In practice, there is a common tension between those developing and interpreting planning policy on the one hand, and the designers of cities on the other. This programme brings these groups together to engage in project-based learning. You will develop planning research, urban analysis and design skills.
This course is unique having been driven by engagement with practice rather than adhering to traditional academic subject areas. The core skills that urban designers and planners need have been clearly defined and form the basis for the course.
City Planning and Design highlights
Professional Accreditations
This qualification can be upgraded to the MSc City Planning & Design, which is accredited by the Royal Institution of Chartered Surveyors (RICS) as a standalone programme.
Global Opportunities
There are fantastic opportunities to work with planning and urban design both locally and globally. Belfast is a city that is developing rapidly and this reflects a wider confidence in urban regeneration and development at a national level. Many recent graduates are working in planning authorities and consultancies throughout the UK and Ireland with others working in the related fields of housing, natural and built heritage and renewable energy.
Student Experience
Significant emphasis is placed on the development of problem-solving skills during live projects in this programme.
Belfast is one of the UK and Ireland’s most vibrant and affordable cities, packed with energy, culture and history. Queen's majestic campus is in Queen's Quarter, with cafés, bars, restaurants, plenty of shopping and entertainment venues. (Complete University Guide 2025).
Internationally Renowned Experts
The members of staff responsible for delivering the PG Cert are from a variety of professional and research backgrounds. Staff expertise includes international development, sustainable development, development economics and planning policy and practice. Each member will give a different perspective within the course, such that both theoretical and applied elements will be fully developed and a rounded high-level education will result.
The PG Cert is designed to allow you to develop real world project management skills through the completion of live design projects for local authority and community sector clients. You will also acquire urban and data analysis skills that you can use to develop strategic regeneration policies and design solutions.
The course content gives theoretical and practical coverage across a wide variety of topics including:
• Green infrastructure
• The Inclusive City
• Urban Technological Developments
• Low carbon transition
• Critical Heritage Perspectives
• Cities and the e-economy
• Planning the Urban-Rural dialectic
• Demographic challenges
• The future of urban housing
• Health in future cities
Natural and Built Environment A leading figure in global environmental sustainability research with on-going projects in India, Liberia and Brazil.
Teaching Times
Dependent on module choices.
Learning and Teaching
Learning and teaching is split into the following:
IT Tutorials
Demonstrator-led IT skills tutorials to ensure students develop GIS and data visualisation skills such as proficiency in Photoshop, Illustrator and Sketch Up.
Project sessions:
A key component to all group projects whereby tutors offer feedback on student ideas in small groups during the completion of live projects for professional clients.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars
Student-led thematic presentations that address major global themes are a crucial part of this programme. Placing the emphasis to research and interpret relevant information on the student allows for the programme to incorporate and fulfil their interests.
Assessment
Assessments associated with the course are outlined below:
A combination of group reports, individual assignments, student presentations, portfolio submissions and role-play exercises.
Facilities
The Planning department has a devoted studio space and access to School IT suites.
What our academics say
“In an increasingly urbanising world, cities represent both the greatest social, environmental and economic challenges and opportunities for planners and urban designers alike to create more sustainable environments and just societies.”
Dr Neil Galway, Programme Director for PG Cert in City Planning and Design
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
The module is designed to provide a theoretical and a practical basis for the process of community plan preparation. It will involve detailed consideration of the spatial implications of service provision and meeting local aspirations reflected in new 'community plans'. The theoretical material will include consideration of the following: existing demographic analysis; physical and ethnographic survey research; policy and institutional analysis; best practice community engagement and consultation practice; the changing roles of city/local centres; and the links between physical, social, economic and cultural renewal in urban environments.
The module is based on a combination of seminars and studio work. A real-world project has been commissioned to allow students to consider how planning and urban design practice can successfully engage with local communities to instigate inclusive regeneration. Working in groups, students will prepare thematic plans that consider the physical, social and economic context of study area before devising specific policies and proposals to inform the future development of this area. The allocated group themes will incorporate the main facets of community infrastructure provision including: housing and community initiatives; transport, pathways and connections; education and health; open space, parks and leisure; and retailing and economic development. The project aims to take a strategic view of how an area can develop a sustainable socio-economic and physical environment that can be shared and accessed by everyone. It will offer the opportunity for students to develop both the consultation and analysis skills that are necessary to understand the views of local communities in the planning process.
Learning Outcomes
On the successful completion of the module, students will be able to:
- demonstrate the skills required to complete a public consultation and to devise a strategy that mediates between different, and often conflicting, perspectives.
