Applications for entry in September 2025 are now open
You will be tackling some of the biggest challenges of the modern world, such as achieving sustainable living in an increasingly urbanised society. As the demands on resources like water, energy and land increase, there is a strong need for qualified Civil Engineers with the relevant technical skills but who also possess an ethical awareness of the environmental impact of the projects they undertake.
It is a broad discipline that deals with the very infrastructure of society from our bridges to our water and energy resources, and our roads. Our degree programmes are concerned with the planning, design, construction, sustainability, management and maintenance of this infrastructure. Fields of activity include structures, transportation, foundations and water engineering.
The programme aims to produce apprentices equipped for professional roles in industry, the professions and public service. The programme will be submitted to Joint Board of Moderators for accreditation as meeting the academic requirements for IEng and Partial CEng.
Civil Engineering was one of the founding degrees at Queen's, making it one of the oldest in the UK and Ireland. Staff lead high-quality research and are recognised for their excellence in teaching.
Civil Engineering also ranks Joint 9th in the UK for Graduate Prospects (Complete University Guide 2021).
Civil Engineering at Queens is an Academic Partner of the Institution of Civil Engineers and we have one of the highest graduate employment rates in the Russell Group of Universities. www.ice.org.uk
The programme will be submitted for accreditation to the Joint Board of Moderators (JBM) comprising the Institution of Civil Engineers, Institution of Structural Engineers, Institute of Highway Engineers, the Chartered Institution of Highways and Transportation and the Permanent Way Institution on behalf of the Engineering Council for 3 Institution of Civil Engineers is a Registered Charity in England & Wales (no 210252) and Scotland (SC038629) Website Wording for Accredited Courses Version 2 Revision 7 – 03 August 2022 the purposes of fully meeting the academic requirement for registration as an Incorporated Engineer (IEng).
Our strong links with employers gives you access to a range of opportunities, for example the opportunity for sponsorship through the national QUEST Scholarship Scheme. We also have an extensive Civil Engineering Advisory Panel, which includes members from the major employers.
Career Development
Our programme requires apprentices to be in Civil Engineering employment from the outset. It is designed around the needs of apprentices and employers, offering access to work leading staff and exciting learning opportunities.
Internationally Renowned Experts
Queen’s is a leader in civil engineering research, and our exceptional teaching is informed by the latest research into global challenges like environmentally sustainable urban development and prosperity, and technological innovation. You’ll learn from staff and guest lecturers who are engaged in international, award winning research and practice. https://www.qub.ac.uk/schools/NBE/Disciplines/civil-and-structural-engineering/
Student Experience
We have a vibrant Queen’s University Belfast Engineering Society (QUBES) which is actively engaged in professional meetings and social activities. These activities are supported and nurtured by the academic staff.
Student Testimonials
"I pursued a career as a civil engineer as from an early age I was fascinated by large scale construction projects across the world. Queens University Belfast was a natural fit, as the civil engineering department is recognised as one of the UK leaders in its field. I studied the BEng in Civil Engineering with an industrial placement year. The first two years of the course provided a solid understanding on civil engineering theories and practises. The industrial placement then provided the opportunity to apply these principles and determine if I was to pursue a career in consultancy or contracting. After completing the BEng degree I was able to successfully apply for the M.Sc in Construction and Project Management as I believed this would be the most beneficial option for my chosen career path and has provided the opportunity to pursue chartership."
This degree is designed to provide apprentices with a good foundation for a professional career as a chartered Civil Engineer. Emphasis is placed on the practical application of theory through design and laboratory work. The degrees contain an element of choice, but all apprentices are required to take courses which will equip them with the technical, management and professional skills needed for a career in civil engineering.
Years 1 & 2
Apprentices study the fundamentals of civil engineering theory and practice. This forms the transition from the basic mathematics and sciences studied at secondary level to engineering applications.
Year 1 & 2 courses provide a foundation in engineering, construction materials, surveying, and engineering design, structural behaviour and hydraulics.
Years 3
Year 3 is when the knowledge in core topics: structures, geotechnics, management and site characteristics are further enhanced in preparation for practice/learning. This year provides a flavour of the different fields within Civil Engineering and will help apprentices to identify their career path.
The courses develop apprentice understanding of the core areas of geotechnics, structures and design. Important skills will be developed in project management, modern methods of construction and how civil engineers work in a changing environment.
Years 4 & 5
Theory is applied in a professional context in Years 4 & 5. The modules offered are related to modern methods of construction, digital technology in construction, infrastructure methods, management and research. Important skills will be developed in project management, modern methods of construction and how civil engineers work in a changing environment. The modules offered in these two years are unique to HLA programme and provide a holistic overview of the infrastructure management and will equip apprentices with skills to communicate to a wider audience.
All apprentices undertake a major individual research project aligning to their practice.
6 (hours maximum) Typically 6 hours studying and revising in your own time each week, including some guided study using handouts, online activities etc.
Large Group Teaching
3 (hours maximum) Typically 3 hours of lectures.
Medium Group Teaching
3 (hours maximum) Typically 3 hours of practical classes, workshops or seminars each week.
Small Group Teaching/Personal Tutorial
3 (hours maximum) Typically 3 hours of tutorials (or later, project supervision) each week.
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 apprentice support to enable apprentices to achieve their full academic potential.
