In a world facing environmental, social and economic challenges, how we manage changes to our natural and built environments will be crucial for our future. In our urbanised world, how we design and plan our cities impacts our environmental sustainability, health and even happiness. This programme will equip you with the skills to be part of making progressive changes in your place.
In practice, there is a common tension between those developing and interpreting planning policy on the one hand, and the designers of cities on the other. This programme brings these groups together to engage in project-based learning. You will develop planning research, urban analysis and design skills before deciding whether to complete an urban design thesis or dissertation. Both of these options can be completed as work-based studies with opportunities for summer placements.
Please note: This course is 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, landscape architecture, renewable energy, built heritage, legal, development and construction.
You will have a keen interest in planning, urbanism and placemaking. You may already have experience of working in the field – hands on experience is not necessary for starting the course, but it can be useful.
This course is unique having been driven by engagement with practice rather than adhering to traditional academic subject areas. The core skills that urban designers and planners need have been clearly defined and form the basis for the course.
City Planning and Design Higher Level Apprenticeship highlights
Professional Accreditations
Royal Institution of Chartered Surveyors (RICS) accredited as a standalone programme.
Royal Town Planning Institute (RTPI) accredited if completed following an accredited undergraduate planning degree.
Global Opportunities
There are fantastic opportunities to work with planning and urban design both locally and globally. Belfast is a city that is developing rapidly and this reflects a wider confidence in urban regeneration and development at a national level. Many recent graduates are working in planning authorities and consultancies throughout the UK and Ireland with others working in the related fields of housing, natural and built heritage and renewable energy.
Student Experience
Significant emphasis is placed on the development of problem-solving skills during live projects in this programme. The option of a work-based study for the thesis module reflects the local confidence within the planning and urban design sector of the quality of QUB student work. Placements can be in planning offices, architectural practices or with related heritage, environmental or community sector groups.
The environs of the university are extremely pleasant: Northern Ireland and Belfast have been highlighted by The Sunday Times in 2018 as the best places to live in the United Kingdom. Belfast and the Causeway Coast have been listed as the best regions to visit in the world by Lonely Planet in 2018. Moreover, the manner in which Northern Ireland is positioned after Brexit may make it the most convenient location in the UK for ready interaction with the EU.
Internationally Renowned Experts
The members of staff responsible for delivering the MSc are from a variety of professional and research backgrounds. Staff expertise includes international development, sustainable development, development economics and planning policy and practice. Each member will give a different perspective within the course, such that both theoretical and applied elements will be fully developed and a rounded high-level education will result.
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 public and private sector planning organisations and companies across the island of 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.
The MSc is designed to allow you to develop real world project management skills through the completion of live design projects for local authority and community sector clients. You will also acquire urban and data analysis skills that you can use to develop strategic regeneration policies and design solutions.
The course content gives theoretical and practical coverage across a wide variety of topics including:
• Green infrastructure
• The Inclusive City
• Urban Technological Developments
• Low carbon transition
• Critical Heritage Perspectives
• Cities and the e-economy
• Planning the Urban-Rural dialectic
• Demographic challenges
• The future of urban housing
• Health in future cities
Course Modules
Comparative Urban Design (20 CATS)
Spatial Literacy (20 CATS)
Urban Futures (20 CATS)
Future Planning Practice (20 CATS)
Planning for Sustainable Communities (20 CATS)
Approaches to Development (20 CATS)
Thesis (60 CATS)
EVP7043 - Planning for Sustainable Communities (20 CATS).
Year 2, Semester 1
EVP7038 - Comparative Urban Design (20 CATS)
Year 2, Semester 2
EVP7041 - Approaches to Development (20 CATS)
EVP7042 - Future Planning Practice (20 CATS)
Year 2, Semester 3
EVP7044 - Thesis (60 CATS)
Students failing more than 20 CATS points worth of taught modules will not normally be permitted to progress on to the Thesis Module. A student who has failed one 20 CATS taught module will normally be allowed to progress to the Thesis Module at the student's risk. If a student fails the Thesis Module on a second attempt, a post-graduate Diploma may be awarded.
Natural and Built Environment As well as being Director of the Postgraduate Education in Planning, Neil is a chartered urban planner who has experience in strategic planning policy, plan preparation and regeneration.
Natural and Built Environment A leading figure in global environmental sustainability research with on-going projects in India, Liberia and Brazil.
Teaching Times
1 day of teaching per week.
Learning and Teaching
Learning and teaching is split into the following:
IT Tutorials
Demonstrator-led IT skills tutorials to ensure students develop GIS and data visualisation skills such as proficiency in Photoshop, Illustrator and Sketch Up.
Project sessions:
A key component to all group projects whereby tutors offer feedback on student ideas in small groups during the completion of live projects for professional clients.
