The growing changes affecting the natural environment, and the increasing role of environmental policies affecting businesses and organisations are creating new and challenging career opportunities for those familiar with issues of sustainable development, planning and environmental protection and management.
The BSc in Environmental Management with Professional Studies explores the physical, social, economic and cultural aspects of environmental management. It combines aspects of science, geography and environmental planning with an environmental work placement to understand the environmental systems in which we live and work.
Students will be enabled to understand; issues of sustainable development, conservation and environmental protection and management, the integrated and holistic nature of environmental management and how to devise, manage and critically evaluate project work.
Students on this course will undertake a 46 week placement in an organisation which will help to develop the vital skills they will need to progress to employment.
Environmental Management with Professional Studies highlights
Professional Accreditations
Degrees accredited by the Royal Institution of Chartered Surveyors (RICS).
Internationally Renowned Experts
The course will include ‘Dragons’ Den’ presentations to external experts in the final year for the module Business Innovation and Entrepreneurship. Planning and Geography modules will host guest lectures from business practitioners. Site visits will be an important component of many modules, including Environmental Management, Environmental Assessment, Policies for Environmental Sustainability, Dynamic Earth and Environmental Change.
Further Study Opportunities
Graduates from this course have continued further education studying MSc programmes in Ecological Management and Conservation Biology; Environmental Engineering; Leadership for Sustainable (Rural) Development, Environmental Law, and PhD programmes in Environmental Economics.
Industry Links
Students must complete a one year placement between Stage 2 and 3. This placement will help students apply their degree to a work place environment, and build a foundation for future career opportunities. Work placements take place in a wide range of organisations including Farrans, Northstone Quarries, SITA Waste Management, Ulster Wildlife Trust, Colin Glen, National Trust, Property developers, Property management companies, Environmental consultancies and Councils. Work placement overseas is encouraged and students have worked in America, New Zealand, Australia, Spain, Portugal, Switzerland and England.
World Class Facilities
This programme is jointly delivered by the School of Biological Sciences and by the School of Natural and Built Environment. Students will benefit from the facilities available in these two schools, including a Marine Laboratory in Portaferry. Environmental Management is linked closely to the Institute for Global Food Security, one of the three three major research centres in the University, and it is primarily taught by members of the Institute.
Student Testimonials
Eamon McBride, BSc Land Use and Environmental Management with Professional Studies (2012).
“After graduating with a first class honours degree, I came through a candidate screening of over 350 young professionals as the leading Graduate manager for Monaghan Mushrooms, Compost Division. After two years with Monaghan, I took up a position as landscape projects officer for the Causeway Coast and Glens Heritage Trust, before embracing a new challenge in Sydney, Australia, where I developed the Environmental Management System for Tycen Demolitions Pty Ltd. In 2015 I took up a position at Pritchitts - a Lakeland Dairies Company – to look after the services, amenities and facilities to oversee the production of dairy milks and creams and dairy based products.”
Philip Lennon, BSc Land Use and Environmental Management with Professional Studies (2015).
“I am a Graduate Surveyor in the Valuation and Professional Services Department in Lambert Smith Hampton’s Dublin office. After graduating from Queen’s, I have been working on the valuation of various retail, office, industrial, development land and mixed use investment properties across Ireland. I have also worked on the valuation of various property portfolios as well as providing rent review advice to both Landlords and Tenants. In Spring 2018 I plan on sitting my Assessment of Professional Competence to become a Member of the Royal Institution of Chartered Surveyors.”
Francis MacKin, BSc Land Use and Environmental Management with Professional Studies (2010).
“A key part of my degree in Land Use and Environment Management, in 2008 I was offered a one-year placement with RPS, a leading multidisciplinary engineering and environmental consultancy. During this time I worked on important projects and gained practical skills in report writing, Environmental Impact Assessment (EIA), field surveys and Geographical Information Systems (GIS). Following completion of my undergraduate degree I completed an MSc in Environmental Engineering. In 2011 I was offered a full-time position as a Graduate Scientist with RPS Group, before being promoted to Project Scientist in 2012, and to Senior Scientist in January 2016. In 2016 I was accepted as a Chartered Member of the Chartered Institution of Water and Environmental Management (MCIWEM), Chartered Water and Environmental Manager (C.WEM), Chartered Scientist (CSci) and Chartered Environmentalist (CEnv). I have also recently returned to QUB part-time to commence a PhD researching the hydrology of blanket bogs and the impact of land use on water quality and flood attenuation.”
Andy Hughes, BSc Land Use and Environmental Management with Professional Studies (2009).
“Upon graduation from the BSc Environmental Management with Professional Studies, I was awarded a scholarship to undertake my MSc studies in Hydrology and Water Resources Management at Cranfield University. From there, I was offered the opportunity to work in Australia at Swire Pacific as an irrigation officer for a large commercial agriculture group. I have since returned to the UK and currently work as an Environmental Engineer at Peter Brett Associates, one of the UK's most respected consulting engineering firms. I am grateful for the platform which the LUEM course gave me to develop my career in water resources management.”
Riain McLaughlin, BSc Land Use and Environmental Management with Professional Studies (2014).
“After graduating from the BSc Environmental Management with Professional Studies with a 2:1, I decided to continue my studies with an MSc in Leadership for Sustainable Development at Queen’s University Belfast. This included three placements which were key in helping me secure a role in environmental protection. I graduated with commendation and joined the Foyle & Carlingford Loughs Agency as a Fisheries Officer. This has allowed me to gain great experience of on the ground issues of fisheries protection, whether enforcing environmental law, or responding to pollution events such as that seen on the river Faughan in August 2016. I was able to contribute to responding to the pollution incident and be part of the investigation into finding its source in the following days. I am currently working on the A6 road scheme, ensuring that any impacts on the rivers and tributaries of the Foyle are minimised and that the population of Atlantic Salmon & Trout, protected under EU law, can spawn and return to the ocean without harm or interruption.”
John Ford, BSc Land Use and Environmental Management with Professional Studies (2011).
