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Course Overview
Aim
This Masters' in Ageing & Public Policy critically examines demographic ageing from a public policy perspective, and is driven by a commitment to research-led interdisciplinary education. It assesses existing approaches and future directions to secure effective and fair ageing societies.
This MSc is a new innovative, interdisciplinary programme that delivers sought after transferrable and topic specific skillsets, and which incorporates an applied project and placements at national public, NGO and private organisations. The MSc is available on a full-time or part-time basis and is intended to be delivered as both an in person or a remote access programme.
International Programme Distinctiveness
- First programme of its kind in Ireland, and one of the first that is available internationally.
- Hosted at an internationally recognised research centre—Irish Centre for Social Gerontology
- Delivered in collaboration with international policy experts (AGE Platform Europe; HelpAge International).
Why Ageing, Why Now
- With the worlds older population projected to double by 2050, population ageing is recognised as a global challenge for sustainable development, and one of three major transformations facing the European Union, and the social, economic and health systems of its states.
- The Sustainable Development Goals 2030 Agenda and the forthcoming European Commission Green Paper on Ageing testify to how ageing can create sustainability and equity challenges in every major policy domain – social protection, health, finance, housing and environment, employment, etc.
- Despite extensive political commitment to finding innovative means to adapt to demographic change, existing efforts are often uncoordinated and ad-hoc with increasing evidence of growing inequalities amongst older populations.The COVID-19 pandemic has only further not only exposed weakness in ageing-related policy, but also the neglect of the diversity of needs and preferences of the ageing populations.
- There is a marked gap in graduate labour force skills, and capacity, to help public agencies, civil society organisations and private companies to address these challenges and to capitalise on the opportunities within ageing societies.
Graduate Skills
Provides topic specific and transferable skills sets including:
• In-depth knowledge of ageing related policy
• In-depth knowledge of public policy systems
• Capacity for critical thinking and theorizing
• Ability to assess and evaluate public polices
• Research, data and analytical methods
• Ability to apply data analysis techniques to real world policy challenges
Taster Session
On 19 May 2021 we held a Taster Session for the MSc in Ageing and Public Policy. Listen back>>
Areas which were covered in this session were:
- Dynamics of Ageing & Public policy
- International Policy & Ageing
- Work, Pensions and Retirement
- Social Exclusion and Inequalities in Later Life.
The Irish Centre for Social Gerontology
Mission
With a view to informing a holistic understanding of later life in public policy, the ICSG conducts research on ageing and the life course that responds to gaps in scientific knowledge, policy and practice, while promoting the diversity of ageing experiences.
International Research Expertise
- Social exclusion and inequality in later life
- Place and older peoples environmental context
- Work and retirement
- Health care services and infrastructure
Current Projects—For a list of current ICSG projects click here
Recent Publications—For a list of ICSG publications click here
Hear From Our Experts:
Click on this video to view some of the ageing-related public-policy work and messages that our programme lectures are involved with.
Applications and Selections
Applications are made online via the University of Galway Postgraduate Applications System.
Who Teaches this Course
Meet the lecturers: Ageing and Public Policy - lecturers
Irish Centre for Social Gerontology
Institute for Lifecourse and Society
National University of Ireland Galway
View Profile
Key Facts
Entry Requirements
Normally a H2.1 degree (NFQ Level 8 or equivalent) in a related social science discipline (e.g., economics; sociology; management; social work; policy orientated degrees) or a cognate field of study (e.g. health sciences; public health). IELTS score of 6.5 or equivalent, ifapplicable. Applications from people with commensurate experience in ageing-related policy and practice will also be considered.
Duration
1 year, full-time; 2 years, part-time
Next start date
September 2023
Average intake
25
Closing Date
Please view the offer rounds website.
ECTS weighting
90
Course code
MSC-AGEP
Course Outline
List of modules:
- Introduction to Ageing Studies and Policy
- International Policy and Ageing
- Social Exclusion and Inequalities in Later Life
- Data Management and Survey Techniques
- Dynamics of Ageing and Public Policy
- Health Systems and Policy Analysis
- Work, Pensions and Retirement
- Environmental Gerontology and Ageing in Place Policy
- Cost Benefit Analysis and Evaluation
- Law and Policy on Independent Living
- Systematic Review Methods
- Applied Research Project (e.g Policy Brief, Research Report)
- Placements with national public, NGO and private organisations (tied to applied project)
Curriculum Information
Curriculum information relates to the current academic year (in most cases).Course and module offerings and details may be subject to change.
