Completion of this part-time conversion Masters, following your undergraduate qualification, will allow you to become an accredited planner. This Higher Level Apprenticeship offers Department for Economy-funded places for those working in planning-related industry.
Planning is a fascinating subject to study at university. It is about changing the places within which we live. How we can transform and improve our cities, towns, villages, neighbourhoods, and communities. So, it affects our everyday lives and is an extremely exciting discipline to study at university. A Planning degree provides you with the knowledge and skills to be able to make decisions that shape the processes of growth and development. We currently face many major challenges - for example, attracting investment, creating jobs, protecting the environment, energy policy, housing supply, transport links, providing local amenities, protecting health and wellbeing - and Planning affects how these things happen. Therefore, as future planners you will have a very important role to play in shaping the future. Planning is a broad subject matter and planners perform many different roles relating to the natural, physical, economic, social, and cultural environments that we live in. Given this, Planning offers a wide spectrum of employment opportunities. Studying Planning will equip you with the knowledge to understand how cities, towns, villages, communities, and neighbourhoods function and operate, and then have the skills to make decisions that shape how they grow and prosper. The discipline of Planning is located in the School of Natural and Built Environment, David Keir Building on Stranmillis Road, Belfast.
Please note: Funded places this course are subject to renewal approval by the Department for the Economy.
ABOUT YOU
The HLA is a work / study programme so you will already be in employment, or have a firm offer of employment from a company in a planning-related sector which supports your application. Related sectors include: community development, environmental, housing, architecture, renewable energy, built heritage, legal, development and construction.
You will have a keen interest in urban planning. You may already have experience of working in the field; however, hands on experience is not necessary for starting the course, but it can be useful.
COURSE CONTENT
The course’s primary focus is on attaining a professional qualification. It is designed as a conversion Masters for graduates in any undergraduate subject to provide a broad knowledge of planning and the professional skills and experience you’ll need to forge a career in this area. Your dissertation may be a work-based project, working for a client organisation on a brief that they commission. You will learn the use of techniques (GIS, design software, statistical analysis) but more importantly, how to apply them to solve problems, create new solutions for the built environment and understand the complexity of environmental management.
THE ENVIRONMENT
You’ll be working in an applied problem-solving environment, confronting genuine challenges in the field and making a real contribution to sustainable environments. We place an emphasis on projects on live planning problems such as a Development Plan exercise for a client (local authority), on studio work and applied learning outside the class including problem-solving with controversial proposals, such as fracking and windfarm applications. You’ll work with your fellow students in teams to find practical approaches to the management and development of the built environment.
Planning and Development Higher Level Apprenticeship highlights
Professional Accreditations
This MSc is professionally accredited by the Royal Town Planning Institute (RTPI) and Royal Institution of Chartered Surveyors (RICS) and has a strong emphasis on the practical skills and knowledge required for theoretically-informed practice.
Student Experience
The degree incorporates a week-long study visit to a venue outside Northern Ireland and work shadow experience in Northern Ireland on the planning appeals process towards the end of Semester 2.
Additionally a two-day planning practice study visit will be made to a venue in Great Britain or Ireland in semester two. Students are expected to contribute to the costs of these study visits.
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 cafes, bars, restaurants, plenty of shopping and entertainment venues. (Complete University Guide 2025).
Industry Links
As well as including employers in our teaching and development of projects we value the input of practitioners on our examination panels. Our employer links are further enhanced through formal partnership meetings with our accreditation bodies (RICS and RTPI) and by providing student prizes, for example, for the best independent research project. Therefore, course development is closely aligned to the requirements of the planning sector.
Employers are often also consulted by students in the development of the independent research project. For example, we have developed strong relationships with councils and private practices across Ireland and with the Housing Executive, and the Planning Division of the Department of Infrastructure. As part of the support activities embedded in the degree employers contribute to regular careers events.
Internationally Renowned Experts
The members of staff responsible for delivering the MSc are from a variety of professional and research backgrounds. 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.
An intensive programme to prepare graduates from a broad range of disciplines for a career in planning and development. It is overseen by professional Partnership Boards of practitioners, academics and members of the Institutes, and accredited by the Royal Town Planning Institute (RTPI) and the Royal Institution of Chartered Surveyors (RICS).
You’ll develop relevant skills in ICT, problem solving, team work and aspects of urban design; you’ll gain awareness of your ethical responsibilities; and you’ll benefit from a strong emphasis on the practical skills and knowledge required for theoretically-informed practice.