“I graduated from the BSc Environmental Management with Professional Studies at Queens in 2011, and found myself in a role in the Northern Ireland Civil Service with the then Department of Agriculture and Rural Development’s College of Agriculture, Food and Rural Enterprise, training students and the private sector in machinery operation, manual handling and pesticide use to name just a few - very different from my degree area! However, following from this, and through promotion, I have found myself in the Northern Ireland Environment Agency, where I manage a suite of approximately 30 Country Parks and Nature Reserves across the province as a regional manager. My time at Queens set me apart from other candidates, and I now manage large public sector budgets, high profile projects ranging from conservation of important internationally designated sites to purchases of equipment and service contracts as well as managing a large team of staff across the province from Co. Antrim to Co. Fermanagh and I couldn’t have done any of it without my time on the Environmental Management programme.”
Una McBride, BSc Land Use and Environmental Management with Professional Studies (2011).
“The industrial placement year I completed as part of my degree was invaluable in kickstarting my career within the environmental sector. I continued working with my placement provider, Henderson Group, throughout my final year to achieve the ISO14001 industry accreditation. After graduating, I temporarily worked in the Northern Ireland Environment Agency before being offered a permanent position in the Environment Agency as a regulator in Midlands England. This was a challenging and broad role within a very diverse organisation, building on many of the concepts and knowledge I had founded in my degree. I have recently progressed from waste regulation into water quality protection, as a Catchment Agricultural Advisor with Severn Trent Water- the supplier of drinking water and waste water services throughout the Midlands.”
Patricia McCambridge, BSc Land Use and Environmental Management with Professional Studies (2009).
“When I graduated from the Environmental Management course I managed to secure a job at Business in the Community working as a junior sustainability advisor and subsequently took on a Programme Manager role there. I co-ordinated the development of a new online platform and the restructuring of the Northern Ireland Environmental Benchmarking Survey. My time at Business in the Community was invaluable in terms of the array of opportunities it brought to the table, working across every sector. I now have an understanding of the commercial world and an idea of what business “really” looks like in Northern Ireland. The skillset I have gathered since leaving University has led me to where I am now, working as the Business Development Executive for a start-up tech company here in Belfast called Analytics Engines. It’s a totally fresh perspective from working in a larger organisation and I get to work with a really creative bunch of scientists and techy people.”
Brendan Montgomery, BSc Land Use and Environmental Management with Professional Studies (2012).
“I began studying Land Use and Environmental Management (LUEM) at QUB in 2008, graduating in 2012 with a 2:1 BSc. My root passion has always been Environmental Sustainability, which led me to LUEM and opened up many options for potential career paths. I spent a year on placement with Action Renewables, a local NGO, which strived to champion renewable technologies and practices across Northern Ireland. From my graduating in 2012, I had successfully applied for the Leonardo Da Vinci Programme (EU Funded), where young persons would go to various locations across Europe and work. I was fortunately placed in Berlin, Germany and spent almost 4 months working in a planning office and a laboratory. These experiences were not exactly parallel with my aspirations but they are useful in personal growth, whilst learning a second language along the way. I was successful in attaining a place on the coveted Nestlé Graduate Scheme in May 2013, as a Safety, Health and Environmental Graduate. I spent about a year at their Girvan (Confectionary) and Dalston (Beverages) sites. This scheme propelled me into the world of business and manufacturing, supporting me with not only technical skills and qualifications, but boosting the soft skills too. I finished the scheme in February 2015, joining Wisbech (Pet food) as SHE Systems & Environmental Manager. I spent 22 months there, managing various areas within Safety and Environment, but my greatest responsibility was for maintaining and improving on the ISO:14001 management system. Throughout my time at Nestlé I began to focus a lot on Health & Safety, of which I am working towards Chartered Membership of IOSH. Having worked at the largest food and beverage companies in the world for just over 3.5 years I recently moved to Cargill, as Environment, Health & Safety Co-ordinator, based in Manchester (Starches & Sweeteners). Cargill are one of the world’s largest suppliers in various industries and maintain the title as the world’s largest privately owned company. Most people know of Nestlé but not Cargill – of which has some high-profile customers, including Nestlé themselves. My career, although brief, has been exciting and fluent. I have had opportunities to become a model professional and I am someone who aspires to become an all-rounded and professional individual. LUEM at QUB started me on this journey, for which I am grateful and I recommend the course to fellow Environmentalists wishing to pursue a career in manufacturing or business as Environmental Sustainability and Compliance is very much a hot topic today.”
Danielle McAllister, BSc Land Use and Environmental Management with Professional Studies (2009).
“It seems like yesterday but back in 2009 I graduated from Queen’s University with a BSc in Land use and Environmental Management with Professional Studies. Little did I think when I first signed up to study this degree in 2005 I would be where I am today!! I decided to take the four year option and avail of the year work placement as part of my degree and since then I have been in employment ever since in different roles, different industries, however all relating to what I studied at Queen’s. For my year work placement I held the role as an Environmental Officer at a Waste Management Facility. Even when my work placement finished I kept my role on a part time basis whilst I studied my final year at Queen’s. After graduation I was given a permanent position and stayed there for another year. This was an invaluable experience for me and gave me the head start I needed within the ‘working world’. I then went on to work for another waste management company, however this role was slightly different in that I was the representative for one of their prestigious customers and was based fulltime on a customer site, managing 15 operatives and representing my company at a senior level. It was at this point I became heavily involved in health and safety through management of our team and went on to gain further qualifications in this area. With both health and safety and environmental qualifications under my belt I was offered a position to work for Belfast Harbour Commissioners as their HSE Officer. This was a completely different experience as up until then I had worked within the waste management sector and now I was working in a harbour environment. I went on to manage their accredited systems ISO14001, OHSAS18001 and ISO50001. It was a great learning curve for me and again added another dimension to my capabilities within the ISO world!!
I was approached by the Mount Charles Group to become their HSE Officer, after they had seen the experience I had of ISO systems, my qualifications and my ability to work within different industries. So I jumped at the chance to apply my knowledge to their sector of business.