Glossary of Terms
- Credits
- You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
- Module
- An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
- Optional
- A module you may choose to study.
- Required
- A module that you must study if you choose this course (or subject).
- Semester
- Most courses have 2 semesters (aka terms) per year.
Year 1 (90 Credits)
Required EC5123: Dynamics of Ageing and Public Policy
EC5123: Dynamics of Ageing and Public Policy
Semester 1 | Credits: 10
The objective of this module is to introduce students to current developments and debates in public and social policy on ageing. It will examine demand and sustainability implications of the most significant demographic challenge of the 21st century and the future policy directions necessary to address this challenge and support positive experiences in later life. Targeting the major domains of public and social policy, the module will foster students critical capacity to engage with and analyse relevant policies and cross-sector planning strategies. The module will also consider some of the implications of demographic ageing for other policy sectors and populations groups in related to health and well-being.
(Language of instruction: English)
Learning Outcomes
- Evaluate and recognise the significance of demographic ageing for public and social policy systems, nationally and internationally.
- Analyse the different conceptual and implementation frameworks related to ageing and public and social policy.
- Outline the main challenges of ageing, in relation to provision and sustainability, across major policy domains
- Understand the policy levers available to governments to address demographic ageing, and the constraints and opportunities that need to be considered in their application.
- Critically engage with policy discourse to analyse development strategies and targets, and underlying values concerning how ageing and older people are positioned in policy systems
Assessments
This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.
- Written Assessment (50%)
- Continuous Assessment (50%)
Module Director
- CLAIRE NOONE-KELLY: Research Profile | Email
Lecturers / Tutors
- IMELDA HOWLEY: Research Profile
- CLAIRE NOONE-KELLY: Research Profile
- EAMON O'SHEA: Research Profile
- KIERAN WALSH: Research Profile
- PATRICK GILLESPIE: Research Profile
Reading List
- by Harper, S. and Hamblin, K. (eds.)
Publisher: Edward Elgar - by Walsh, K., Carney, G., and Ni Leime, A. (eds)
Publisher: Policy Press - by Barrs, J. et al. (eds.)
Publisher: Routledge
Note: Module offerings and details may be subject to change.
Required EC515: Data Management & Survey Techniques
EC515: Data Management & Survey Techniques
Semester 1 | Credits: 10
This is a research methods course. The aim of the course is to introduce students to the concepts and practice of research. It is aimed to be a practical course so that students become familiar with how to do research and what is considered good research practice. Students will be introduced to both quantitative and qualitative research methods and different types of research designs.
(Language of instruction: English)
Learning Outcomes
- Understand the research process using applied techniques of health economics
- Inform global health policy by understanding how to critically assess policy-informed research
- Undertake applied research to inform global health policy or healthcare industry questions
Assessments
This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.
- Written Assessment (50%)
- Continuous Assessment (50%)
Module Director
- CLAIRE NOONE-KELLY: Research Profile | Email
Lecturers / Tutors
- IMELDA HOWLEY: Research Profile
- CLAIRE NOONE-KELLY: Research Profile
- KIERAN WALSH: Research Profile
- EDEL DOHERTY: Research Profile
Reading List
- by F.J. Gravetter and L.A.B. Forzana
Note: Module offerings and details may be subject to change.
Required EC5136: Applied Research Project
EC5136: Applied Research Project
12 months long | Credits: 20
The applied project provides an opportunity for students to apply learning from throughout the course to conduct independent and original work. The aims of the applied project is to enable the student to critically evaluate policy on ageing; to demonstrate independent research and analysis abilities and to apply theoretical knowledge acquired; and to produce either (a) a well written minor dissertation of approximately 15,000 words in length; or (b) an extended policy brief (8,000-10,000 words approx.) and organise and host a policy seminar with relevant stakeholders. Both options will aim to contribute to original research/policy knowledge. This module involves a series of discussions and meetings with supervisors, submission of research proposals, progress reporting to supervisors within agreed timeframes.