In Civil Engineering we do this by providing a range of learning experiences which enable our apprentices 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
Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Canvas. A range of e-learning experiences are also embedded in the degree through, for example: interactive group workshops in a flexible learning space; IT and statistics modules; podcasts and interactive web-based learning activities; opportunities to use specialist IT programmes associated with design in practicals and project- based work etc.
Lectures
Introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
Personal Tutor
Undergraduates are allocated a Personal Tutor during Year 1 who meets with them on several occasions during the year to support their academic development.
Practicals
Where you will have opportunities to develop technical skills and apply theoretical principles to real-life or practical contexts. You will be expected to attend a number of practicals per week depending on your year of study. These are designed to reinforce the core subjects you are studying.
Self-directed study
This is an essential part of life as a Queen’s apprentice when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
Seminars/tutorials
Significant amounts of teaching are carried out in small groups. These provide an opportunity for apprentices to engage with academic staff who have specialist knowledge of the topic, to ask questions of them and to assess their own progress and understanding with the support of peers. You should also expect to make presentations and other contributions to these groups.
Supervised projects
In final year, you will be expected to carry out a significant piece of research on a topic or practical methodology that you have chosen. You will receive support from a supervisor who will guide you in terms of how to carry out your research and will provide feedback to you on at least 2 occasions during the write up stage.
Work Based Learning
The Civil Engineering HLA includes Work Based Learning (WBL). The purpose of which is to enhance the apprentice journey by connecting the two pillars of on-the-job and off-the-job learning together and providing a richer experience. The on-the-job learning will be recognised within the programme and will contribute 50 CAT points of academic credit across the first two years of the HLA. The WBL relates to content which all civil engineers will develop at a very early stage in their career and will be developing during their four days per week of training with their employer. The subject matter for WBL which will contribute to the degree will be based on concepts which all apprentices would be expected to encounter very early in their careers regardless of the background of their employer (Client, Consultant, Contractor). All Civil Engineers will be expected to develop drafting & communication and basic surveying skills. These skills are developed within modules typically containing Design and Surveying components. The specific example of ‘drafting’ or ‘surveying’ will vary from employer to employer so examples utilised (structures, road layout, pipe networks etc) in demonstrating these skills will vary. However, the core skill developed can be demonstrated universally.
Assessment
Details of assessments associated with this course are outlined below:
The way in which you are assessed will vary according to the Learning objectives of each course. Some courses are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end of semester examinations. Details of how each course is assessed are shown in the Apprentice Handbook which is provided to all apprentices during their first year induction.
Feedback
As apprentices progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, course co-ordinators, placement supervisors, personal tutors, advisers of study and peers. University apprentices are expected to take a greater role in reflecting on this and taking the initiative in continuously improving the quality of their work. Feedback may be provided in a variety of forms including:
Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted.
Face to face comment. This may include occasions when you make use of the lecturers’ advertised “office hours” to help you to address a specific query.
Placement employer comments or references.
Online or emailed comment
General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which you can review in your own time.
Feedback and outcomes from practical classes.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
Once you have reviewed your feedback, you will be encouraged to identify and implement further improvements to the quality of your work.
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 course will develop an understanding and application of basic surveying and measurement techniques and the use of total stations to carry out engineering works. The course covers:
⦁ Coordinate systems, maps and plans
⦁ Instrument errors
⦁ Linear measurement methods
⦁ Levelling techniques
⦁ Basic surveying techniques using theodolite
⦁ Open and closed traversing
⦁ Setting out of construction works
⦁ Surveying techniques using total station
⦁ Setting out and measurement of earthworks
⦁ Survey of existing structures
⦁ Setting out of circular, transition and vertical curves
Learning Outcomes
- Display a knowledge of the approaches underpinning surveying and measurement in the engineering context.
- Display knowledge and understanding of methods for collecting and interpreting surveying data to allow for their application in Civil Engineering works;
- Awareness of emerging technologies used in modern Surveying
- Skill to design a site survey leading to the collection of reliable surveying data that may be employed in Engineering works
- Use of surveying data to solve engineering problems and implement action, while maintaining awareness of limitations and alternatives.
- Awareness of data quality issues and their application for improving reliability of surveying data.
- Knowledge of contexts when particular types of surveying data may be needed and employed
- Ability to apply relevant surveying data to Engineering problems
Skills
- Understanding of the need for high quality surveying data for Engineering
- Understand of the range of surveying approaches that may be adopted in Engineering problem solving
- Apply surveying methods to collect surveying data to quantify distances, areas, volumes, understanding their limitations and uncertainties associated with them.
- Know how to analyse and process surveying data for application to solving engineering problems
- Understanding of the capabilities and limitations of standard surveying techniques and their appropriate use
- Understanding of team roles and an ability organise in a group to complete complex tasks
- Application of skills in solving surveying problems, including effective use of available IT facilities
- Exercise initiative and personal responsibility as a team member or team leader
- Ability to apply relevant technical skills to collect new surveying data
This module provides the students with an initial introduction to the design process as well as starts to build the communications skills necessary to communicate their work/ideas to others in the form of written reports and oral presentations. Engineering drawing and use CAD software as it pertains to both the creative process of design, and communicating the final design to others is given specific emphasis in the first semester.
The second semester focuses more on the creative process of design and communicating the ideas developed. The importance of health and safety to the design process and to civil engineering more widely is addressed in the Disasters and Hazards/Mock Public Inquiry group exercise in semester 2 project week. In the second semester students are introduced to the design process; structural forms and structural idealisation; load paths; three-dimensional behaviour and general stability; behaviour of compression members; truss behaviour; truss connections; structural engineering in practice. In particular the students will design and build a timber footbridge and subsequently give a presentation on their project. In a separate exercise students are required to present their ideas/designs (to satisfy a given brief) via a written report.