Self-directed study
This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars
Student-led thematic presentations that address major global themes are a crucial part of this programme. Placing the emphasis to research and interpret relevant information on the student allows for the programme to incorporate and fulfil their interests.
Assessment
Assessments associated with the course are described below:
Methods of assessment will comprise a combination of group reports, individual assignments, student presentations, portfolio submissions and role-play exercises. A major component of this degree will involve the completion of a thesis based on an independent research project over the third semester, supervised by a member of research staff.
Facilities
The Planning department has a devoted studio space along with state of the art IT facilities.
What our academics say
“In an increasingly urbanising world, cities represent both the greatest social, environmental and economic challenges and opportunities for planners and urban designers alike to create more sustainable environments and just societies.”
Dr Neil Galway, Programme Director for MSc City Planning and Design
The information below is intended as an example only, featuring module details for the current year of study (2024/25). Modules are reviewed on an annual basis and may be subject to future changes – revised details will be published through Programme Specifications ahead of each academic year.
The module is designed to provide a theoretical and a practical basis for the process of community plan preparation. It will involve detailed consideration of the spatial implications of service provision and meeting local aspirations reflected in new 'community plans'. The theoretical material will include consideration of the following: existing demographic analysis; physical and ethnographic survey research; policy and institutional analysis; best practice community engagement and consultation practice; the changing roles of city/local centres; and the links between physical, social, economic and cultural renewal in urban environments.
The module is based on a combination of seminars and studio work. A real-world project has been commissioned to allow students to consider how planning and urban design practice can successfully engage with local communities to instigate inclusive regeneration. Working in groups, students will prepare thematic plans that consider the physical, social and economic context of study area before devising specific policies and proposals to inform the future development of this area. The allocated group themes will incorporate the main facets of community infrastructure provision including: housing and community initiatives; transport, pathways and connections; education and health; open space, parks and leisure; and retailing and economic development. The project aims to take a strategic view of how an area can develop a sustainable socio-economic and physical environment that can be shared and accessed by everyone. It will offer the opportunity for students to develop both the consultation and analysis skills that are necessary to understand the views of local communities in the planning process.
Learning Outcomes
On the successful completion of the module, students will be able to:
- demonstrate the skills required to complete a public consultation and to devise a strategy that mediates between different, and often conflicting, perspectives.
- analyse the physical and socio-economic contexts of a study area;
- communicate in professional manner using oral and graphic visualisation skills employed by the built environment professionals to targeted audiences;
- critically evaluate the ethical and political impacts of planning on socio-economic and ethno-religious division within and between cities and/or neighbourhoods;
- devise strategic community planning strategies to regenerate macro-scale study areas; and
- demonstrate the ability to design creative solutions to site specific challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciation, team-working, time-management and professional presentation skills;
- client-based: consultation, brief-development and discussion/debating skills.
The module is based on a contribution of seminars/tutorials and studio work - a real-world live project has been commissioned within the semester to exemplify and complement the accompanying theoretical content. The study location will be based in Northern Ireland and will be for a professional client who will set the parameters for the student regeneration strategy. This exercise will involve the completion of: detailed desk-based policy analysis; stakeholder mapping and interviews; urban analysis of the physical quality of the place and how it is used; comparative regeneration practice research; and the creation of urban design and policy solutions to regenerate the allocated study area. The studio location in Northern Ireland will be complemented by an international field trip in Week 8 to a leading European city to learn about and visit key urban regeneration projects. This field trip will offer students the opportunity to meet with local designers, community activists and municipality staff to learn how projects and strategies have balanced the social, economic and environmental variables associated with regeneration.
Learning Outcomes
On the successful completion of the module, students will be able to:
- understand the nature and significance of design and regeneration in the built environment;
- appreciate the complementarity between design and regeneration in the built environment;
- debate theoretical, ethical and practical issues in relation to design and regeneration;
- evaluate alternative approaches to design and regeneration in specific locations;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places.
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
- demonstrate the skills required to complete a public consultation, understand and analyse the different and often conflicting perspectives and devise a strategy that mediates between opposing visions.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations
skills;
- professional: design appreciate, team-working, time-management and professional presentation
skills;
- client-based: consultation, brief-development and discussion/debating skills.
The module will engage with planning practitioners to illustrate the wide variety of career paths for planning graduates within community, environmental and development sectors. It will highlight how planning graduates can future proof not only the places they design but also their own professional development. This module will incorporate a number of seminars that will highlight how urban designers and planning practitioners are at the forefront of creating more sustainable and just places internationally.