(Language of instruction: English)
Learning Outcomes
- Formulate a valid research aim, and a set of objectives.
- Critical review and evaluate existing scientific evidence
- Assess and appraise relevant policy on the topic and indentify policy major challenges for consideration.
- Generate new knowledge through the application of specific research and review methods.
- Analyse and interpret this knowledge in light of existing work and policy in the area, and necessary future directions
- For option (b) only, strategically design and host dissemination event for the communication of main findings.
Assessments
This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.
- Research (100%)
Module Director
- IMELDA HOWLEY: Research Profile | Email
Note: Module offerings and details may be subject to change.
Required EC5134: Social Exclusion and Inequalities in Later Life
EC5134: Social Exclusion and Inequalities in Later Life
Semester 1 | Credits: 10
The aim of this course is to introduce students to the nature and patterns of social exclusion and inequalities in later life, with a specific focus on the implications for policy that aims to tackle multifaceted disadvantage. Students will be introduced to theories and conceptual models related to social exclusion across the life course, and relevant to policy formulation, including structural inequality and cumulative disadvantage and risk. The module will explore the major drivers of exclusion and inequality in older age and their relationship to individual experiences across the life-course, and social categorisations, such as socio-economic status, gender, race and ethnicity, and age itself. Students will analyse the future applicability of social exclusion as a policy development and implementation framework and as a means for integrating policy response across different areas.
(Language of instruction: English)
Learning Outcomes
- Analyse the construction and implications of social exclusion and inequalities in later life, and the challenges for policy intervention.
- Understand the historic development of social exclusion as a policy construct, the evolution of related policy approaches, and the enablers and barriers to the implementation of these approaches.
- Evaluate the role of policy in mediating social exclusion outcomes, and analyse the intended and unintended consequences of policy intervention.
- Assess and critically evaluate measurement approaches and their appropriateness as underpinning instruments for policy development and establishing policy targets.
Assessments
This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.
- Written Assessment (50%)
- Research (50%)
Module Director
- IMELDA HOWLEY: Research Profile | Email
Reading List
- by McMullin, J. and Curtis, J.
Publisher: Oxford University Press. - by n/a
- by Baars, J., Dannefer, D., Phillipson, C., Walker, A.
Publisher: Routledge
Note: Module offerings and details may be subject to change.
Required EC5142: International Policy and Ageing across the Life Course
EC5142: International Policy and Ageing across the Life Course
Semester 2 | Credits: 10
The aim of this module is to interrogate international policy concerning ageing across the life course, its historical development and likely future directions. First, students will be introduced to current developments and debates concerning the intersection of ageing and global development policy in low- and middle-income countries. In doing so, the module will analyse the policy landscape on ageing and unpack the role of policy in shaping responses to demographic processes in these contexts. Second, students will focus on the emergence of ageing as a human rights area. The module will critically assess the potential for a UN Treaty on the rights of older people to support and empower diverse ageing populations across international jurisdictions. Third, students will consider the application of selected human rights norms, currently enshrined in international human rights law, to key forms of mistreatment frequently experienced by people as they come to require personal care or assistance.
(Language of instruction: English)
Learning Outcomes
- Recognise the significance of demographic transitions for public and social policy systems in low- and middle-income country (LMIC) contexts
- Analyse profiles of ageing populations and the needs and circumstances of older people in diverse LMIC contexts
- Assess approaches, issues and influences in public and social policy planning and implementation in specific LMIC scenarios
- Understand human rights in the context of ageing and the implications of applying a rights-based approach to public policies
- Critically engage with human rights scholarship and international human rights law to analyse and influence ageing policies and strategies
- Understand key doctrinal gaps in the existing international human rights law framework, how they have formed and the potential for the laws progressive re-interpretation.
Assessments
This module's usual assessment procedures, outlined below, may be affected by COVID-19 countermeasures. Current students should check Blackboard for up-to-date assessment information.
- Continuous Assessment (100%)
Module Director
- CLAIRE NOONE-KELLY: