Climate change is one of the most pressing and challenging issues facing humanity. Extreme heat, flooding, and rising sea levels are leading to a number of dangerous and irreversible impacts on societies and economies. Avoiding the worst impacts depends on decisions we make today to reduce our greenhouse gas emissions and to find solutions to remove carbon from the atmosphere. A course in climate change has never been so important, as we attempt to tackle these fundamental issues facing humanity in the 21st century. This highly interdisciplinary course offers a specialised knowledge of climate change from multiple perspectives, addressing many of the UN Sustainable Development Goals (SDGs) around themes including climate science; impacts, adaptation and vulnerability; technological and nature-based mitigation; and the connections between climate change and human culture. Practical skills training is embedded in all modules and will provide vital hands-on experience in applying subject knowledge in the real world. There are also strong links with employers – notably through a careers module and an opportunity to undertake an employer-focused research project. This will ensure students graduate as the global citizens and leaders that society needs to help secure the future of our planet. This will open the doors to a wide variety of careers and pathways for future study – including the public sector (e.g. national meteorological and environmental agencies, and local councils), non-governmental organisations (NGOs) and charities; the private sector (e.g. environmental consultancies, energy and utilities companies, risk, finance and insurance providers); universities and research institutes; and many more.
Top 200 in the World for Geography (QS World Rankings 2020) and Top 10 for Geography in the Russell Group (National Student Survey 2022)
Climate Change highlights
Career Development
Multiple Perspectives
Interdisciplinary approaches to one of the greatest challenges facing humanity.
Internationally Renowned Experts
Taught by Experts
Taught by a range of subject experts engaging in world-class research.
Career Development
Focus on Careers
Skills training, a careers module, and an option for an employer-focused research project.
The Master of Science is awarded to students who successfully complete the taught element of the programme (120 CATs) comprising 80 CATs core modules and 40 CATs elective modules, and a 60 CATs Research Project.
Student may register on a Full-time or Part-time basis.
For full-time study, 60 CATs are taken in the first semester, 60 CATs in the second semester, and the 60 CATs Research Project during the summer (with lead-in time during the second semester).
For part-time study, 80 CATs are taken in the first year, and 100 CATs in the second year – including the 60 CATs Research Project.
Exit qualifications are available: students may exit with a Postgraduate Diploma by successfully completing the taught element of the programme (120 CATs) or a Postgraduate Certificate by successfully completing 60 CATs from the taught programme.
We strive to teach in longer blocks across fewer days to reduce the need for commuting and enable students to work part-time around their course.
Course Details
Teaching Times
Most teaching takes place within a typical working day from 9am-5pm, though some elective modules may include evening classes.
Learning and Teaching
Learning opportunities associated with this course are outlined below:
Learning and Teaching
You’ll be part of a relatively small, informal and engaging class. You’ll get to know your classmates and your lecturers well during class discussions, practical classes and field trips. Students will be assigned an Advisor of Studies who will offer support with study-related issues and will signpost to wider University services and support. Module coordinators will provide study support for issues relating to specific modules. Supervisors for the Research Project will provide 1-to-1 supervision and guidance relating to the Research Project. Students will have access to a number of school-wide and programme-specific resources on Canvas, including the School PGT Handbook for written information on the teaching, learning and pastoral support infrastructure in the school; and module content to support with learning and assessments within modules. Students will also have access to a number of discipline-specific physical resources within Geography, including the bespoke MSc Climate Change Lab for working outside timetabled classes (with 15 computers and lots of bench space), the Centre for GIS and Geomatics for project work involving GIS; the Map Library (by appointment) for project work involving print maps; the Student Resource Room for socialising outside timetabled classes (with a tea/coffee machine available and some comfy seating); and a number of laboratories for project work involving physical analysis of primary data in the labs. Since the programme is open to applicants from any subject, we will also support those students with a less scientific/practical/technical background by offering online “help surgeries” as part of any core module practical classes (e.g. using ArcGIS Pro, Microsoft Excel, R Studio). Students will also be encouraged to make use of faculty support services on technical aspects of the course, including the EPS Mathematics and Statistics Helpdesk (MASH).