Learning Outcomes
- A conceptual understanding of how the general design process works, the practical considerations for design, the basic principles of structural design and demonstrate creative and innovative ability in design
- An understanding of the principles of engineering drawing and develop an ability to produce a conceptual view of engineering structures using basic hand drawing with essential information such as dimensions and lettering.
- Apply techniques to produce detailed CAD drawings involving various aspects of engineering structure from written instructions.
- Communication information through the basic principles of technical report writing and the key elements of oral presentations
Skills
- Demonstrate competence in CAD drawing
- Demonstrate competence in hand drawing
- construct different types of structural models
- recognise the effects of applied loading on different structural forms
- understand the structural assembly process
- draw the load paths for simple structures
- ability to apply design principals to structural systems
- begin to have an understanding of the Health & Safety implications of engineering works
- the ability to learn independently;
- the ability to apply knowledge to engineering design
- design and construction skills developed from the assignments.
- group working through the practical assignments
- observe and investigate independently
- report writing and oral presentation
- Understanding of consistent title block and their role in quality management system
- Understanding the importance of adopting an inclusive approach of engineering practice including supporting equality and diversity and inclusion
- Ability to make reasoned ethical choice informed by professional values/code of conduct
This course introduces common materials used in the construction industry and soil behaviour. It deals with the constituents, manufacture, chemistry, properties and applications of these materials.
The course also introduces the environmental impacts of construction materials through a discussion on the principles of green specification and the assessment of embodied energy and carbon footprint.
The geotechnics part of this module begins with understanding Engineering Geology and subsequently progresses through some basic theories and geotechnical analysis.
Learning Outcomes
On successful completion of the module, students will be able to:
- Develop an appreciation of common construction materials and knowledge of their use and limitations, including understanding common theories developed to allow realistic, safe use
- Evaluate sustainability issues of materials during the whole life from extraction to application in construction to reuse/recycling at the end of life of the structure
- Understand the role of environmental impact assessment calculations and green specification in building materials and evaluate the embodied energies in them
- Evaluate the basic characteristics of soils when used as construction material and develop an appreciation of their formation and classification for engineering applications and potential real behaviour
- Ability to evaluate the existing stresses in the ground and any changes in them due to construction in short term and long term
Skills
- Discuss the major applications of common construction materials
- Identify the advantages and disadvantages of common construction materials
- Describe the implications of construction on ground and how they alter the stresses in the ground and therefore the potential consequences in qualitative manner
- Demonstrate the basis for effective selection of competing alternative materials using life cycle analysis and carbon footprint calculations of civil engineering works
- Learn independently
- Work in groups in practical lab environments, including H&S awareness
- Demonstrate presentation and communication skills
- Undertake independent research
- Demonstrate awareness of resource efficiency and sustainability in construction practice
The content of this module focuses on developing students Communication skills (mainly Semester 1) and also on developing their skills in Engineering design (mainly semester 2).
On the communication side the module focuses on developing student’s communications skills, in particular the development of professional communication skills necessary for a career in the Civil Engineering profession. The course content includes: personal transferable skills for job applications, eg drafting effective CVs, letters of application, and Interview skills. The role of the professional institutions and chartership for career progression is also introduced to students. Students are introduced to the principles of technical report writing. Similarly guidance on effective oral presentations is provided. The role of Ethics and Sustainability in Civil Engineering are embedded within the module. The module includes a major 4 day group role playing exercise (Mock Public Enquiry or Disasters and Hazards Exercise).
In semester 2 the module introduces students to preliminary and detailed design of engineering solutions with a significant structural component. This is achieved through an assignment.
Learning Outcomes
- Recognise the importance of effective communication skills in Civil Engineering. More precisely they should be able to recognise the benefits of effective communication skills in both job applications (drafting CVs & letters of application, interviews, online/telephone interviews) and in professional practice (oral presentations, written reports).
- Participants should be able to recognise the importance of Civil Engineering to society and the ethical responsibilities required by the profession.
- Students should also know and understand the processes involved in engineering design; in particular understand the distinction between preliminary and detailed design and know that design is an iterative, rather than linear, process.
- On completion of the module students should be able to recognise criteria required by employers in job advertisements and identify transferable skills that may be relevant
- develop suitable interview strategies for job applications
- understand the importance of focused oral presentations
- outline the importance of the role played by Ethics and Sustainability in Civil Engineering
- demonstrate the importance of dealing with the public and listening/negotiating with stake holders; this includes recognising relevant stake holders from wider society that may be implicated/impacted by Civil Engineering developments
- Students should also be able to formulate a design sequence to reach a solution
- Propose a viable solution and carry out calculations to determine the size of structural elements.
Skills
- Draft effective CVs and letters of application/application forms
- develop appropriate interview strategies
- give clear and focused oral presentations
- source data and summarise it effectively in written form and effective use of graphics
- cite information sources in a recognised manner and to avoid potential plagiarism issues
- Apply professional standards to Civil Engineering practice.
- assimilate the information provided (for their design projects)
- recognise the critical aspects/features of the design problem
- Propose a preliminary solution and calculate sizes for a viable solution.