Again, I went on to manage their ISO9001, ISO14001 and implement their OHSAS18001 system within the organisation. And finally to where I am now at Quadra Consulting….. It was through the powers of social media that a consultancy firm who specialised in ISO standards approached me as there was a vacancy for a management consultant! I thought, why not, and as they say the rest was history! My job is demanding, but worth it!! Being a consultant works for me, I now get variety EVERYDAY and don’t need to constantly move jobs!! I work with different people every day, working on different projects so it keeps me on my toes. It’s great to see a company progress and do well and I am now part of that with numerous companies; complete job satisfaction.
My degree really was the foundation of my success, it provided me with key knowledge I still use today!! And also gave me the opportunity to dip my toes into the working world and now seven years later I am a Senior Management Consultant”
Connor McGimpsey, BSc Land Use and Environmental Management with Professional Studies (2010).
"Following my graduation in LUEM in 2010, I applied for the position of Environmental Consultant at Quadra Consulting, Hollywood, where I gained experience developing ISO 14001 and similar Environmental Management Systems, carrying out audits and legal compliance reviews across a broad range of industries. This position was demanding as client expectations of consultancies are high. It also challenged me to improve my knowledge of environmental law and industry-specific issues. At this time I also studied a NEBOSH Diploma in H&S in order to broaden my skills.
In 2012 I decided to take the opportunity to move to Mabbett & Associates, a Scottish engineering consultancy with an office in Belfast. This involved similar work, but additionally resource efficiency auditing and I also begun to train in monitoring occupational hygiene (noise, dust, etc.), which complimented my environmental and safety skills. Mabbett are a great company to work for as there is such a range of skills (energy, water, waste, contaminated land, planning, etc.), so there is always advice at hand and I am always learning. It is a demanding job as deadlines are always tight, but ultimately I really enjoy it. We are also a young company and are independent so it does not feel 'corporate' in any way. The company has great contacts and clients so every day is different. LUEM gave me the basis to get into the field, and the industrial placement year in particular, which was vital in getting my foot in the door."
Emma O’Connell, BSc Land Use and Environmental Management with Professional Studies (2009).
“In July 2009 and after four years at Queen’s University, I graduated with a 2:1 BSc in Land Use and Environmental Management. I thoroughly enjoyed this course as I could choose a from a wide range of modules each term which in turn provided a broad spectrum of essential skill sets, from accountancy to farming to waste management.
In 2008 I chose to avail of a 32-week work placement during third year, which introduced me to the world of Waste Management. During this year, I worked onsite at Bombardier Aerospace as their Recycling Coordinator for a global Waste Management firm. Not only did this role include the meeting recycling targets, reducing tonnage to landfill, but I also gained experience in contract management, Hazardous Waste, Health & Safety, Compliance in relation to ISO accreditations and Auditing whilst attaining NEBOSH and COTC accreditations. I remained in this role for a further six years and this then lead me into the role of Customer Relations Manager at The RiverRidge Recycling Group. They are Northern Ireland’s largest independent waste management company, based across four sites, Coleraine, Derry-Londonderry, Belfast and Portadown. At present, the company treats waste either directly or indirectly for many of Northern Ireland’s local authorities, over 2250 private companies and organisations, 250 public sector sites and numerous individual households. My key objective is to ensure that each customers waste management needs and their compliance to the waste hierarchy.”
All students will spend a minimum of 46 weeks in a work placement during which they will carry out some project type work. Students will begin preparations for the placement in the first semester of Stage 2 and the placement will be assessed within the module Professional Studies that is usually undertaken at the end of second semester.
9 (hours maximum) Typical hours per week. Teaching will take place in large, medium and small groups, and it will include site visits, group projects, students’ presentations, tutorials, and personal study time.
Personal Study
31 (hours maximum)
Learning and Teaching
At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
On the BSc Environmental Management with Professional Studies we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.
Examples of the opportunities provided for learning on this course are:
E-learning technologies, lectures, peer mentoring, personal tutors, self-directed study, seminars/ tutorials, supervised research, and work related field trips and study tours.
Work-Related learning/Field Trips/Study Tours
Study visits and field trips are integrated into several of our option modules. The purpose of these tours is to help students apply their learning to the real-work context and to exercise critical thinking and interpretation. Back in the classroom, students undertake a number of group-based tasks in workshops focused on the field trip and present their findings to classmates.
Assessment
The way in which students are assessed will vary according to the learning outcomes of each module. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.
Most modules are assessed through a combination of coursework and class tests or examinations.
Some modules [e.g. final year Honours Project module] are assessed solely through project work or written assignments.
Feedback
As you progress through your course you will receive general and specific feedback about your work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and your peers.
As a university student, you will be expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of your work.
Feedback may be provided to you in a variety of forms including: formal written comments, face to face comments, placement employer comments or references, online or emailed feedback, pre-submission advice, feedback and outcomes from practical classes, and others.
Facilities
This programme is jointly delivered by the School of Biological Sciences and by the School of Natural and Built Environment. Students will benefit from the facilities available in these two schools, including a Marine Laboratory in Portaferry. Environmental Management is linked closely to the Institute for Global Food Security, one of the three three major research centres in the University, and it is primarily taught by members of the Institute.
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 physical geography module will examine the mechanisms and processes that drive the Earth system and the interactions between the various spheres – including the atmosphere, biosphere, cryosphere, hydrosphere, and lithosphere. The module will have a global focus, but will also provide regional and local examples of how the Earth system operates, interacts and changes across time and space to shape our climate, landscapes and environments.
Learning Outcomes
After completing the module students should be able to:
1) Develop a knowledge and understanding of the major processes that drive the various components of the Earth system and the interactions between them
2) Apply practical skills to collect, analyse and present a range of data relating to the Earth System
3) Develop the ability to critically analyse and interpret information relating to the Earth System
4) Develop skills in scientific writing
Skills
Scientific writing; statistical analysis; graphical presentation; primary data collection; secondary data collection; interpretation of geographical information; critical analysis; referencing.