This programme involves project-based team-working and field studies outside formally allocated lecture times. The Part-time delivery of this programme facilitates day-release with teaching on 1 day per week.
Details of assessments associated with the course are outlined below:
Formal examination (10 CATS)
Individual and group project submissions (110 CATS)
Dissertation (60 CATS)
What our academics say
The programme provides opportunities to strengthen competencies in key skills such as numeracy, literacy, ICT, problem solving, team work and aspects of urban design; it develops awareness of the ethical responsibilities of those involved in Planning and Development and enhances the ability to undertake a substantial piece of specialist independent research.
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 focus is on awareness of European and wider international spatial planning practices.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
2. Generate integrated and well substantiated responses to spatial planning challenges.
3. Reflect on the arguments for and against spatial planning and particular theoretical approaches and assess what can be learnt from experience of spatial planning in different contexts and spatial scales.
4. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision making structures.
5. Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change.
6. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process.
7. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
8. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
This module covers regeneration policy and practice, and the housing system and aspects of housing policy. The regeneration content includes the theoretical context of urban policy and regeneration; urban regeneration policy and governance; community participation; and key concepts such as social exclusion, social capital and community cohesion. Housing topics include the housing system, housing policy and governance, tenant participation and the management of social housing. Examples of policy and practice from the four UK jurisdictions and the Irish Republic are used in both the regeneration and housing elements of the course. The module is taught through formal lectures, guest speakers, groupwork, and a reading pack. Extensive use is made of case studies.
Learning Outcomes
RTPI Learning Outcomes:
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
2. Generate integrated and well substantiated responses to spatial planning challenges.
3. Reflect on the arguments for and against spatial planning and particular theoretical approaches and assess what can be learnt from experience of spatial planning in different contexts and spatial scales.
4. Demonstrate how efficient resource management helps to deliver effective spatial planning.
5. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision making structures.
6. Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change.
7. Debate the concept of rights and the legal and practical implications of representing these rights in planning decision making processes.
8. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process.
9. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
Module Learning Outcomes:
On completion of the module, students should be able to:
1. Describe urban and rural regeneration within the UK
2. Critically appraise theoretical approaches to regeneration and community planning;
3. Understand the forces, interests and agencies that influence regeneration and community planning policy and practice;
4. Explain concepts of community planning within the UK;
5. Evaluate the role of communities in regeneration programmes and in community planning.
Skills
The main skills outcome should be:
1. Generic skills: written and oral communication, problem solving, use of IT and library services.
2. Professional planning skills: policy analysis; knowledge of regeneration policies and the housing system; knowledge of community participation issues.
3. Client based/business skills: Regeneration project planning, consultation methods, negotiation; knowledge of governance structures.
The course extends over one semester and is structured to provide students with a comprehensive grasp of the key issues underpinning planning skills and ethics. It will draw upon enacted legislation, Circulars and Planning Policy Guidance, and Good Practice Guides that govern the procedure and processes of determining planning applications. This will be followed by 'hands on' experience of making decisions on a planning application.
Learning Outcomes
On completion of the module students should:
1. Gained in depth knowledge of the role of the linkages between forward planning, development management and enforcement.
2. Have come to terms with the core techniques involved in development management.
3. Become aware of the critical importance of the concept of project management and how to manage their time effectively.
4. Have developed the confidence to express ideas and opinions in a public forum.
5. Acknowledge that development decisions have differing impacts on different people, and develop the capacity to identify and explain these impacts so that they can be properly taken into account in planning decision-making.
6. Demonstrate the ability to reach decisions or to make recommendations in which the significance of such strategies, plans or programmes is balanced with other relevant factors that ought to be taken into account.
7. Be able to explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision-making structures.
8. Be able to debate the concept of rights and the legal and practical implications of representing these rights in planning decision-making process.
9. Be able to demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate, evidence based decisions.
10. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context, and be able to demonstrate negotiation, mediation, and advocacy and leadership skills.
11. Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
Skills
How to apply a broad range of planning techniques. Interpersonal communication skills. Ability to interpret planning legislation and policy. Time management. Project management. Leadership. Team working. Motivation.
Planning law sets the purpose and scope of land use regulation and determines the rights and responsibilities of all stakeholders involved in the development of land. The legal arena of planning is defined (and continually redefined) by primary and secondary legislation, along with its interpretation by the courts. It is essential that practising planners understand how this legal system underpins their professional activity and the different ways in which the courts can intervene in land use regulation. This module provides an opportunity to explore this important area by examining key legal terms, the structure of the courts system, principles of case law in key areas of planning activity and the relationships between planning and other aspects of law, such as environmental health. The main focus of the module is the United Kingdom, with particular reference to Northern Ireland.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks. 2. Demonstrate detailed knowledge of a range of contemporary planning procedures which are located within that legislative context. 3. Understand and apply the principles and procedures of planning and environmental law in case study situations. 4. Display skills of interpretation, synthesis and presentation of complex planning information. 5. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision-making structures. 6. Debate the concept of rights and the legal and practical implications of representing these rights in the planning process. 7. Distinguish the characteristics of a professional including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
Skills
1.Produce a well-presented and clearly argued report on a complex planning issue.
2.Contribute to discussions on complex planning issues, apply reason and negotiation skills, and listen and evaluate the argument of others.
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
2. Generate integrated and well substantiated responses to spatial planning challenges.
3. Demonstrate how efficient resource management helps to deliver effective spatial planning.
4. Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change.
5. Evaluate the principles and processes of design for creating high quality places and enhancing the public realm for the benefit of all in society.
6. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
7. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
Professional Practice Project in Environmental Planning
Overview
The module is based on a combination of lectures and project work. A real-world project has been commissioned to allow students to become fully engaged in preparing local plans. The groups will prepare 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
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
2. Generate integrated and well substantiated responses to spatial planning challenges.
3. Demonstrate how efficient resource management helps to deliver effective spatial planning.
4. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision making structures.
5. Explain the contribution that planning can make to the built and natural environment
6. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process.
7. Evaluate the principles and processes of design for creating high quality places and enhancing the public realm for the benefit of all in society.
8. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
9. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
10. Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
11. Demonstrate an understanding of the actual or likely cause and effects of plan decisions.
12. Demonstrate competent computer, written and presentational skills.
Skills
In addition, you will also develop the following generic and professional skills:
• Group working
• Oral and written presentation
• Primary data collection
• Data analysis
• Policy formulation and plan-making
• Policy interpretation.
1. Engage in theoretical, practical and ethical debate at the forefront of the area of the specialism in the context of spatial planning. 2. Evaluate the social, economic, environmental, and political context for the area of the specialism. 3. Evaluate the distinctive contribution of the specialism to the making of place and the mediation of space. 4. Demonstrate the relationship within a spatial planning context of the particular area of specialism to other specialist areas of expertise. 5. Demonstrate the type and quality of skills that would be expected of a graduate from this specialism undertaking the practice experience period of the APC. 6. Where appropriate assess the contribution of the specialism to the mitigation of and adaptation to climate change.
Skills
1. Independent research. 2. Oral and written presentation.
This module will introduce postgraduate students to the key concepts and principles of spatial and environmental planning. It will describe some of the founding principles of the discipline and examine the importance of the policy, administrative and legislative context within which planning is set. The course also introduces you to the mechanics of the policy-making processes and how this relates to land use planning. But it aims to build awareness and understanding of the key substantive and procedural principles of the profession. This includes a concern with rationality in decision making and justifying resource allocation and challenges to dominant theoretical positions from political economy, collaborative planning and radical action approaches. The module attemtps to explore issues of practice from a range of competing theoretical perspectives as planning and planners struggle to deal with a more global, uncertain and complex sets of spatial relations. What theory can tell us about our capacity to act in thse circumstances is also investigated, especially in the shift from regulatory to spatial planning. Critical reflection on case studies and live examples are emphaised as a way of appreciating the value of theory in planning practice.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks. 2. Generate integrated and well substantiated responses to spatial planning challenges. 3. Reflect on the arguments for and against spatial planning and particular theoretical approaches and assess what can be learnt from experience of spatial planning in different contexts and spatial scales. 4. Demonstrate how efficient resource management helps to deliver effective spatial planning. 5. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision making structures. 6. Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change. 7. Debate the concept of rights and the legal and practical implications of representing these rights in planning decision making processes. 8. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process. 9. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions.
Skills
1. Generic/Key skills: Presentation; Written; Work with others; Problem-solving;
2. Professional Planning Skills: Urban design; Spatial awareness; Management of DC process;
3. Client based/business skills: Negotiation; Sensitivity to user groups; participative and facilitation methods.
This module will focus on property development processes in both the private and public sectors, including: the economic, social and political context of property development; property markets and their dynamic; key stages and stakeholders in the development process; the cyclical nature of property development; assessment of scheme viability; principles of project management; housing and sustainable development; redevelopment and the public interest; and the global financial crisis and it's implications. The module is taught through a mix of formal lectures (including a variety of guest lecturers) and study visits.