- The ability to work independently and to summarise information from multiple sources and to source information from diverse sources
- to organise and work collectively in a group
- to effectively summarise information and present it in a concise manner in written form or orally
- the ability to work in a team and the ability to break down the work into clear tasks
- the ability to break down the work into clear tasks
- the ability to present calculations and drawings in a clear and tidy manner.
The content of this module introduces the application of fluid mechanics to the solution of civil engineering problems in hydrostatic and hydrodynamic pipe flow scenarios.
Topics Include:
Fluid properties; hydrostatic pressure; energy line diagrams; forces on submerged surfaces; pressure and flow measurement techniques; types of flow; continuity equation; momentum equation; Bernoulli's principle; energy equation; Laminar / Turbulent flow in pipes; major and minor loss in pipes flow analysis; Turbomachinery characterisation for hydraulic applications; type of pipes, joints, cover and bedding.
Learning Outcomes
- Understand hydrostatic principles such as pressure, forces on submerged surfaces and buoyancy
- Understand hydrodynamic principles as they relate to pipe flow scenarios
- the application of three key hydrodynamic tools; continuity, energy equation and momentum equation
- the application of forces on submerged bodies for design purposes of dams, weirs and outlet systems
- the synthesis of hydrodynamic tools in specific pipeflow applications such as venturi meters, pitot static tubes
- the application of hydrodynamic tools to rotating machinery such as turbines and pump systems
- Appreciation for dimensionless system characteristics and similitude
- Understanding of flow conditions in pipes, how to identify and significance to performance
- Evaluate the performance of a pipe network with respect to required support and system losses
- classification of turbines and pump systems by their characteristics
- Appreciation of sustainability and future proofing in hydraulic engineering and pipe networks systems
- Determine the flow state that exists for any given situation
- Apply basic theory to simple engineering problems
- Calculate forces on submerged bodies
- Apply continuity, momentum and energy equations to basic fluid flow problems
- Understand why and where energy is lost in fluid flow
- Model and analyse single pipe systems
Skills
- Analyse simple problems in fluid mechanics by applying the fundamental concepts
- Determine the magnitude and direction of forces on partially and fully submerged bodies
- Determine the forces generated by changes in fluid momentum
- Determine energy changes within a flowing fluid
- Design simple pipeline systems
- Solve non-routine problems
- The ability to learn independently
- Gather data from laboratory experiments
- Apply appropriate communication skills in a group setting
- The ability solve general problems through systematic analysis
The topics covered in this course will help students to understand and analyse the behaviour of some of the most common types of structures.
The course covers: equilibrium equations; statically determinate systems; method of joints and method of sections for truss structures; concept of stress and strain; axial and shear force and bending moment diagrams; theory of bending and torsion; design of single reinforced RC beams, concepts of structural steel, elastic and plastic moment capacities of steel beam sections.
Learning Outcomes
- Demonstrate knowledge and understanding of the essential concepts, theories and principles underlying the mechanics of solid bodies and Euler–Bernoulli beam theory.
- Understand the effect of cross sectional shape on the bending and torsional capacity of structural members.
- Understand the different failure modes of under-reinforced and over-reinforced beam.
- Idealise real world structures by making appropriate simplifying assumptions.
- Apply elementary principles of mechanics to determine stresses and deformations arising in structures
Skills
- Analyse and solve statically determinate structures.
- Draw axial force, shear force and bending moment diagrams of beams and frames
- Design/analyse a steel/timber beam
- Determine the area of steel in singly reinforced concrete beam sections
- Determine principal stresses
- Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings
- Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings
- Select the most appropriate member type noting that, in order to produce an economical design, the member type should have as low a cost as possible.
The topics covered in this course will help students to understand and analyse the behaviour of some of the most common types of structures.
The course covers: equilibrium equations; statically determinate systems; method of joints and method of sections for truss structures; concept of stress and strain; axial and shear force and bending moment diagrams; theory of bending and torsion.
Learning Outcomes
- Demonstrate knowledge and understanding of the essential concepts, theories and principles underlying the mechanics of solid bodies and Euler–Bernoulli beam theory.
- Understand the effect of cross sectional shape on the bending and torsional capacity of structural members.
- Idealise real world structures by making appropriate simplifying assumptions.
- Apply elementary principles of mechanics to determine stresses and deformations arising in structures
Skills
- Analyse and solve statically determinate structures.
- Draw axial force, shear force and bending moment diagrams of beams and frames
- Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings
- Report results of an experimental investigation in a systematic manner and discuss practical implications of the findings
- Select the most appropriate member type noting that, in order to produce an economical design, the member type should have as low a cost as possible.
This module aims to introduce the student to management aspects of discrete projects and of the construction process as a whole. It facilitates a general appreciation of the various problems encountered in managing construction contracts and the skills and techniques required to tackle such problems. The module also develops the understanding of statistical modelling methods used in the collection and interpretation of data in engineering projects.
Learning Outcomes
- The construction process and the various phases through which construction projects go
- The principles of engineering economy
- Financial aspects of the construction process
- Contract planning and control
- Contract law and ICE conditions of contract
- The basis of response surface methods
- The application of optimisation techniques to engineering problems
- The design of experiments
- Approaches to the analysis of experimental data
- Understand the construction process, life cycle and the various phases through which construction projects go
- Understand the financial aspects of the construction process
- Understand and apply contract planning and control methods
- Appreciate the legal and contractual aspects relevant to construction projects
- Be able to demonstrate insight in to tackling research problems using statistical techniques
- Appreciate the quality issues associated with data handling
- Be able to critically reflect on the monitoring and management processes associated with a significant engineering project
Skills
- View the planning and progress of construction projects logically and systematically
- Apply project planning and scheduling techniques
- Apply cost management techniques
- Explain the salient features of contract law and ICE form of contract
- Use standard statistical techniques for data collection, analysis and presentation
- Use partial differential calculus for response surface modelling of engineering data
- Use a range of optimisation techniques to aid decision making
- Implement data modelling and optimisation techniques in numerical computing software
- The ability to solve civil engineering management problems through mathematical analysis
- The ability to critically investigate the rôle of data in construction and project management
- The reflective evaluation of work in which the student was involved
- The solution of non-routine problems
- The development of solutions from an initial idea
- The solution of some project management problems through systematic analysis
- The ability to learn independently
This Module covers theoretical mechanics and its application within element sizing (steel and reinforced concrete). Topics include:
Shear stress; bending and twisting of thin-walled open sections and closed sections; and Strut buckling – in relation to theoretical mechanics
Introduction to element design in Reinforced Concrete, e.g calculating (and designing for) bending and shear capacity of reinforced concrete beams;
Introduction to element design in Structural steel, e.g. Bending capacity of Universal Beams and axial capacity of Universal Columns.
Learning Outcomes
- Elastic behaviour of members subject to shear and torsion loads
- Elastic Eulers behaviour of columns and its impact on design;
- How the principles are applied in determining the size and shape of structural elements
- Determine the shear stress and angle of twist in due to torsional loading and determine the shear stress distribution in beams of different cross-sections subject to transverse loading
- Assess the buckling loads for columns and recognise when buckling stability of structures may arise
- Recognise modes of failure of structural elements and calculate the size of structural member necessary to support a given load
- Recognise the connection between the sustainability and the design issues covered
- Design members in structural steel for tension, compression or bending and design simple bolted/welded connections
- Design members in reinforced concrete for compression and bending
Skills
- Identify various modes of failure of columns depending on their support conditions
- Describe the behaviour of reinforced concrete sections in bending and shear
- Critically analyse failure modes of structural elements and the connections in structural steelwork
- Identify the shear flow in closed and open sections and the distribution of shear stress in each case
- Ability to report results of an experimental investigation in a systematic manner and validate theoretical approaches
- Ability to learn independently
- Ability to solve structural analysis problems using hand calculations and computer software
This Module covers theoretical Geotechnics and its application in routine foundation design. Topics include:
Identification and classification of soils
Stresses in the ground and pore water pressure
Seepage and permeability of soils
Shear strength of soils
Compressibility and consolidation characteristics
Foundation Design (pad/pile)
Learning Outcomes
- Identification, classification of soils: stresses in the ground and pore water pressure: seepage and permeability, shear strength (Basic understanding)
- Shear strength, compressibility, consolidation (comprehensive understanding) and Foundation design
- Hands-on experience in dealing with soils (laboratory): Identification, classification and permeability
- Hands-on experience in dealing with soils (laboratory): Shear strength and consolidation
- Calculate the stresses and pore water pressure in the ground before and after foundation loading
- Calculate seepage flow and pore water pressure due to seepage pressure
- Calculate strength parameters for undrained and drained conditions
- Calculate consolidation time and settlement and reduction in settlement time due to radial consolidation
- Evaluate the foundation requirements for ground conditions such as granular and fine soils
- Alternative design (Pad and pile foundations) and settlement considerations
Skills
- Identify soils and give appropriate names and classify soils according to Standards (BS)
- Evaluate strength and consolidation parameters from raw data obtained on the laboratory
- Settlement and stability analysis and acceleration of consolidation using vertical drains or other means
- Ability to report results of an experimental investigation in a systematic manner and validate theoretical approaches
- Ability to learn independently
- Ability to solve structural analysis problems using hand calculations
Concepts and theories behind site characterisation and engineering geology are combined in this module with reference to the development and maintenance of major pieces of civil engineering infrastructure. The module will contain various aspects of transport planning and environmental impact assessment, which include: the Strategic Environmental Assessment and Environmental Impact Assessment policy contexts, transport policy, highways design principles for route selection, and stakeholder analysis. There will be an introduction to Multi-Criteria Analysis as a general decision making approach to engineering design. The engineering geology will contain: introduction to geology, rock types, weathering, strength, testing and excavation, geological hazards including karst, bedrock and drift geological maps, aggregates production, specification and testing, ground investigation - design and implementation, geological conditions affecting slope stability and slope stabilisation measures.
Learning Outcomes
- Policy context for infrastructure decision making
- Understanding of stakeholder analysis in infrastructure
- Introduction to Multi-Criteria Analysis for decision making
- Integrating geological data into engineering design for safe and economical design
- Surface and subsurface natural processes affecting rock and subsoil properties on geological and human timescales
- Identifying geological hazards that may affect Engineering works and analyse how these may impact on engineering design.
- Awareness of the environmental, social, and economic factors affecting design and an awareness of how they are assessed
- Awareness of the policy context for Strategic Environmental Assessment, Environmental Impact Assessment, and transport policy.
- Characterise site impacts of transport infrastructure alternatives.
- Compare proposed transport infrastructure alternatives with the "do-nothing" approach and make recommendations.
- Examine and critically evaluate information from diverse backgrounds
- Apply scientific first principles to make informed judgements based on incomplete information
- Specify critical geological and environmental issues and how they influence engineering design /hazard assessment.
- Synthesis / integrate geological data into wider engineering design.