The module involves 200 hours of student effort. Introducing the concept of sustainable environmental management: environmental problems, their causes and sustainability; biodiversity; water resources and water pollution; energy resources; air pollution, climate change and ozone depletion; solid hazardous waste; food security; environmental management systems. Moral and ethical issues of environmental management. During seminars students will discuss major environmental problems through the use of multimedia devices.
Learning Outcomes
By the end of the module students will be able to demonstrate:
• Knowledge and understanding of the principles of sustainable and non-sustainable environmental management;
• Knowledge of major issues and the main methods used in waste management;
• Understanding of the principles and problems in managing biodiversity;
• Understanding of major issues in water management;
• Appreciation of the problems and solutions to climate change and air quality management;
• Understanding of major issues in air quality and air quality management;
• Understanding of the energy problems;
• Understanding of the principles of food security and sustainability in food production;
• Understanding how organizations address the impact on the environment of their operations through the implementation of environmental management systems.
Skills
• Assimilation of Information
• Information presentation and interpretation
• Written communication
• Oral communications
EVP1001 introduces students to the origins of Planning in the United Kingdom. It does this by beginning in the nineteenth century and considering its Public Health origins. By looking at key figures and themes in the inception of the Planning Movement the module engages the student with the historiography of the philosophies, concepts and concerns of Planning, Health and Well-Being and the evolution of the principles of the Planning profession up to the present day. Here models of Health, Well-Being and the role of the State and the individual are drawn on through examples of planning policy. Through interactive lectures, seminars and reading the module takes students through the evolving political, economic, social and environmental contexts of planning in the UK and beyond, the nexus between town and country planning, key planning legislation and interactions with Health and Well-Being. Here key concepts including structure, agency, class, gender, age, ethnicity and equality are drawn on. Thus the development of the UK Planning system will be seen to evolve from its Public Health origins and its institutions engage in both individualistic and integrative ways. Students will thus have the opportunity to debate the role of planning in creating successful and strong economies and sustainable urban and rural environments through engagement in weekly lectures and seminars.
Learning Outcomes
At the end of the module a successful student will:
1) Have knowledge of the historiography of the Public Health concerns underpinning the inception of the Planning Movement in the United Kingdom and the enduring impacts on the current planning landscape.
2) Be able to engage with academic approaches to health and well-being and to consider the impacts on the evolution of the planning profession, institutions and practice within a Spatial Planning framework.
3) Be able to consider the connections between urban and rural and health and well-being through engagement with key concepts of The State, the individual, class, ethnicity, aging and gender.
4) Have developed understanding of the impacts of evolving thinking on Planning, Health and Well-Being to land-use planning, space and place and issues of community, poverty, social exclusion and diversity.
Additionally successful students will:
- Understand the basic definitions related to planning and how these are applied to different spatial circumstances.
- Understand the origins of planning in the United Kingdom in general and Northern Ireland specifically.
- Explain and demonstrate how spatial planning operates within the context of institutional and legal frameworks.
- Appreciate the inter-related economic, social, political and environmental dimensions to the use and management of land, looking in particular at the connections between planning, health and well-being.
- Understand the operation of the planning system and the competencies and values deployed by planners in professional practice.
- Appreciate the role of professional planners in a range of organisational and policy settings.
- Develop research skills in the assembly, analysis and presentation of information from a wide range of sources; and generate integrated and well substantiated responses to spatial planning challenges.
Skills
- Problem solving skills, especially in undertaking the case study-based assignments;
- Analytical skills and understanding of the policy context within which planning is located; and
- Spatial awareness of the interrelated economic, social, environmental and political dimensions to the use and management of land.
- Discussion and debating skills in lectures and seminars
- Academic writing skills in essays and project
- Confident in speaking in a range of settings i.e. lectures/seminars/group work/one-to one.
Environmental Science (BIO1309) is a 20 CAT module that provides an introduction to the core concepts of ecology and the practical applications of environmental science and conservation. The course material is taught through lectures and an off-site, 1-day non-residential field-trip
The module begins with a primary overview the interactions between organisms and their environment (abiotic and biotic) by developing the principal concepts of ecology. Lectures begin with a fundamental scientific understanding of ecology - building up in scale from individuals to ecosystems. Initial topics begin with physiological and behavioural responses to the environment and move on to the growth and dynamics of populations. Interspecific interactions are considered next within the context of community ecology. Finally, ecosystem structure, function and services are considered before finishing with landscape and global ecology.
The module then moves towards more practical and applied ecology through studying environmental problems in terms of their causes, assessment and remediation. Lectures focus on the most severe anthropogenic stressors including climate change, habitat destruction, pests/invasive species, pollution and overharvesting. Students will apply their foundational knowledge to work through case-studies based on common conservation strategies that are used to mitigate and manage topical issues of environmental concern. In the final portion of the course, practical methods in environmental biology are then introduced through a set of interactive "Ecological toolbox" lectures and tutorials. Hands-on experience in the application of practical skills and knowledge is then developed through a field course.
At the end of the module students should have a basic understanding of ecology and be able to apply this understanding to topical issues of environmental concern.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe the theories and mechanisms relating to the interactions of organisms with their environment (abiotic and biotic).
LO2: Describe factors determining the organisation of organisms into populations, communities, ecosystems and biomes.
LO3: Develop field work skills including; observation, recording, statistical analysis, experimental design and structure-function interpretation.
LO4: Discuss ecological and environmental issues and how they impact biodiversity
LO5: Develop problem solving ability and the ability to analyse data.
LO6: Demonstrate the ability to work as part of a team.
LO7: Develop communication skills in the form of report
Skills
Development of field skills evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of ecological data.
This module takes an holistic view of the activities, policies and planning initiatives that are currently shaping the relationship between urban and rural areas. This examination of contemporary planning issues places particular emphasis on Northern Ireland, but locates a series of key debates within the wider planning practice arena.