Learning Outcomes
On completion of the module students should be able to:
1. Analyse the economic, social and political context of property development;
2. Describe and explain stages in the property development process;
3. Understand the roles of key actors and agencies in property development in the private and public sectors;
4. Assess the viability of individual schemes and consider how best to generate added value for both particular interests and the wider community;
5. Explain the principles of good project management.
Skills
The main skills outcomes should be:
1. Generic skills: written and oral communication, numeracy, problem solving, use of IT and library services;
2. Professional planning skills: knowledge of the development process; evaluation of development strategies including valuation methods; decision-making in planning including stakeholder perspectives;
3. Client based/business skills: Project management, tendering processes, negotiation of added value and community benefits.
The module will be run for twelve weeks from September to December and examines two aspects of Geographic Information Systems (GIS) in Spatial Planning. The first part investigates the role of GIS in planning practice and research, looking in particular at key concepts in GIS, spatial literacy, data sources and the role of mapping and maps. The second part of the module involves the practical application of GIS and aims to teach students the basics of using GIS software (ArcGIS 9.2).
Learning Outcomes
1. Generate integrated and well substantiated responses to spatial planning challenges. 2. Demonstrate how efficient resource management helps to deliver effective spatial planning. 3. Explain the contribution that planning can make to the built and natural environment and in particular recognise the implications of climate change. 4. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions. 5. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context and be able to demonstrate negotiation, mediation, advocacy and leadership skills.
Skills
Oral and written presentation skills; working in a team; spatial literacy; report writing skills; and qualitative and quantitative research skills.
The planning process involves a range of stakeholders, encompassing professional planners, politicians, developers, individual citizens and pressure groups. These come together in a highly politicised environment, through which planning decisions are made according to prescribed legal and policy rules. This network of interests and procedures contribute to the governance of planning, the understanding of which allows an appreciation of how planning manages environmental change and the different influences on this process. This module will explore these issues by reviewing the institutions, policies and legal framework of land use regulation, with a specific emphasis on Northern Ireland.
Learning Outcomes
1. Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks. 2. Generate integrated and well substantiated responses to spatial planning challenges. 3. Reflect on the arguments for and against spatial planning and particular theoretical approaches and assess what can be learnt from experience of spatial planning in different contexts and spatial scales. 4. Explain the political and ethical nature of spatial planning and reflect on how planners work effectively within democratic decision making structures. 5. Debate the concept of rights and the legal and practical implications of representing these rights in planning decision making processes. 6. Explain the principles of equality and equality of opportunity in relation to spatial planning in order to positively promote the involvement of different communities, and evaluate the importance and effectiveness of community engagement in the planning process. 7. Demonstrate effective research, analytical, evaluative and appraisal skills and the ability to reach appropriate evidence based decisions. 8. Recognise the role of communication skills in the planning process and the importance of working in an inter-disciplinary context and be able to demonstrate negotiation, mediation, advocacy and leadership skills. 9. Distinguish the characteristics of a professional, including the importance of upholding the highest standards of ethical behaviour and a commitment to lifelong learning and critical reflection so as to maintain and develop professional competence.
Normally a 2.2 Honours degree or above, or equivalent qualification acceptable to the University in any discipline.
Applicants with qualifications below 2.2 Honours standard or equivalent qualification acceptable to the University will be considered on a case by case basis, if they can demonstrate appropriate experience, acceptable to the School.
Students wishing to apply for this Higher-Level Apprenticeship should also upload their CV and a letter of support from their employer (combined in one file). The employer’s letter of support must state that the employer supports their application, that they are prepared to release them from work for one day per week to attend the course, and that, if they are an existing employee, they need this qualification for a new role. The new role can be a change of title/role within the company.
This Higher Level Apprenticeship (HLA) is fully funded by the DfE therefore it is not open to international applicants. Further information on eligibility criteria for Higher Level Apprenticeships can be found at https://www.nidirect.gov.uk/articles/higher-level-apprenticeships
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 this course is subject to renewal of funding by the Department for the Economy and applicants must be working for a company with a base in Northern Ireland.
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, planning consultancies in the private sector and in NGOs. Former students have also gained employment in related fields of housing, renewable energy, heritage and environmental advocacy internationally.
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. http://www.qub.ac.uk/directorates/sgc/careers/
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.
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.
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.
All Students
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.