporary theoretical, policy and practice-related issues relating to work and study with young people in the national and international context of community regeneration. Facilitating new learning as well as building on established academic, professional and practical experience, a range of teaching and assessment approaches will be utilised. These, combined with excellent research supervision, state-of-the-art training in either qualitative or quantitative methodological skills and a commitment to the collection and dissemination of both national and international examples of best practice in the field will provide students with a comprehensive understanding of the key practical and theoretical issues which characterise the field. The cross-disciplinary and cross-institutional nature of the MA encourages intellectual flexibility, strong communication skills and an awareness of the diversity of approaches and experiences which characterise community based research and engagement. Upon completion of the MA students will be well equipped to embark on PhD research in this area and indeed to move from an academic setting into different areas of the labour force across a wide range of career paths. These paths include, but are not limited to, research careers, policy development, youth and community work and professional engagement in the processes of social regeneration.
Programme Content
Students are required to take four core modules and two elective modules in a combination of lectures and seminar discussion. Students will take a module on dissertation proposal writing in Autumn Semester and a module involving practitioner led seminars in Spring Semester. An additional and substantial research element includes: assessed course research papers; and a dissertation of 15,000 words written on a topic of choice under the guidance of an appropriate supervisor.
Students not proceeding to the dissertation may exit the programme with a Graduate Diploma upon successful completion of all coursework and assessments at this juncture. All elective modules may not be offered if student numbers are too small or irresolvable timetable clashes arise.
Semester 1
- The Sociology of Youth & Community
- Qualitative Research Methods 1 or
- Quantitative Research Methods 1
- Workshop on dissertation proposal writing
Plus one of the following modules:
- Researching Social Exclusion
- Governance & Government
- Community Development Theory** (NUI Galway)
- A limited number of places are available on this module.
Semester 2
- The Sociology of Regeneration: Theory, Policy and Practice
- Qualitative Research Methods 2 or
- Quantitative Research Methods 2
- Critical Perspectives on the Sociology of Youth, Community and Social Regeneration
Plus one of the following modules
- Researching Social Change
- Urbanisation, Urban Geography and Planning*(Delivered on MIC Campus)
- Understanding Communities** (NUI Galway)
** A limited number of places are available on this module.
Summer Semester
Entry Requirements
Applicants must normally hold a primary degree in a relevant discipline with First or Second Class Honours (Level 8 - National Qualifications Authority of Ireland) or an approved equivalent qualification. All applicants will be called for interview.
Applicants who do not meet the academic requirements but who have appropriate professional qualifications and/or professional experience will also be considered. All candidates must be fully proficient in both written and spoken English.
What to include with your application
- Qualification transcripts and certificates
- English language qualification(s) if English is not your first language
- Certified English translation of your transcripts/certificates where the original transcripts are in a language other than English.
- A copy of your birth certificate (long document)
English Language Requirements
Applicants whose first language is not English must provide evidence of either prior successful completion of a degree qualification taught through the medium of English or meet one of the criteria below (no longer than two years prior to application):
Acceptable English Language qualifications include the following:
- Matriculation examinations from European countries where English is presented as a subject and an acceptable level is achieved
- Irish Leaving Certificate English –Ordinary Level Grade D or above
- TOEFL – 550 (paper based), 213 (computer based), 80 (internet based)
- IELTS – Minimum score of 6.5* for Business, Arts, Humanities or Education programmes. Minimum score of 6.0* for Science, Engineering, Informatics or Electronics programmes *with no less than 6 in any one component.
- English Test for English and Academic Purposes (ETAPP) – Grade C1
- GCE ‘O’ level English Language/GCSE English Language – Grade C or above
- University of Cambridge ESOL –Certificate of Proficiency in English - Grade C / Certificate in Advanced English Grade A
- GCE Examination Boards – Oxford Delegacy of Local Examinations – Grade C / Cambridge Local Examinations Syndicate – School Certificate Pass 1-6 / University of London Entrance and School Examinations Council – School Certificate Pass 1-6
Updated on 08 November, 2015About University of Limerick
The University of Limerick Foundation was established in 1989 to provide, in partnership with UL, national and international leadership and funding for the University’s advancement. In its early years, the Foundation set the standard for Irish fundraising and that tradition continues today. With close to raised to date through its international network, the Foundation is a leading recipient of international philanthropic funding in Ireland.
The Foundation constantly strives to strengthen the links that the University has built with its graduate community and the business community on the island of Ireland and beyond. Guided and supported by a board of national and international leaders from business, industry and the arts, the Foundation is proud of the role that it plays in assisting the physical and academic development of the University and in ensuring that the University of Limerick continues to be at the heart of many national initiatives.
Alumni Association
Established in 1987, the University of Limerick Alumni Association (ULAA) is a membership organisation which provides an active link bettheyen graduates of UL and their alma mater in support of both the University and the growing alumni community (now numbering close to 55,000). Direction for ULAA is provided through a voluntary Board of Directors while operations are run by an Executive Director and staff.
Volunteering
The President's Volunteer Award is designed to support students take up volunteering opportunities and the President of the University will formally recognise students for their volunteering work. their vision for the University of Limerick is to provide an outstanding student experience, to actively serve their communities and to contribute to the civil, social and cultural life of the Shannon Region and beyond. Discover how volunteering can help to make a difference in ytheir own life and in ytheir community.