Learning Outcomes
On successful completion of this module students should be able to:
(1) Report on the nature of contemporary urban and rural challenges affecting Northern Ireland and evaluate planning's responses;
(2) Explain and demonstrate how spatial planning operates in Northern Ireland within the context of its evolving institutional framework and wider planning debates;
(3) Explain the contribution that planning can make to the built and natural environment;
(4) Explain the principles of equality and equality of opportunity in relation to spatial planning;
(5) Evaluate the importance and effectiveness of community engagement in the planning process;
(6) Demonstrate effective research, analytical and evaluative skills and the ability to reach appropriate evidence based decisions.
This module provides an introduction to the principles and techniques used to reconstruct past environments and detect environmental change mostly during the last 2.6 million years, the Quaternary. It looks at the history of palaeoecology and the underlying theory and ecological principles that enable the interpretation of information from ancient deposits. The primary palaeoecological techniques and their limitations are described. Case studies show how some techniques have been applied to provide a range of palaeoenvironmental information.
Learning Outcomes
Students will acquire a knowledge and understanding of the principles of palaeoecology and will be able to understand the main methods used to reconstruct past environments.
Skills
Synthesis of information; Presentation of academic argument. Written self expression. Data interpretation and presentation. Library use. Website investigation. Time management.
This course will address central themes connected with social, economic and population geography. It will introduce and examine a range of economic, social and demographic processes operating across different scales. These will be illustrated through real-world examples that link with some of the urgent challenges that face our world today. The course will also explore contributions human geography can make to governmental and non-governmental policy development.
Learning Outcomes
On completion of this module, you should have attained an understanding of key concepts, approaches, examples and policy issues associated with contemporary social, economic and demographic processes. This should enable you to: identify the key concepts used by geographers interested in those processes; understand a diversity of perspectives found in social, economic and population geography; undertake bibliographic searches of a wide range of academic and non-academic texts; read and critically appraise a wide range of source materials; describe and evaluate key policy issues associated with course material; construct and deliver sustained reasoned written arguments on these issues; work independently and in groups to evaluate approaches and issues.
Skills
Skills
(T: taught; P: practiced; A: assessed)
Discipline-specific skills: plan, design & execute independent research & study (TPA); combine &
interpret different types of geographical evidence such as texts, visual images, maps, & qualitative &
quantitative data (TPA); recognise moral & ethical issues in geographical debates & enquiries (TPA).
Key skills: abstracting & synthesising information (TPA); assessing contrasting ideas, perspectives,
explanations & policies (TPA); developing a reasoned argument (TPA); independent thought &
self reflection (PA).
Employability skills: learning & study (PA); written communication (TPA); motivation, empathy,
insight & integrity (PA); self-awareness & self-management (PA).
Scientific Research Skills: From Fieldwork to Reporting
Overview
This course is designed to arm students with the skills required to plan, execute, analyse and report on scientific studies. Students will be taught about key aspects and considerations of experimental/study design and will carry out fieldwork to collect data. They will analyse samples in the laboratory and be taught about how to manage and analyse data (e.g. using Excel, GIS, and R). Students will present the results of their studies in different formats, relevant to academic research outputs e.g. reports, oral presentations, posters. This module provides invaluable skills for students entering a placement, particularly those interested in fieldwork, and for carrying out a research project in the final year of their degree programme.
Learning Outcomes
Students should:
1. Be able to design robust studies to address scientific questions including risk assessment and
ethics
2. Be able to design studies that minimise their environmental impact/disturbance to habitats
3. Become familiar with different field sampling techniques and be able to use appropriate
equipment to answer scientific questions
4. Be able to process samples using appropriate laboratory techniques
5. Design and manage datasets including data analysis and visualisation of results
6. Be able to communicate results effectively using appropriate media e.g. written reports, oral
presentations, posters
Skills
Experimental design; field skills; laboratory skills; ArcGIS; Microsoft Excel; R/RStudio; group work; oral presentation skills; report writing; poster design.
Introduction to the concepts and processes of Environmental Impact Assessment and to the EU EIA Directives. Workshops on State of the Art Methods for Assessing Water, Air, and Noise Impacts and Ecological, Social and Health Impacts. One professionally guided site visit, to a major EIA project to inspect, assess and report on potential impacts on the environment and mitigation measures in place.
Learning Outcomes
By the end of the module students will be able to demonstrate a knowledge and understanding of environmental impact assessment and have had experience of the processes used by professionals in carrying out a major EIA, including on-site assessment and reporting.
Skills
By the end of the module students will be able to demonstrate oral and written skills; analysis, interpretation, critical evaluation and synthesis of information; group and team working skills; site surveying skills.
The course introduces the subfield of economics concerned with environmental issues. Themes include: market failure including externalities, property rights and public goods; renewable and non-renewable resources; economics of pollution; environmental valuation and cost/benefit analysis.
Learning Outcomes
This course is to encourage students to develop an objective and critical engagement with environmental-economy inter-linkages in theory and policy practice. It will make students aware of some of the most important contemporary issues in environmental economics.
Skills
1. To acquire knowledge and an understanding of the concepts and theories central to environmental economics.
2. To be able to apply core economic theory and economic reasoning to analyse environmental problems and to appraise environmental policies
3. To acquire knowledge and an understanding of the main analytical methods used in environmental economics
This module explores the multifaceted nature of landscape through the use and application of spatial technologies such as Geographical Information Systems (GIS), Global Navigation Satellite Systems (GNSS), including Global Positioning Systems (GPS), and remote sensing such as aerial and satellite imagery.
Learning Outcomes
The module introduces students to spatial technologies using a hands-on approach through practical exercises designed to help improve employability and subject skills as geographers and archaeologists, and also to equip students with technical skills applicable to independent research, for example in dissertations at Level 3. The module also raises conceptual questions about the nature of landscape, and how landscapes change over time, as well as opening up the advantages and also the limitations of using spatial technologies in landscape-based research. Students will analyse a range of spatial data, including digital mapping, and also collect field-survey data using GPS. The aim of the module then is to explore landscapes through a range of spatial and temporal scales, connecting past and present, using a combination of lecture, laboratory and field-teaching.