- analyse the physical and socio-economic contexts of a study area;
- communicate in professional manner using oral and graphic visualisation skills employed by the built environment professionals to targeted audiences;
- critically evaluate the ethical and political impacts of planning on socio-economic and ethno-religious division within and between cities and/or neighbourhoods;
- devise strategic community planning strategies to regenerate macro-scale study areas; and
- demonstrate the ability to design creative solutions to site specific challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciation, team-working, time-management and professional presentation skills;
- client-based: consultation, brief-development and discussion/debating skills.
The module is based on a contribution of seminars/tutorials and studio work - a real-world live project has been commissioned within the semester to exemplify and complement the accompanying theoretical content. The study location will be based in Northern Ireland and will be for a professional client who will set the parameters for the student regeneration strategy. This exercise will involve the completion of: detailed desk-based policy analysis; stakeholder mapping and interviews; urban analysis of the physical quality of the place and how it is used; comparative regeneration practice research; and the creation of urban design and policy solutions to regenerate the allocated study area. The studio location in Northern Ireland will be complemented by an international field trip in Week 8 to a leading European city to learn about and visit key urban regeneration projects. This field trip will offer students the opportunity to meet with local designers, community activists and municipality staff to learn how projects and strategies have balanced the social, economic and environmental variables associated with regeneration.
Learning Outcomes
On the successful completion of the module, students will be able to:
- understand the nature and significance of design and regeneration in the built environment;
- appreciate the complementarity between design and regeneration in the built environment;
- debate theoretical, ethical and practical issues in relation to design and regeneration;
- evaluate alternative approaches to design and regeneration in specific locations;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places.
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
- demonstrate the skills required to complete a public consultation, understand and analyse the different and often conflicting perspectives and devise a strategy that mediates between opposing visions.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations
skills;
- professional: design appreciate, team-working, time-management and professional presentation
skills;
- client-based: consultation, brief-development and discussion/debating skills.
The module will engage with planning practitioners to illustrate the wide variety of career paths for planning graduates within community, environmental and development sectors. It will highlight how planning graduates can future proof not only the places they design but also their own professional development. This module will incorporate a number of seminars that will highlight how urban designers and planning practitioners are at the forefront of creating more sustainable and just places internationally.
The module will include an interdisciplinary exercise with architectural students to consider how design policy can be interpreted differently by development management staff and professional architects. This exercise will improve the design literacy and policy interpretation of both groups of students and will build upon the character assessment skills developed in the first semester Spatial Literacy module.
Learning Outcomes
On the successful completion of the module, students will be able to:
- engage in theoretical, practical and ethical debate at the forefront of how the planning professional can impact upon societal as well as environmental change;
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
- demonstrate an understanding of ways in which planning practice can contribute to the solution of global challenges including climate change adaptation;
- evaluate the social, economic and environmental context within which planners and designers must operate considering how policy and practice changes reflect the political support for the profession;
- communicate professional arguments in an interdisciplinary context using appropriate terminology;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places;
- understand how planning skills can be utilised in a diverse array of professional environments.
Skills
With regard to developing specific skills, students will develop:
- generic skills: oral communication, negotiation skills; problem solving, use of IT and library services;
- professional planning skills: knowledge of the design evaluation process and interdisciplinary working.
The module will be examined by a final assignment and continuous assessment, which will run simultaneously with the studio course, workshops and computer classes. The continuous assessment coursework will be distributed throughout the 12 weeks and will also be available on the Virtual Learning Environment.
Learning Outcomes
On the successful completion of the module, students will be able to:
- debate the theoretical, practical ethical issues at the forefront of urban planning;
- understand and evaluate the social, economic, environmental and political contexts for city
planning;
- recognise the role of spatial literacy in making sustainable, equitable places;
- analyse and use spatial skills from multidisciplinary specialisms to demonstrate relationships within diverse spatial contexts;
- recognise and cultivate core spatial analysis skills in planning policy and research;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places.
Skills
Students will develop the following generic and professional skills:
- utilise basic skills in computer based mapping and spatial literacy using relevant software (e.g. Adobe, Suite, ArcGIS);
- team-working and collaboration;
- oral and written (e.g. report writing) presentational skills; and
- spatial literacy and visual appreciation.
The course is divided into three principle sections, each of four weeks duration. The first section is comprised of a series of seminar sessions that explore the nature of the ‘Development Process’. Students are assigned core readings and are expected to discuss the economic, social and political context of property development and the roles of stakeholders (appraisers, developers, brokers, planners) involved at each stage of the development process. The second section, ‘Debt Financing, Property Investment and Development,’ combines student-led seminar discussions with instructor-led practical sessions to examine financial appraisal and viability assessments for development projects. The third section of the course, ‘Development Strategies,’ applies these skills to a real world development case study. Through a combination of project site visits and group work, students will conduct a financial feasibility analysis of a proposed affordable housing development in the Belfast area.