Moves to establish the University of Limerick can be traced back to 1845 when the Mayor led a delegation to London to make the case for one of the proposed Queen's Colleges. This was not to be….. Cork and Galway theyre chosen instead. Local initiatives to remedy the slight theyre taken over the intervening years, but these came to nothing until a determined campaign was launched in the 1960s by the Limerick University Project Committee.
The intensity of the campaign lives in the folk memory of the community: it involved marching, protesting, fund-raising and lobbying, and quite exhausted every available democratic device. The sudden death of the charismatic local deputy and Minister for Education, Donogh O'Malley TD, during an election campaign, stimulated the government to respond and announce a decision to establish an institute of higher education in Limerick. It was claimed that this would be 'better than a university'.
The Higher Education Authority, which had just been formed, was asked to advise on the establishment of the institute. The people of Limerick theyre not impressed: even when the project was described as 'Ireland's MIT' the demand for a traditional university persisted for a number of years. It was generally held that Limerick had been fobbed off and nothing of consequence would result.
The process of advertising for and appointing the first Director, who would also be chairman for the Planning Board for the proposed institute, rumbled on. I was one of the candidates, but withdrew from Limerick when offered a post at University College Dublin. Months later I had a request from the HEA to reactivate my application for Limerick. This I did, with UCD's permission, and was offered the post. On 1 January, 1970 I flew on to Dublin from the US, having abandoned my family in Shannon, and found myself, that same morning, in the botheyls of the Department of Education with a cup of tea in hand in front of a turf fire with the Secretary of the Department, listening to his rather interesting views of Limerick and what was best for it.
His views did not fill me with great confidence, nor was there much correlation bettheyen his vision and mine of what 'Ireland's MIT' might be. As a result I did not close my US bank account for several years. The prospect of returning to the US and escaping from the rather depressing bureaucracy of a Department that had not yet broken free from years of inertia was at times an attractive alternative. But there theyre individuals in the Department determined to make a fresh start. Two of them, Sean O' Connor and Noel Lindsay made the difference. One supported the academic ideas I wished to import from the US and the other had an ability to process approvals for the design and construction of the buildings.
A key asset was a small and dedicated Planning Board of seven members. I was fortunate that the Minister of the day, Padraig Faulkner TD, was prepared to accept a number of proposals I made for its membership. This admirable group of people met for a full day each theyek during the early years and focused on developing the various policies and strategies that theyre to shape the new institution. Much was achieved: the compact group focused on the key issues and wasted no time with the peripheral and petty academic skirmishes that so often distract those charged with academic governance.
Shortly after their appointment, they caused a stir in the Department (for the first but not the last time) by a unilateral decision to travel abroad and meet with the movers and shakers shaping new European universities, such as Sussex in England and Eindhoven in Holland. Sussex responded by providing a consultant who worked with us for the summer and Eindhoven stimulated us to waste no time in getting started. As a result they decided to enrol a pilot group of some 100 students using the old manor house which existed on the campus site at Plassey.
The Plassey campus was selected from a group of some six possibilities. While the Local Authorities provided much assistance in proposing sites, their preference was for the vacant Mungret College near the cement factory or for an adjacent site close to the Raheen industrial estate. I had no doubt that Plassey surpassed them all and, despite the fact that the infrastructure was non-existent, when I pressed for their support to acquire the lands at Plassey I received it. Finally, after a brief but intense struggle in Dublin, the Department of Finance reluctantly conceded that the old military camp at Knockalisheen was unsuitable and sanctioned the purchase of Plassey House and its 70 acres for some £70,000.
The selection of Plassey as the campus site was, in hindsight, one of the most important decisions of the earliest days. The unique riverbank campus, with its wooded rolling lands and islands, placed a visible stamp of quality on the undertaking from the outset. After an international competition, BDP of London and Patrick Whelan of Cork theyre selected to prepare a 20-year plan for a university of 8,000 students. This plan reinforced the commitment to quality through architecture of the highest standing and created an environment in which teaching and scholarship of excellence would be planned and implemented.
The provocative nature of the outline academic plans, the quality of the physical environment and the prospect of being involved in a pioneering academic undertaking theyre the catalysts that attracted a remarkable and internationally diverse group of faculty and staff to found what is now the University of Limerick.
Many of the early years, since the enrolment of the first students in 1972, theyre peppered with controversy and difficulties, as alien academic concepts theyre introduced to Ireland and selective funding of the Limerick project by the World Bank and the European Investment Bank generated envy.
With legislation in 1989 the University of Limerick was established as the first new university in the history of the State and acquired the potheyrs to focus unimpeded on the further development of its new academic concepts and on its commitment both to excellence and to relevance.
By the time it celebrated its 25th anniversary in 1997 the University of Limerick had achieved its early goals and made its mark nationally.
Under the leadership of its second President, Dr Roger G H Downer (right) appointed in 1998, it could be confidently expected that the University of Limerick would continue to forge ahead to join the ranks of Europe's leading universities.
The above text has been extracted from 'University of Limerick - A Celebration' which is a unique portrait book published in celebration of the University of Limerick. Through both words and over 100 coltheir images, 'University of Limerick - A Celebration' captures the essence of campus life, highlighting a thriving University dedicated to learning, teaching and research, as theyll as cultural, artistic and recreational pursuits.
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