Skills
Written and oral skills; Information Computer Technology including Geographical Information Systems (GIS) and bibliographic databases; information sourcing and synthesis; critical evaluation and decision making; individual learning; group working and team skills.
The objective of this course is to provide students with an overview of the marine environment, and especially the management of the oceans in the Anthropocene. The course text is based partly on the United Nations World Ocean Assessment, which represents a comprehensive review of the state of the marine environment, including socioeconomic aspects, and is updated by world experts on a regular basis. We will discuss:
(1) Key marine habitats and associated biological diversity
(2) Species and places under threat
(3) Major ecosystem services from the marine environment
(4) Human activities and impacts on the marine environment
(5) An introduction to marine policy
This course reflects the content and expert advice that global governments need and use to make decisions about the use and protection of the oceans. It is therefore suited to those wishing to pursue careers in research and management alike.
http://www.worldoceanassessment.org
Learning Outcomes
On successful completion of this module students will be able to:
LO 1. Describe the major marine habitats and where they occur around the world
LO 2. Explain what benefits we get from the world’s oceans and seas, and how such benefits are distributed
LO 3. Explain some major threats to ocean systems and major faunal groups today
LO 4. Describe how human activities affect the oceans and seas
LO 5. Understand the ways that we quantify the state of the oceans and marine resources
LO 6. Explain how informed decision-making can contribute to managing oceans in a sustainable manner
LO 7. Apply skills of data interpretation, critical thinking, and communication, in order to explain complex problems to diverse audiences
LO 8. Demonstrate competence in specific laboratory practical and manipulative skills
LO 9. Demonstrate the ability to work as part of a team
Skills
Group working; creative problem solving; critical thinking; data interpretation; evidence-based analysis; numeracy; ICT; communication skills
Students should gain further practical experience in field ecology methods and an appreciation of how human activities have influenced local, regional and global populations and communities of biological species.
LO1: Demonstrate knowledge and understanding of plant and animal diversity.
LO2: Confidently apply sampling tools and identification techniques for plants and animals in different ecological environments.
LO3: Develop enhanced field work skills including; observation, recording, statistical analysis, experimental design and structure-function interpretation.
LO4: Evaluate ecological and environmental issues and how they impact biodiversity
LO6: Demonstrate the ability to work as part of a team.
LO7: Demonstrate communication skills in the form of report and essay writing
LO8: Demonstrate understanding and application of health and safety in the field.
LO9: Effectively communicate knowledge of an ecological issue to a non-scientist.
Skills
Aural, oral and written communication. Practical field work. Computer applications in univariate and multivariate statistics. Use of computers in ecological modelling.
This course is designed to build on Level 1 Environmental Biology (BIO1315) and Environmental Sciences (BIO1309) with respect to a series of topics in applied aspects of ecology. These include how ecological understanding is applied in practice, grassland management, climate change, conservation, pollination, pest control, pollution and management of biological populations. The course seeks to improve scientific skills in terms of design and analysis of experiments and surveys and written and oral communication.
A student completing this course should enhanced knowledge of experimental design and data analyses, developed experience in oral and written communication through group discussion and short oral presentation of a research project, and developed a growing interest in the application of scientific concepts and data to environmental problems.
At the end of the module students should have a fundamental understanding of ecology and be able to apply this understanding to topical issues of environmental concern.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Describe the theories and mechanisms relating to the interactions of organisms with their environment (abiotic and biotic).
LO2: Describe factors determining the organisation of organisms into populations, communities, ecosystems and biomes.
LO3: Develop ecological research and experimental design skills.
LO4: Understand and describe ecological and environmental issues, how they impact ecosystems and mitigation strategies.
LO5: Develop problem solving ability and the ability to analyse data.
LO6: Demonstrate the ability to work as part of a team.
LO7: Develop communication skills in the form of report writing and oral presentations.
Skills
Development of field skills evidenced through Practical Skills Portfolio; Report writing; Critical and logical analysis of ecological data.
This module will provide the student with the necessary theoretical background to understand the historiography of planning through and practice in the UK throughout the 20th century to the present time. Using key social science theories as a backdrop the student will gain an understanding of the changes that have occurred in history that have implemented not any society but the development of planning theories and ultimately practice.
Learning Outcomes
1. Distinguish between the main theoretical influences on UK Planning thought.
2. Demonstrate a critical understanding of the historiography of theories in British planning.
3. Evaluate the role of theory in understanding society's interaction with planning processes.
4. 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 context and spatial scales.
5. Display an awareness of the political and social context of planning.
6. Explain the political and ethical nature of spatial planning; reflect on how planners work effectively within democratic decision-making structure.
7. Demonstrate awareness of diversity in society and implications for planning practice.
Skills
Successful students should develop the following generic and professional skills:
1. Data search/acquisition via a variety of media;
2. Critical reading, analytical, debating and writing skills;
3. Oral/debating skills through interactive discussion;
4. Presentation skill via oral presentation.
This module is weighted at 20 CAT scores. Climate change is a colossal global, national and local challenge for politicians, policy makers and planners. It raises hugely important questions in terms of how we inhabit the Earth, how we organise our economies, how we use natural resources, how we travel, and how we plan our towns, cities and villages. This module is focused on how we, individually and collectively, can meet these challenges that we currently face, and to explore the political, economic, institutional and attitudinal barriers that impede effective responses to them. While many planning policy documents quote sustainable development and climate change as key objectives, the implementation and operationalisation of these concepts is often open to critique. As potential future planners you must therefore know the theory and practice of sustainable development and climate change and be aware of the areas of contestation. Although the scope of the subject is vast, this module aims to help you develop an understanding of the theoretical, political and policy dimensions of planning for climate change.