The module will include an interdisciplinary exercise with architectural students to consider how design policy can be interpreted differently by development management staff and professional architects. This exercise will improve the design literacy and policy interpretation of both groups of students and will build upon the character assessment skills developed in the first semester Spatial Literacy module.
Learning Outcomes
On the successful completion of the module, students will be able to:
- engage in theoretical, practical and ethical debate at the forefront of how the planning professional can impact upon societal as well as environmental change;
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
- demonstrate an understanding of ways in which planning practice can contribute to the solution of global challenges including climate change adaptation;
- evaluate the social, economic and environmental context within which planners and designers must operate considering how policy and practice changes reflect the political support for the profession;
- communicate professional arguments in an interdisciplinary context using appropriate terminology;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places;
- understand how planning skills can be utilised in a diverse array of professional environments.
Skills
With regard to developing specific skills, students will develop:
- generic skills: oral communication, negotiation skills; problem solving, use of IT and library services;
- professional planning skills: knowledge of the design evaluation process and interdisciplinary working.
The module will be examined by a final assignment and continuous assessment, which will run simultaneously with the studio course, workshops and computer classes. The continuous assessment coursework will be distributed throughout the 12 weeks and will also be available on the Virtual Learning Environment.
Learning Outcomes
On the successful completion of the module, students will be able to:
- debate the theoretical, practical ethical issues at the forefront of urban planning;
- understand and evaluate the social, economic, environmental and political contexts for city
planning;
- recognise the role of spatial literacy in making sustainable, equitable places;
- analyse and use spatial skills from multidisciplinary specialisms to demonstrate relationships within diverse spatial contexts;
- recognise and cultivate core spatial analysis skills in planning policy and research;
- recognise the importance of interdisciplinary working between planners and designers as part of the design, implementation and management of successful places.
Skills
Students will develop the following generic and professional skills:
- utilise basic skills in computer based mapping and spatial literacy using relevant software (e.g. Adobe, Suite, ArcGIS);
- team-working and collaboration;
- oral and written (e.g. report writing) presentational skills; and
- spatial literacy and visual appreciation.
Critical debates in planning is seminar-based with students being continuously assessed on the independent research they complete during the semester. The main global challenges within the module will include the following:
-green infrastructure
-the inclusive city
-urban technological change
-future demographics
-low carbon transition
-critical heritage perspectives
-cities and the e-economy
-planning the urban-rural dialectic
-urban resource use
-the future of urban housing
-health in future cities
Learning Outcomes
On the successful completion of the module, students will be able to:
- critically analyse and participate in the theoretical, practical and ethical debates on planning, supported by independent reading of key texts;
- demonstrate enhanced communication skills through participation in discussions, presentation and class feedback sessions; via written assignments; and through combining verbal and written communication into a single output;
- demonstrate a general knowledge of a number of themes pertinent to contemporary planning before selecting an issue of particular interest to develop a level of specialist expertise through the completion of a detailed report, which will lead into the thesis;
- appreciate how urban design and place-making projects an ameliorate or exacerbate the challenges related to the specialist planning themes under discussion;
- demonstrate an understanding of interdisciplinary, i.e. how the planning and urban design professions and academy relate to other professional and disciplinary stakeholders;
- to understand how historic, current and future planning practice has impacted / can impact upon positively and negatively to climate change;
- demonstrate an understanding of how the planning professional has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciate, team-working, time-management and professional presentation skills.
The course is divided into three principle sections, each of four weeks duration. The first section is comprised of a series of seminar sessions that explore the nature of the ‘Development Process’. Students are assigned core readings and are expected to discuss the economic, social and political context of property development and the roles of stakeholders (appraisers, developers, brokers, planners) involved at each stage of the development process. The second section, ‘Debt Financing, Property Investment and Development,’ combines student-led seminar discussions with instructor-led practical sessions to examine financial appraisal and viability assessments for development projects. The third section of the course, ‘Development Strategies,’ applies these skills to a real world development case study. Through a combination of project site visits and group work, students will conduct a financial feasibility analysis of a proposed affordable housing development in the Belfast area.
Learning Outcomes
On the successful completion of the module, students will be able to:
- understand the broader economic, social and political context of property development as well more specific competencies with regard to development strategies and development finance; including added value for the community;
- demonstrate a clear understanding of the rationale and structure of the real estate development process, particularly as it applies to affordable housing and community economic development;
- understand the stages in the property development process and the activities and motivations of the main stakeholders involved;
- practice the basic techniques of financial analysis as applied to urban real estate;
- undertake an assessment of the viability of individual development schemes and consider how to generate added value to the wider community;
- critically interrogate current strategies in development finance from both a financial-analytic and problem-solving perspective;
- demonstrate an understanding of how the planning profession has evolved and adapted since its inception to meet changing circumstances whilst considering how the profession can future proof its practice to remain central to countering global challenges.