Assessment
Assessments associated with the course are outlined below:
The MSc is coursework only, with core modules assessed via a range of methods including essays, literature reviews, presentations, reports, and videos. The elective modules are also assessed by coursework only using a range of different assessment types.
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.
This module is an independent research project completing original analysis in some aspect relating to climate change with the guidance of an academic supervisor and culminating in a written dissertation. There are two types of research project available: (1) academic-focused; and (2) employer-focused. In either case, students develop their own project proposals based on advertised research areas/themes set by a member of academic staff for the former and an employer for the latter. For employer-focused projects, academic staff are still heavily involved – first approving the advertised research area/theme created by the employer, then co-supervising the student alongside a member of staff from the employer, and finally marking the assessments. Both types of research project have identical learning outcomes, assessment and timelines – the only difference is the nature of the project involving something more adapted to the research needs of an employer and the additional employer supervision in the employer-focused project.
Learning Outcomes
On successful completion of the module, students will be able to:
• Work independently with the support of a supervisor
• Communicate effectively in an extensive piece of scientific writing
• Design an original and substantive research project with clear aims, objectives and a set of methods
• Critically evaluate the literature in a specific field of enquiry
• Apply methods to develop original and substantive research findings
• Analyse data and interpret their findings
• Critically evaluate the implications, significance and limitations of research findings
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management.
Subject-specific Skills: Various (depending on nature of project).
This module explores how our natural world and the socio-economic systems we have created are responding to climate change. We examine the risks and impacts of climate change for both people and planet, and evaluate how these systems are adapting to climate change in various geographical contexts. With an emphasis on case studies and applying practical skills, we examine many connected concepts including vulnerability, resilience and adaptive capacity. In a world where we are already committed to a certain temperature rise and accompanying set of impacts, this module is vital in providing a sound knowledge and understanding for how we are living with climate change – an important complement to our efforts in climate mitigation.
Learning Outcomes
On successful completion of the module, students will be able to:
• Examine the risks and impacts of climate change for various aspects relating to both people and planet
• Analyse the role of vulnerability and adaptive capacity in determining the resilience of various natural and socio-economic systems to climate change
• Evaluate how successfully various natural and socio-economic systems are adapting to climate change in different geographical contexts
• Apply a range of practical methods relevant to climate adaptation
• Communicate information relevant to living with climate change to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative and qualitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management. Subject-specific Skills: Qualitative Methods (e.g. Interviews and Surveys); GIS.
This module explores the science of climate change, specifically how and why the climate system changes across multiple timescales – ranging from reconstructed palaeoclimates to projected climates of the future. We will examine the natural forcing mechanisms that have driven climate change throughout geological time and assess their relevance to contemporary climate change. We will also explore the role of humans in driving climate change since the industrial revolution, and evaluate the concept of the Anthropocene as a proposed new geological epoch. Laboratory classes and computer modelling will provide practical skills to help in the application of theoretical knowledge and understanding behind the science of climate change. This module will ultimately provide vital scientific context in our efforts to respond to one of the biggest challenges facing humanity.
Learning Outcomes
On successful completion of the module, students will be able to:
• Analyse the role of natural forcing mechanisms in driving past climate change and their relevance to contemporary climate change
• Evaluate the role of humans in driving contemporary climate change and evaluate the concept of the Anthropocene as a proposed new geological epoch
• Apply a range of practical methods relevant to climate science
• Communicate information relevant to climate science to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management.
Subject-specific Skills: Lab work; Quantitative Methods (e.g. Computer Modelling and Statistics).
This module explores the connections between climate change and culture. We examine how human culture plays an important role in climate change discourse, ranging from how climate change is represented and communicated to how culture shapes our beliefs and responses to climate change. Drawing on knowledge and methods from various areas of the humanities, behavioural and social sciences, we will show that understanding climate change and responding to the climate emergency requires much more than an appreciation of the science alone.
Learning Outcomes
On successful completion of the module, students will be able to:
• Analyse the role culture plays in representing and communicating climate change
• Evaluate how culture shapes our beliefs and responses to climate change
• Apply a range of methods and theories relevant to understanding the connections between culture and climate change
• Communicate information relevant to culture and climate change to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate theories and ideas to a range of audiences; Ability to undertake independent learning; Time management. Subject-specific Skills: Qualitative Methods (e.g. Discourse Analysis, Textual Analysis).
This module is designed to get students thinking about life after graduation and to enhance student employability. The module offers (1) generic employability guidance around CVs, cover letters, job applications and interviews from QUB Careers, Employability and Skills; and (2) taster talks and networking opportunities with representatives from a range of potential employers in the climate change sector. The module is non-credit bearing and thus does not impact progression or course completion. The module is Pass/Fail based upon successful completion of a reflective video.
Learning Outcomes
On successful completion of the module, students will be able to:
• Make productive use of the QUB Careers and Employability Service
• Construct a CV and cover letter
• Develop job applications
• Develop interview skills
• Appreciate the range of careers possible with a Master’s in Climate Change
• Network professionally with a range of potential employers
Skills
General & Employability Skills: Developing CVs, cover letters and job applications; Interview Techniques; Searching for Jobs; Using the QUB Careers and Employability Service. Subject-specific Skills: Knowledge of careers in the climate change sector.
This module explores the techniques used to mitigate climate change, both in terms of reducing greenhouse gas emissions and removing carbon from the atmosphere. We examine three broad areas where mitigation is achieved: (1) reducing consumption; (2) nature-based solutions; and (3) technological solutions. Through a range of teaching methods including case studies, fieldtrips and practical classes, we explore how these techniques work and evaluate their success. This module is vital in providing a sound knowledge and understanding for how we are mitigating climate change – an important complement to our efforts in climate adaptation and a fundamental step in tackling one of humanity’s greatest challenges.
Learning Outcomes
On successful completion of the module, students will be able to:
• Understand net zero as a scientific concept and political target for climate mitigation
• Evaluate the role various nature-based and technological solutions play in climate mitigation, as well as methods to reduce consumption
• Apply a range of practical methods relevant to climate mitigation
• Communicate information relevant to climate mitigation to a range of audiences
Skills
General & Employability Skills: Bibliographic searching; referencing of published literature; Critical evaluation of published literature; Abstraction and synthesis of information into coherent written arguments; Ability to communicate complex scientific ideas to a range of audiences; Quantitative data and statistical analysis; Data presentation; Ability to undertake independent learning; Time management. Subject-specific Skills: Fieldwork; Lab work; GIS and Remote Sensing.
This module aims to introduce students to how the impacts of engineering projects are assessed within the framework Life Cycle Assessment, Environmental Impact Assessment and sustainability evaluations. Particular emphasis is given to environmental impacts, although societal impacts will also be considered.
Students will be introduced to the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment and will receive lectures on the stages of Environmental Impact Assessment for major developments. The use of sustainability assessments (CEEQUAL, BREAM etc) will also be explored. Students will be introduced to current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA), including defining the scope of an LCA, inventory analysis and interpretation of results. Case studies will explore how life cycle approaches are employed in industry (resource management, low carbon construction, carbon/energy/water foot printing and the circular economy). Finally students will examine multi criteria analysis for evaluating and balancing diverse criteria during decision making.
Solid waste and resource management will then be studied in detail within this context. Students will gain an understanding of the science and technology behind advanced waste management processes and an appreciation of the financial, social and institutional factors that may restrict the adoption of particular technologies.