Learning Outcomes
On successful completion of the module, you are expected to:
• develop an understanding of the sustainability and climate change discourses;
• be aware of the relationship between planning, sustainable development and climate change;
• explain the contribution that planning can make to the built environment, in particular recognise the implications of climate change;
• evaluate different development strategies and the practical application of development finance, and assess the implications for generating added value to the community be familiar with some local sustainability initiatives;
• develop important elements of your intellectual, conceptual and practical skills base.
Skills
You are also expected to develop generic professional skills, such as the ability to:
• identify and summarise core arguments of scholarly texts and government publications;
• assess the arguments of competing positions and present personal opinion;
• identify additional material (books, articles, reports, website) and assess their quality;
• think critically, creatively and writing reports.
1. Preplacement preparation including; the selection of placement,
application forms, CV's and interviews. Evaluation of placement by student,
including potential to relate academic theory to the work place, skills
development and project development.
2. On placement work including; relating academic theory to the workplace, recording activities and reflection in a log book. 3. Post placement reflection of learning and career prospects.
1. Preplacement preparation including; the selection of placement,
application forms, CV's and interviews. Evaluation of placement by student,
including potential to relate academic theory to the work place, skills
development and project development.
2. On placement work including; relating academic theory to the workplace, recording activities and reflection in a log book. 3. Post placement reflection of learning and career prospects.
Learning Outcomes
On successful completion of this module students will be able to:
LO1: Apply subject knowledge of theoretical and practical concepts to provide solutions in the work-related environment
LO2: Evidence development in work related transferable skills
LO3: Manage and deliver project type work in the workplace setting
LO4: Demonstrate employability skills and an enhanced career plan.
LO5: Demonstrate an understanding of the importance of Health and Safety in the work environment.
LO6: Exhibit effective communication skills in both the academic and work environment.
LO7: Demonstrate the ability to work as part of a team and reflect on your role in the team.
LO8: Evaluate and reflect upon your learning experience in the work environment
Skills
Students will identify and evaluate the skills which they have developed
during the placement, which may include: communication (oral and written); problem-solving; team work; IT; presentational; personal development and reflection.
Individual guided project work on a topic agreed between the student and tutor. The project will include design, implementation, data collection, data analysis and problem solving within the chosen subject. A report/dissertation will be prepared according to accepted protocol within the discipline.
Learning Outcomes
The primary aim of the project is to promote the academic and intellectual development of the student through an extended period of primarily self-motivated work which will build on the more formal taught parts of the student's course. By the end of the project students will have developed the ability to: (a) Collect and critically analyse information of a specific topic in land use and environmental management and to apply this information to issues at a specific site to a specific business or more generally. (b) Set objectives for project work by drawing up a Gantt chart of Project Plan. (c) Plan to meet the set objectives within set deadlines and record and monitor personal progress against objectives in a daily progress log. Include information where deadlines are not met. (d) Execute a work plan and manage progress on a day-to-day basis by keeping a log. The student could comment on the value of their project plan and any problems/difficulties they encountered in meeting their planned objectives. Such information can be valuable in understanding project management. (e) Interpret data collected in the project using statistical tests if appropriate. (f) Communicate project findings in both written and oral form.
Skills
(i) Retrieval of relevant information using traditional and computer-based search facilities (ii) Critical evaluation of information, prioritisation and decision-making (iii) Development of organisational skills (iv) Development of time management skills (v) Development of subject specific skills in land use and environmental management (vi) Presentation of findings (vii) Project management (viii) Devising projects (ix) Oral and written skills
This module with cover a range of international, national and local policies about an array of important environmental concerns. Students will learn about air and water quality policies, climate change policy, waste management, agricultural policies and managing biodiversity, wildlife and fisheries. Students will also learn about the impacts that Brexit has had on UK and NI policies.
Learning Outcomes
By the end of the module students will be able to demonstrate a knowledge and understanding of international and local policies in relation to environmental quality and sustainability and the practical implementation of these policies.
Skills
By the end of the module students will be able to demonstrate written skills and presentation of information; they will be able to gather, analyse, interpret and synthesise information.
Strategic business management and innovation . An introduction to management theory and management practice, comprising, planning, organising, staffing, leadership, entrepreneurship and control of management resources.
Learning Outcomes
By the end of the module students will be able to demonstrate: an enhanced understanding and appreciation of key business management issues; the need for innovation and the role of entrepreneurship.
Skills
By the end of the module students will be able to demonstrate: written and oral communication skills; analytical skills based on the theory and methodology of business economics and marketing to solve business problems; IT skills.
This module investigates issues affecting agriculture at an international level. These include issues such as food safety, global population growth and food security, and climate change. In addition, mechanisms of policy formation and impacts of recent policy changes (such as decoupling of EU agricultural support) will be discussed. Possible future changes in agriculture related to issues such as obesity, or to increasing competition from aquaculture enterprises, will also be addressed.
Learning Outcomes
On completion students will be able to demonstrate a knowledge and understanding of key issues affecting agriculture on a global scale. In particular, students will gain a greater understanding of likely future changes to conventional systems of agriculture. Critical assessment of the range of information available and synthesise info into a comprehensive discussion.
Skills
Written and oral skills: Information Computer Technology including bibliographic databases; sourcing evaluation and synthesising information; critical evaluation and decision making; group working and team skills.
The objective of this module is to provide an awareness of conservation issues worldwide, and built an understanding of the different approaches that exist to approach these issues.
Students will learn the basics of Conservation Biology in a way that is tailored for the different pathways taking the course. Learning outcomes (see below) take a logical, sequential approach that go from defining and measuring biodiversity, understanding the threats to its maintenance, and ways to protect it (with protected areas and/or sustainable management). A strong interactive and critical thinking component will be emphasized, with a discussion of Conservation Biology as a field (why do we do it?) and topical conservation debates (group activity, first assignment).
Learning Outcomes
After completing this course, a student should be able to:
LO1 Appreciate the different facets of biodiversity
LO2 Critically discuss drivers of species and population decline
LO3 Evaluate contrasting conservation practices
LO4: Demonstrate the ability to work as part of a team
LO5: Demonstrate critical thinking and problem solving ability.