Skills
With regard to developing specific skills, students will develop:
- generic skills: written and oral communication, numeracy and financial modelling, problem solving, use of IT (particularly spreadsheet management) and library services;
- professional planning skills: knowledge of the development process; evaluation of development strategies including valuation methods; decision-making in planning including stakeholder perspectives;
- client based/business skills: Project management, tendering processes, negotiation of added value and community benefits.
The thesis is the single most important piece of work a student will complete at postgraduate level and is a key determinant in achieving the standard required to obtain a Master's degree. The School of Natural and Built Environment expects a high quality of piece of research to meet it's established standards. As part of the MSc City Planning and Design, your thesis will be in one of the following three formats:
1. Dissertation - this option consists of a piece of independent research on a chosen topic to be presented in a written form of 20,000 words (maximum).
2. Work-based Study (WBS) - this option consists of a project report prepared in response to a project brief negotiated with a real world client. Work length and format for the WBS is less prescriptive but an equally high standard of work is required. This type of project can involve an informal work placement with an organisation or it can involve regularly meeting with a public, private or community sector mentor. All students completing this option will have an academic supervisor who will ensure that the project relates to the learning outcomes of the programme. They will also help to manage the project to ensure that is an appropriate standard to meet the requirements of a postgraduate thesis whilst containing research that is beneficial to the client.
3. Independent Design Project (IDP) - this option is for students who follow the design pathway for this programme. The final submission can take a number of different forms, but equally students will undertake a master-plan or design study for a significant site in a urban or rural location. This may be carried out with a professional design practice in collaboration with supervisors in the University. Opportunities to complete design projects for the professional and community sector clients will be available to students who select this option.
You should view the thesis as a showcase for your interests and capabilities, and an important contribution to your employability. it is important for developing your analytical and problem solving abilities and an opportunity to illustrate your grasp of planning issues and competence as an independence researcher.
Learning Outcomes
On the successful completion of a dissertation or work-based study, students will be able to:
- understand the overall research process, define problems and design appropriate research strategies;
- critically evaluate the strengths and weaknesses of other research;
- understand the role of researcher and ethical issues related to research;
- collect, evaluate, analyse and interpret qualitative and quantitative data to answer specific research questions;
- conduct research requiring substantial individual initiative;
- evaluate the social, economic, environmental and political context for your study area;
- understand how planning and design practice interplays with other specialist professional policy and practice;
- understand the importance of time and project management and prioritisation of work tasks;
- competently use ICT for presenting information and searching and retrieving complex information;
- communicate research findings using a high standard of written and graphic communication;
- self-manage a long term project and reflect on your own progress.
On the successful completion of an Independent Design Project, students will be able to:
- negotiate and develop a project brief and programme of work;
- conduct independent design research relating to your site and its context or area of study;
- understand appropriate theories of urban design and their application in practice;
- understand the design policy and guidance context within which development will be considered;
- produce a coherent design solution for a significant site or design challenge;
- produce professionally-presented and practically-useful documentation for client and community use;
- understand and employ a financial appraisal of development proposals;
- produce a coherent written commentary or narrative on the design process; and
- confront contemporary ethical issues through the design process.
Skills
Students will also develop the following generic and professional skills:
- generic: bibliographic research and retrieval; written, graphical and computer-based presentations skills;
- professional: design appreciation, team-working, time-management and professional presentation skills;
- client-based: consultation, brief-development and discussion/debating skills.
Normally a 2.2 Honours degree or equivalent qualification acceptable to the University in a relevant subject.
Applicants with qualifications below 2.2 Honours degree standard, or equivalent qualification acceptable to the University, will be considered on a case-by-case basis, if they can demonstrate appropriate acceptable experience.
The University's Recognition of Prior Learning Policy provides guidance on the assessment of experiential learning (RPEL). Please visit http://go.qub.ac.uk/RPLpolicy for more information.
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.
The deadline for applications is normally 30th June 2024. However, we encourage applicants 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 earlier than 30th June deadline. 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.
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 as well as in planning consultancies in the private sector. Others are employed as urban designers and in related industries such as Housing, Community Advocacy, Climate Change, Renewable Energy, Heritage and Construction.
Employment after the Course
Examples of employment: Urban Design and Planning practices, Research institutions, GIS companies, Housing organisations, Community Advocacy Groups, Environmental and Community sector NGOs.
Employment Links
Graduate employers include:- Belfast City Council, Department for Infrastructure and other public and private sector planning consultancies.
Graduate Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Graduate Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
All tuition fees quoted relate to a single year of study unless stated otherwise. Tuition fees will be subject to an annual inflationary increase, unless explicitly stated otherwise.
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-£700.
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.