Learning Outcomes
By the end of this module, the student should have knowledge and understanding of:
• the regulatory drivers for Environmental Impact Assessment/Strategic Environmental Assessment
• the current standards and guidance for quantifying environmental impacts through Life Cycle Assessment (LCA)
• relevant legislation relating to different waste management scenarios
• how to evaluate the impacts of various waste streams on the social and environmental locale
• how to define the waste hierarchy and concept of zero waste
• how to critically evaluate and communicate succinctly the relationship between wastes management and sustainable development
• regional waste strategies and demonstrate their links to land use planning
• the various stakeholders in the waste management decision making process
By the end of this module, the student should be able to:
• define the scope of an LCA and undertake inventory analysis
• understand how life cycle approaches are employed in industry through resource management, low carbon construction and carbon/energy/water foot printing
• define the need to, and difficulty of, balancing diverse criteria during decision making processes
• make cases for the adoption of a particular waste technology or combination of waste technologies (options appraisal)
• identify technical, financial and social risks associated with different waste management technologies
Skills
By the end of this module, the student should be able to:
• apply the stages of Environmental Impact Assessment to prepare and Environmental Impact Statement
• use sustainability assessments (CEEQUAL, BREAM etc) for construction projects
• interpret the results of a life cycle assessment
• undertake an options appraisal using MCA
• critically evaluate scientific and trade literature relating to advanced waste management technologies
• identify potential barriers to the implementation of particular technologies (e.g. waste) at particular locations
• make technical appraisals of proposed new waste projects/processes
• evaluate the environmental impacts of waste management.
The key skills developed by taking this module include:
• Independent learning
• Project-orientated group work
• The ability to propose, assess and evaluate solutions based on both qualitative and quantitative technical data
• Decision making based on multiple sources of information
• The ability to critically evaluate and communicate succinctly relationships between disciplines
• Applying key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports and oral presentations
The objectives of the module are to provide an introduction to Renewable Energy Technologies, their applications and legislative framework. The subject is presented in weekly lectures supplemented by self-directed group work, allowing for the practical application of the presented theoretical framework. The lecture syllabus will include introductions to a variety of principle renewable energy technologies, such as wind (inland and offshore), solar, tidal and wave power as well as geothermal and biomass energy. A focus is provided on tidal energy with a 1-week course that includes theory and practical work as part of the module syllabus. The module will explore drivers for tidal and ocean currents, overview of extraction of energy from tidal power, assessment of tidal resource, measurement and analysis of flow velocity in a tidal stream environment (day trip to Queen’s University Marine Laboratory in Portaferry), environmental implications of harnessing tidal power and numerical tools to predict tidal energy resource.
Additionally, the lecture syllabus will include an introduction to the policy framework for renewable energies within the UK & Ireland. The lecture syllabus and practical will be complemented by a group project in which students will transfer the basic principles introduced during the lectures to a real-life case study example. Offshore wind (both floating and bottom-fixed) is emphasized in the lectures and group project will reflect the new technologies in the offshore wind field. Individual reports will consider the different types of renewable energy sources such as wind, wave, geothermal and solar energy.
Learning Outcomes
On completion of the module, students should begin to understand and apply/identify:
• key concepts of renewable energy technologies
• key fundamentals of the regulatory framework for the application of renewable energy technologies
• basic criteria for the assessment of conceptual suitability of renewable energy technologies
• the complexities of marine tidal environment in particular in relation to extraction of tidal power and be able to apply this to any site around the world
• basic requirements for developing offshore wind as a leading source of energy in coming years
On completion of the module you should begin to develop the following abilities:
• transfer and apply basic principles underlying the application of renewable energy technologies to real life examples
• assess key aspects of conceptual suitability of renewable energy technologies
Skills
On completion of the module, students should have a broad appreciation of the issues and a broad recognition of the key concepts related to Renewable Energy Technologies. Students should furthermore have developed their practical skills in applying key concepts and analysis techniques to real life case study examples to allow them to formulate the results of conceptual assessments in the form of technical reports and oral presentations.
The module is aimed to enhance the following skills:
• independent learning
• transfer of theoretical concepts to problem-based applications and real life examples
• problem based and project-orientated group work
• technical report writing
• oral presentation of technical concepts
The module is a combination of lectures and practicals including a field trip that takes place at Portaferry. The aim is to introduce students to the environmental concerns of wave and tidal energy developments. Modelling, acoustic, telemetry and quantitative methods used to assess the environmental interactions will be evaluated. Analysis of flow velocity in the environment is fundamental to understanding envionmental interactions, therefore students will be introduced to tools such as numerical modelling and flow measurement devices. Individual reports will consider environmental barriers to consenting and the analysis and measurement of hydrodynamics.