LO6: Demonstrate the ability to construct a clear argument and engage in debate.
Skills
S1 ability to interrogate and comprehend scientific literature
S2 critical thinking utilizing the theory and major concepts learnt during their course of study
S3 oral and written communication to argue sides to a topic
S4 work in teams
The purpose of this module is to provide students with an insight to problematics facing infrastructure provision at the global, national and local levels and how the transportation and planning profession can contribute to the formulation of sustainable remedies.
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 in the context of infrastructure planning. 3. Demonstrate how efficient resource management helps to deliver effective spatial planning. 4. Develop an understanding of the role of spatial planning in the provision of infrastructure. 5. Realise the necessity for spatial co-ordination in the development of the built environment and the value of inter-professional working. 6. Gain in depth knowledge of the role of the policy context and legislative frameworks impacting upon infrastructure development.
7. Explain the contribution that planning can make to the built and natural environment, in particular recognise the implications of climate change.
8. Come to terms with the core challenges facing infrastructure provision.
9. Demonstrate understanding of the process of providing essential infrastructure and its planning and environmental implications.
Skills
1. To be able to source and interpret planning legislation on major infrastructure developments. 2. To be able to contribute to legislative development, policy formulation and policy analysis on matters relating to renewable energy, waster managements and transport. 3. To be able to conceptualise and respond to development proposals for renewable energy, waste management and transport.
BBB including at least two from Biology, Economics and Geography + GCSE Mathematics grade C/4
OR
ABB + GCSE Mathematics grade C/4.
A maximum of one BTEC/OCR Single Award will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Note: certain modules will require GCSE Mathematics grade B/6.
Irish Leaving Certificate
H3H3H3H3H4H4/H3H3H3H3H3 including Higher Level grade H3 in at least two from Biology, Economics and Geography + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
OR
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.
Certain modules will require Ordinary Level grade O3 in Mathematics.
BTEC Level 3 Extended/National Extended Diploma
A relevant QCF Level 3 BTEC Extended Diploma (180 credits), with DDD + GCSE Mathematics grade C/4.
OR
A non-relevant QCF Level 3 BTEC Extended Diploma (180 credits), with D*DD + GCSE Mathematics grade C/4.
OR
A relevant computing RQF Level 3 BTEC National Extended Diploma (1080 Guided Learning Hours (GLH)), with DDD + GCSE Mathematics grade C/4.
OR
A non-relevant RQF Level 3 BTEC National Extended Diploma (1080 Guided Learning Hours (GLH)), with D*DD + GCSE Mathematics grade C/4.
Note: certain modules will require GCSE Mathematics grade B/6.
Access/Foundation Course
Successful completion of Access Course with an average of 65-70% + GCSE Mathematics grade C/4 or equivalent in Access Course.
Note: certain modules will require GCSE Mathematics grade B/6 or equivalent in Access Course.
BTEC Higher National Certificate
For applicants offering a HNC the current requirements are successful completion of the HNC with 1 Distinction and remainder Merits + GCSE Mathematics grade C/4.
Note: certain modules will require GCSE Mathematics grade B/6.
Graduate
A minimum of a 2:2 Honours Degree + GCSE Mathematics grade C/4.
Note: certain modules will require GCSE Mathematics grade B/6.
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
In addition, to the entrance requirements above, it is essential that you read our guidance below on 'How we choose our students' prior to submitting your UCAS application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Biological Sciences. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form, which is considered by a member of administrative staff from the Admissions and Access Service and, if appropriate, the Selector from the School. Decisions are made on an ongoing basis and will be notified to you via UCAS. These decisions can only be made on the basis of the information given and applicants must show due care and diligence when completing their applications. In particular, full details must be included about qualifications completed or still to be completed.
For entry last year, applicants must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The minimum acceptable is two subjects at A-level plus one at AS though candidates offering this combination will be considered on an individual basis depending on the degree for which they have applied.
The offer for repeat candidates is normally the same as for first time applicants. Grades may be held from the previous year.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants offering other qualifications, such as BTEC National and Higher National Certificates/Diplomas, the International Baccalaureate, Irish Leaving Certificate or an Access course, will also be considered. The same GCSE profile is usually expected of those candidates offering other qualifications.
For applicants offering Irish Leaving Certificate, please note that performance at Junior Certificate is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit, though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of the Land Use and Environmental Management degree, these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
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
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
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.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Careers are diverse, not only in the rural and land use industries and government services, but also in private sector industries, financial institutions and agribusiness concerns of various kinds.
Graduates will have a knowledge of the natural environment, be able to demonstrate familiarity with sustainable development, conservation and environmental protection issues, as well as an understanding of the integrated and holistic nature of land use and environmental management.
Possible careers include environmental management (private and public sectors) and include consultancy and environmental impact assessment with environmental organisations (eg RSPB, WWF). Graduates can become Chartered Surveyors. Opportunities also exist within the full range of occupations associated with graduate employment.
Employment after the Course
Students who graduate from the Environmental Management programmes have primarily embraced careers in the following areas: environmental management; environmental consultancy; environmental conservation; environmental surveying.
Employment Links
Graduates from this course have found employment in several organisations, including:
• Action Renewables
• The Consumer Council
• DAERA
• Ecologia
• Environment Agency
• Nestlé
• RecyCo Waste Management
• RSPB
•Farrans
•RPS Consulting
•SAC Compliance
•Quinn Building Products
•AIC Group Limited
•Northern Ireland Water
•ATG Group
•GAEA ENVIRONMENTAL LIMITED
•Moy Park
•Mace
•Belfast Metropolitan College
•Henry Brothers
•Coca-Cola Hellenic Bottling Company
•Amey
•British American Tobacco
•Antrim Borough Council
•South West College
•Applied Ecological Services
Degree 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 Degree 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.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
The following optional modules have a compulsory field trip:
Year 2 Applied Ecology with Field Course Module has a field trip costing £200
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?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