Learning Outcomes
On the successful completion of the module, students will be able to:
- understand the broader economic, social and political context of property development as well more specific competencies with regard to development strategies and development finance; including added value for the community;
- demonstrate a clear understanding of the rationale and structure of the real estate development process, particularly as it applies to affordable housing and community economic development;
- understand the stages in the property development process and the activities and motivations of the main stakeholders involved;
- practice the basic techniques of financial analysis as applied to urban real estate;
- undertake an assessment of the viability of individual development schemes and consider how to generate added value to the wider community;
- critically interrogate current strategies in development finance from both a financial-analytic and problem-solving perspective;
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
Skills
With regard to developing specific skills, students will develop:
- generic skills: written and oral communication, numeracy and financial modelling, problem solving, use of IT (particularly spreadsheet management) and library services;
- professional planning skills: knowledge of the development process; evaluation of development strategies including valuation methods; decision-making in planning including stakeholder perspectives;
- client based/business skills: Project management, tendering processes, negotiation of added value and community benefits.
Critical debates in planning is seminar-based with students being continuously assessed on the independent research they complete during the semester. The main global challenges within the module will include the following:
-green infrastructure
-the inclusive city
-urban technological change
-future demographics
-low carbon transition
-critical heritage perspectives
-cities and the e-economy
-planning the urban-rural dialectic
-urban resource use
-the future of urban housing
-health in future cities
Learning Outcomes
On the successful completion of the module, students will be able to:
- critically analyse and participate in the theoretical, practical and ethical debates on planning, supported by independent reading of key texts;
- demonstrate enhanced communication skills through participation in discussions, presentation and class feedback sessions; via written assignments; and through combining verbal and written communication into a single output;
- demonstrate a general knowledge of a number of themes pertinent to contemporary planning before selecting an issue of particular interest to develop a level of specialist expertise through the completion of a detailed report, which will lead into the thesis;
- appreciate how urban design and place-making projects an ameliorate or exacerbate the challenges related to the specialist planning themes under discussion;
- demonstrate an understanding of interdisciplinary, i.e. how the planning and urban design professions and academy relate to other professional and disciplinary stakeholders;
- to understand how historic, current and future planning practice has impacted / can impact upon positively and negatively to climate change;
- demonstrate an understanding of how the planning professional has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciate, team-working, time-management and professional presentation skills.
Normally a 2.2 Honours degree or equivalent qualification acceptable to the University in a relevant subject.
Applicants who do not meet the above academic requirement but have appropriate acceptable experience will be considered on a case-by-case basis. Supplementary form to be completed along with application.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit the link below for more information. http://go.qub.ac.uk/RPLpolicyQUB
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
Evidence of an IELTS* score of 6.5, with not less than 5.5 in any component, or an equivalent qualification acceptable to the University is required.
*Taken within the last 2 years.
International students wishing to apply to Queen's University Belfast (and for whom English is not their first language), must be able to demonstrate their proficiency in English in order to benefit fully from their course of study or research. Non-EEA nationals must also satisfy UK Visas and Immigration (UKVI) immigration requirements for English language for visa purposes.
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
Our graduates end up in leading positions in central and local government and as well as in planning consultancies in the private sector.
Queen's postgraduates reap exceptional benefits. Unique initiatives, such as Degree Plus and Researcher Plus bolster our commitment to employability, while innovative leadership and executive programmes alongside sterling integration with business experts helps our students gain key leadership positions both nationally and internationally.
Employment after the Course
Examples of employment: Urban Design and Planning practices, Research institutions, GIS companies, Housing organisations, Community Advocacy Groups, Environmental and Community sector NGOs.
Employment Links
Graduate employers include: Belfast City Council, Department for Infrastructure and other public and private sector planning consultancies.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
If selecting If selecting EVP7038 – Comparative Urban Design, students are required to undertake a compulsory field trip to a European city. They are responsible for funding travel, accommodation and subsistence costs and should budget for approximately £500.
Terms and Conditions for Postgraduate applications:
1.1 Due to high demand, there is a deadline for applications.
1.2 You will be required to pay a deposit to secure your place on the course.
1.3 This condition of offer is in addition to any academic or English language requirements.
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
The Department for the Economy will provide a tuition fee loan of up to £6,500 per NI / EU student for postgraduate study. Tuition fee loan information.
A postgraduate loans system in the UK offers government-backed student loans of up to £11,836 for taught and research Masters courses in all subject areas (excluding Initial Teacher Education/PGCE, where undergraduate student finance is available). Criteria, eligibility, repayment and application information are available on the UK government website.