Skills
- Understand the basis for route selection using the UK Design Manual for Roads and Bridges
- Demonstrate an understanding of the process for developing an Environmental Impact Assessment for infrastructure works.
- Demonstrate an understanding of the different roles within a multidisciplinary environmental impact assessment team.
- Understand the importance of geology and geological conditions for society.
- Identify critical parameters that influence rock and subsoil strength.
- Appreciate strengths and weaknesses of diverse geological data sources.
- Specify geological data requirements.
- Define techniques for collecting geological data, including appraisal of strengths and weaknesses of various approaches
- Incorporate geological data into wider Engineering issues.
- Integrate relevant geological issues into engineering design.
- Sourcing critical datasets.
- Appreciation of relevance of studies from diverse backgrounds.
- Critical appraisal of relevance and quality of information from diverse sources
- Integrating multidisciplinary data
- Synthesis of information based on partial/incomplete information using scientific and mathematical principles.
- Apply outcomes of multidisciplinary studies to conceive original designs
- Enhance team working skills.
- Develop solutions from initial ideas.
- Problem solving, independent learning
- Developing the principles of systematic design and analysis
Modern Methods of Construction and Digital Technologies
Overview
Modern methods of construction refer to off-site, factory production and on-site installation. There have been significant advances in this area since the UK Government’s Transforming Construction Challenge. This module will cover digital approaches to design, construction and management; advancements in modern methods of construction, role of building information modelling, material supply chain and availability to meet current and future demands, IoT, data driven decision making and the concept of whole-life performance of a building or assets.
Learning Outcomes
Knowledge and understanding
On successful completion, a student should be able to demonstrate the following learning outcomes:
• Various material typologies that can facilitate MMC and the challenges in supply chain.
• Advances in the field of MMC.
• Design and project management challenges with MMC.
• Emerging IoT and digital technologies that will influence modern construction.
Intellectual abilities
On completion of the module students should be able to:
• Discern the suitability of material typologies based on supply chain sustainability.
• Apply data-driven decision in achieving efficiency savings in construction.
• Evaluate the environmental credentials of competing material typologies.
Skills
Subject-specific skills
On successful completion, a student should be able to demonstrate the following learning outcomes:
• Strengths and limitations of various forms of MMC over traditional brick/mortar builds.
• Regulations concerning BIM and MMC.
Transferable skills
On successful completion, a student should be able to demonstrate the following learning outcomes:
• Ability to create a BIM model and explain salient features.
• Ability to perform life cycle costing and carbon footprint using simplified procedure.
• Ability to apply IoT and data driven decision making to other fields.
Historically, civil engineering designs were aimed at minimising the initial construction costs alone. However, with increasing maintenance, repair and rehabilitation costs of structures, it is now realised that appropriate whole life management strategies are vitally important for achieving the lowest whole life costs. This module will provide an overview of techniques and tool kits available for effective asset management based on whole life principles. In details the module will cover topics such as Service Life Planning, Durability Design, Whole Life Costing, Maintenance Strategies, Service Life Prediction, Life Cycle Impact Assessment and End of Life Management. Appropriate examples relating to buildings and structures will be provided to demonstrate the usefulness of the aforementioned topics.
Learning Outcomes
Knowledge and understanding of
• The concept of whole life value and the benefit of whole life value based approach over conventional deemed-to-satisfy approach.
• Methods to carry out service life planning and material and environmental factors that influence the service life prediction.
• The concept of maintenance management of civil infrastructure and its importance in the sustainability of the construction industry.
Intellectual Abilities
• Understand the concepts, tools and techniques for whole life management and their application through case studies so that decision-making uncertainty can be reduced on the basis of sound management principles.
• Make effective choice between competing alternatives based on whole life management concept so that the whole life costs of structures can be reduced.
Skills
Practical Skills
• Appreciate the ‘time-value of money’ concept and its application in achieving the best in construction investment.
• Appreciate the durability design principles and their role in reducing the whole life costs of structures.
• The ability to carry out Service Life Predictions for concrete structures exposed to selected extreme environments.
Transferable Skills
• Demonstrate the usefulness of service life planning in achieving infrastructure sustainability.
• The ability to apply whole life value concept to a civil engineering project.
• The ability to write reports on whole life value based design approach.
The deterioration of structures and methods of their assessment and restoration are the main emphasis of this module. Students will be introduced to various methods of assessing the condition of buildings and bridges and techniques for their maintenance and repair. Several case studies will be discussed in order to relate the knowledge from this module to structures in service.
Learning Outcomes
Knowledge and Understanding of:
• problems associated with different structural materials in various types of structures;
• methods to investigate the causes of deterioration and defects in structures;
• techniques which can be used to repair/strengthen existing structures.
Intellectual Abilities
You will be able to:
• inspect/assess various types of structures in an attempt to determine their existing condition and likely durability;
• propose suitable repair/rehabilitation techniques.
Skills
Practical Skills
You will be able to:
• differentiate the behaviour of different structural materials in different exposure environments;
• appreciate strengths and limitations of different inspection techniques and test methods;
• evaluate strengths and limitations of different maintenance management systems;
• compare strengths and limitations of different repair strategies and methods of maintaining a structure under different exposure conditions.
Transferable Skills
The course will enhance the following transferable skills:
• the ability to write reports on structural investigations;
• critically investigate mechanisms of deterioration of structures in service;
• the ability to deal with the restoration of structures in a pragmatic manner.