Learning Outcomes
On successful completion a student should be able to demonstrate the following learning outcomes:
Understand the basic processes which take place in the coastal environment.
Measurement and modelling techniques associated with tidal elevation, currents and waves as well as analysis of tidal data.
Basic use of mathematics to quantify wave processes and tidal flows
The complexities of marine hydrodynamics and the implications for environmental processes.
Basic understanding of the complexities of marine physical processes such as waves (reflection, diffraction, spectra) and tidal levels and tidal flows.
Skills
On successful completion a student should be able to demonstrate the following skills based learning outcomes:
Analyse wave and tidal data, use flow measuring devices and complete a basic setup of a hydrodynamic model.
Developing the practical skills in applying key concepts and analysis techniques
Independent learning.
Transfer of theoretical concepts to problem-based applications and real life examples.
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.
Applied Renewable Energy and Low Carbon Technologies
Overview
Summary of Lecture Content:
Block 1
Topic:
Fundamentals of renewable energy technologies including wind, solar, marine, geothermal and biomass Staff TBC
Block 2
Topic:
Integration and evaluation of renewable energy systems with other current and emerging low-carbon technologies Staff TBC
Block 3
Topic:
Application of low-carbon systems to either retrofit existing, or design new buildings, factories and infrastructure Staff TBC
Block 4
Topic:
Economics and other factors for supporting decision making in the deployment of low-carbon systems Staff TBC
Summary of Module Delivery:
This module is delivered in blocks of 3 weeks (on average). Each of the four blocks consists of online asynchronous content with synchronous content delivered via Teams.
Learning Outcomes
Understanding the various options for deploying low-carbon solutions and balancing negative and positive emissions technologies to achieve net-zero forms the core of this module. Here we look at the range of options available and examine not only the individual technologies but consider how these work together in an overall energy/carbon system.
• Apply knowledge of renewable energy systems to the design of future buildings, cities and transport infrastructure
At the end of the module students will be able to:
• Explain key decision factors in choosing appropriate renewable energy and low-carbon technology systems
• Analyse and interpret data sets in support of low carbon technologies
• Understand current and emerging technologies and evaluate the related challenges towards their deployment
Skills
Skills Associated With Module:
Core skills in underlying physical sciences, in particular physics and chemistry as applied to solving problems relevant to energy systems
Critical evaluation
Analytical skills
Systems thinking
Communication and report writing skills
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.
The Politics and Political Economy of Energy and Low Carbon Energy Transitions
Overview
This module will take as it’s starting the concept of ‘Carbon Literacy’, its definition, measurement and development. Students will study policy making, governance and institutional structures at International, national, regional and local levels through the selection of relevant case studies. They will gain an understanding of the spectrum of carbon literacy and the challenges of identifying knowledge and capacity building needs for stakeholders, policy and decision makers at all levels, from global to local and individual.
Learning Outcomes
On successful completion of this module each student should have gained knowledge of:
• The emergence of carbon literacy and its role in the creation of a low carbon society;
• The conceptual and interdisciplinary dimensions of carbon literacy as a communication and policy language and tool;
• The scientific and normative components of carbon literacy in theory and practice;
• The positive and negative dimensions of carbon literacy in relation to communication and policy relevance; and
• The relationship between carbon literacy and existing frameworks for understanding and devising policies for the green economy.
Skills
The module provides students with opportunities to develop the following skills:
Intellectual skills
• Managing & Prioritizing Knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner;
• Analytical Thinking: to identify, understand, interpret and evaluate relevant subject-specific arguments made by others; to construct independent arguments;
• Critical & Independent Thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field
Professional and career development skills
• Communication Skills: to communicate clearly with others, both orally and in writing;
• Diversity: to acknowledge and be sensitive to the range of cultural differences present in the learning environment;
• Self-Reflexivity: to reflect on one’s own progress and identify and act upon one’s own development needs with respect to life-long learning and career development;
• Time Management: to negotiate diverse and competing pressures; to cope with stress; and to achieve a work / life balance.