This module will consider how our environment is changing and the role of civil engineers to both mitigate this change and adapt to it. The module will present the science of the climate emergency, which is one of the most pressing issues facing humanity. It will set out how as civil engineers must reframe everything we do in order to prevent further climate change (climate mitigation) and discuss the myriad of ways that engineers are adapting to the changes that we are already experiencing (climate adaption).
International targets that have been set to slow and ultimately prevent further global warming will be discussed with a particular focus on how these apply to what we do as civil engineers. The infrastructure we create contributes 70% of all existing global greenhouse gas emissions, so civil engineers have a key role in rethinking how that infrastructure should be designed, built and operated to reduce these emissions. The module will introduce students to the concept of net zero carbon and will discuss how we use whole life cycle carbon footprinting to make informed decisions about how we design, create, maintain and use infrastructure. Concepts including efficient design, designing out waste, embodied and operational carbon will be covered. Students will also be asked to consider an engineer’s role to question if new infrastructure is actually needed and/or to facilitate behavioural change for end users.
As the effects of global warming can already be seen and (even with effective climate mitigation strategies) will increase over the following decades, the module will also consider how engineers must adapt to changes in climate (climate adaption). This will be done through case studies considering issues such as extreme rainfall, drought, and sea level change.
In this module the following topics are covered:
• the causes and consequences of past, present and future environmental change and a civil engineer’s role in mitigating and adapting to these changes
• the concept of net zero carbon and how it applies to the civil engineering industry
• the strategies that can be used to reduce the operational carbon of buildings and infrastructure
• how to calculate the embodied carbon in a development, by taking off quantities and applying appropriate carbon factors
• apply the principles of lean design to reduce embodied carbon impacts from designs
• how to balance any trade-offs between decreasing operational carbon in buildings by increasing embodied carbon
• scenarios where engineers are already adapting to climate change (eg extreme rainfall, drought, and sea level change)
• how to use sustainability assessments (CEEQUAL, BREEAM etc) for construction projects
The assessment involves project-orientated group work with a substantial amount of independent learning. Students will need to apply key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports.
Learning Outcomes
- Understand the causes and consequences of environmental change and a civil engineer’s responsibility to address these.
- Be aware of the many ways a civil engineer can achieve net zero carbon to mitigate environmental changes.
- Be familiar with scenarios where engineers are already adapting to environmental change, and how engineers are responding to this.
- Be able to calculate the embodied carbon in a development, by taking off quantities and applying appropriate carbon factors
Skills
- Be able to apply key theoretical concepts and analysis techniques to real life case study examples, allowing students to formulate the results of conceptual assessments in the form of clear, concise and coherent technical reports.
- Independent learning
- Project-orientated group work
Students are required to propose and undertake a project based on their industrial work. The project should align with one or more of the core subjects (Structures, Geotechnics, Hydraulic, Environment, Structural materials) or any other relevant engineering topics. For such student led projects in industrial setting, there should be at least one industrial supervisor who provide weekly supervision. The students will be assigned a suitable academic mentor. As an alternative students are allowed to choose from a list of Research projects proposed by academic supervisors. Research projects will be offered on a range of subjects including Structures, Geotechnics, Hydraulic, Environment, Structural materials or any other engineering topics.
Learning Outcomes
- develop an ability to investigate an unfamiliar subject area and to produce a clear plan of action to meet the required objectives
- critical interpretation of existing data-base and understand how the new project would contribute to further the knowledge
- aware of health and safety associated with the project and be able to facilitate such aspects in the proposed investigation if required
- develop required testing facility (or numerical and analytical tools), if required in conjunction with the health and safety associated with the proposed investigation and systematic approach to identify the key variable required for the investigation
- develop required testing facility (or numerical and analytical tools), if required in conjunction with the health and safety associated with the proposed investigation and systematic approach to identify the key variable required for the investigation
- Interpretation of the new data in the lights of the existing knowledge that leads to a possible new knowledge
- present the work in a clear, concise manner so that an individual who is not an expert in the topic would be able to gain new understanding by reading the report
- formulate a research proposal that is innovative (not necessarily novel) while giving an adequate consideration to health and safety issuers and existing facility for fulfilling the required testing/analytical/statistical programmes
- use the exiting equipment (or other means of investigating the topic) or modify or develop new ways of investigating the topic while giving adequate consideration to health and safety issues
- critically analyse the new data and compare them within the exiting framework or develop a new framework
- time management and report the progress to wider audience when required and be able to clarify technical and practical matters
- develop skills in technical writing and be able to convey the knowledge to audience who may not be an expert in the topic
Skills
- study independently; plan and manage a task; tackle an unfamiliar problem; gather information from a variety of sources; perform experimental work competently;
- make effective use of IT facilities;
- produce a well written substantial report; explain and discuss work with others.
- Knowledge and understanding of the principles of gathering information on a topic and evaluating its significance.
- develop skills in technical writing and be able to convey the knowledge to audience who may not be an expert in the topic
- Use of digital resources and other information sources.
- Time management, work scheduling and project management
- Field/Factory/Laboratory skills including handling different instruments
BCC including grade B in Mathematics and at least one from Biology, Chemistry, Computing, Digital Technology, Environmental Technology, Geography, ICT (not Applied ICT), Physics, Software Systems Development, Technology and Design or Double Award Life & Health Sciences.
Applicants not offering Physics at A-level should have a minimum of a grade C/4 in GCSE Physics or GCSE Double Award Science grades CC/44.