Technical and practical skills
• Information Technology: to demonstrate the knowledge and ability to use contemporary and relevant ICT.
Organizational skills
• Efficient and effective work practice: to demonstrate ability to work efficiently to deadlines;
• Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify, describe and analyse the key features of the information;
• Organisation and communication: to use evidence to develop logical and clear arguments; to show aptitude for the effective use of information in a direct and appropriate way;
• Enterprising thinking: to think and argue in novel and enterprising ways, display originality of thought and argument.
An introduction to the field of sustainable development through the lens of the Sustainable Development Goals (SDGs). Students will receive an overview of the relevant knowledge, science, policy and socio-historical contexts to better direct their independent study and development of the wide subject areas involved in sustainable development.
Learning Outcomes
Analyse and judge the effectiveness of relevant government policies and strategies which impact on sustainable development in Europe. Provide a critical appraisal of the impact that these strategies will have on both local and regional sustainable development.
Skills
Integrate and evaluate different thinking in sustainable development issues and develop own arguments. Recognise different viewpoints, make decisions based on limited information available and devise solutions to sustainable development problems. Utilise a range of techniques and methods which can enhance and facilitate sustainable development. Critically evaluate the impact of major relevant policies and directives on sustainability.
A 2.2 Honours Degree (or equivalent qualification acceptable to the University) in any subject.
Applicants are advised to apply as early as possible. In the event that any programme receives a high number of applications, the University reserves the right to close the application portal. Notifications to this effect will appear on the Direct Application Portal against the programme application page.
Please note: A deposit will be required to secure a place on this course.
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.
In addition to the subject-specific skills acquired on the programme, considerable care has been taken to ensure students are equipped with employability skills and are supported in their career development. Most notably, the programme includes a bespoke “Careers in Climate Change” module providing employability support and opportunities to network with employers in the climate change arena. Practical skills training is central in all core modules, ensuring students graduate with a range of technical hard skills (e.g. climate modelling, GIS, quantitative and qualitative data analysis) and transferable soft skills (e.g. presentations and report writing) that are highly valued by employers. The Research Project module includes an employer-focused option, involving a project co-designed and co-supervised by a member of staff from an external organisation. This is another way students can boost their career prospects, through working on a project of direct relevance and importance in the workplace, and by networking with staff within that organisation. Finally, students can avail of central University support through the QUB Careers, Employability and Skills department.
Employment after the Course
Where could you be in five years?
• Developing climate and flood risk scenarios in the public sector at national meteorological and environmental agencies such as the Met Office or Northern Ireland Environment Agency
• Formulating climate adaptation strategies and sustainability policies within local governments / councils
• Implementing conservation and climate action within NGOs and charities like Friends of the Earth or Greenpeace
• Leading change within the private sector at environmental consultancies such as Atkins or RPS; energy and utilities companies such as SSE Airtricity or Thames Water; and risk, finance and insurance providers such as AXA or the World Bank
• Working as a Scientific Officer within research institutes such as the Agri-Food Biosciences Institute or the Centre for Ecology and Hydrology
• Pursuing further study at PhD level in various areas relating to climate change
Employment Links
Employers interested in people like you:
• National meteorological and environmental agencies such as the Met Office or Northern Ireland Environment Agency
• Local governments / councils – e.g. Belfast City Council
• NGOs and charities like Friends of the Earth or Greenpeace
• Environmental consultancies such as Atkins or RPS
• Energy and utilities companies such as SSE Airtricity or Thames Water
• Risk, finance and insurance providers such as AXA or the World Bank
• Research institutes such as the Agri-Food Biosciences Institute or the Centre for Ecology and Hydrology
• Universities for further study (PhD)
Prizes and Awards
In addition, supervisors may nominate students with exceptional research projects (with their permission) for national prizes. A range of Postgraduate Dissertation Prizes exist through external bodies, including the Royal Geographical Society (RGS):
One for the top performing student across the 120 credits taught modules (PG Diploma students are also eligible for this prize), and one for the top performing student in the 60 credit Research Project module (open to MSc students only).
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.
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.