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 B at A-level and a Merit being equated to a grade C at A-level.
Irish leaving certificate requirements
H3H3H3H4H4 including Higher Level grade H3 in Mathematics and grade H4 in a Science subject (see list under A-level requirements)
If not offered at Higher Level then Ordinary Level grade O4 required in English.
BTEC Level 3 Extended/National Extended Diploma
(QCF) BTEC Extended Diploma (180 credits at Level 3), with overall grades DMM. Distinctions will be required in four specified units (40 credits), including Mathematics for Technicians and Further Mathematics for Technicians.
Or
(RQF) BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades DMM. Distinctions will be required in four specified units, including Engineering Principles and Further Engineering Mathematics.
Extended Diploma/National Extended Diploma must be relevant.
Applicants are also required to have GCSE Mathematics at grade C/4.
Applicants not offering Physics at A-level should have a minimum of a grade C/4 in GCSE Physics or GCSE Double Award Science grades CC/44.
Access/Foundation Course
Successful completion of a relevant Access Course with 60% in each module.
Must be a relevant Access Course including two modules in Mathematics (Level 3) and two modules in Physics and/or Chemistry (Level 3).
BTEC Higher National Certificate
For applicants offering a relevant Higher National Certificate (HNC), the requirements are successful completion of the HNC with 6 Merits and remainder Passes. Merit grades will be required in three specified units to include e.g.
Applied Mathematics for Construction and the Built Environment
Applied Mathematics for Complex Engineering Problems
and
Structural Analysis and Design.
A relevant HNC in Engineering is required, including Analytical/Mathematical units or other units deemed suitable by the university.
Applicants are also required to have GCSE Mathematics at grade C/4.
All applicants completing an HNC are considered for entry to Stage 1 (Year 1 of a 5 Year part-time HLA programme).
BTEC Higher National Diploma
Applicants offering a relevant Higher National Diploma (HND) may be considered for entry to Stage 2 (Year 2 of a 5 Year part-time HLA programme). The relevant HND must include:
Applied Maths for Construction and the Built Environment or Applied Maths for Complex Engineering
Plus
Structural Analysis
Science & Materials
Soil Mechanics and Hydraulic Principles
or other units deemed suitable by the university.
Applicants must have at least 2 first year units at Merit grade and the remainder Passes. Students would be required to achieve 8 Merits from units assessed in final year. A Merit grade would be required in each of the stipulated units outlined above.
Applicants are also required to have GCSE Mathematics at grade C/4.
Foundation Degree
Applicants offering a Foundation Degree in a relevant subject eg Civil Engineering may be considered for entry to Stage 2 (Year 2 of a 5 Year part-time HLA programme). The Foundation Degree must include:
Mathematics 1 and Mathematics 2 plus two modules from: Structural Analysis & Design, Fluids & Hydraulics or Geology & Soil Mechanics
OR
Mathematics & Structures and Further Mathematics plus two modules from: Fluid Mechanics & Water Resources, Surveying for Civil Engineering or Geology & Soil Mechanics
OR
Mathematics for Engineers and Mathematics & Structures plus two from: Fluid Mechanics & Water Resources, Surveying 1 or Introductory Geology & Soil Mechanics
Applicants must have at least an average of 50% in first year modules with all modules passed. Students would be required to achieve an average of 55% in final year modules with no less than 50% in relevant modules.
Applicants are also required to have GCSE Mathematics at grade C/4.
All applicants
Recognition of Prior Learning (RPL)
Applicants must provide evidence of their ability in appropriate skills and knowledge to undertake the programme. Guidance is available for such applicants on the University's website (see link below) and any evidence submitted will be assessed by subject specialists who will determine an applicant’s suitability for the course. Applicants may be required to attend for interview.
Applicants must satisfy the University’s General Entrance Requirements as specified in the University Calendar of General Regulations. In addition, the following minimum criteria apply:
GCSE (or an equivalent qualification acceptable to the University) – English Language at Grade C/4 or above (Level 2 Essential Skills in Communication is acceptable in lieu of a Grade C/4 in GCSE English Language).
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 application.
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Applications for the BEng Civil Engineering, (part-time), Higher Level Apprenticeship (HLA) are by Direct Entry and prospective applicants can access details under the Apply tab.
At the time of application for the BEng Civil Engineering, (part-time), Higher Level Apprenticeship (HLA), applicants must have already secured remunerative employment. Applicants are required to provide details of their employer and attach a scanned copy of their letter from the employer detailing the offer of employment.
The application form should be accompanied by:
• copies of all qualification certificates/transcripts, for qualifications already completed;
• copy of your letter from the employer detailing the offer of employment;
Time limited application - Applicants are advised to apply as early as possible and not later than Friday 25 July 2025 at 4.00 pm. However, in the event that the BEng Civil Engineering (part-time) HLA receives a high number of applications, the University reserves the right to close applications earlier than advertised. When capacity is reached, eligible applicants will be placed on a waiting list and should places become available, they will be notified. In these circumstances it may be necessary to consider applications in date/time order of receipt. Applications received after the closing date will be regarded as late and will be considered only if vacancies exist when all applications received by the closing date have been processed.
Selection is on the basis of the information provided on your application form, which is considered by an Admissions Manager/Officer from the Admissions and Access Service and, if appropriate, the Academic Selector from the School. Therefore, it is important to include all required information.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions.hla@qub.ac.uk) providing full details of your enquiry.
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.
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.
On graduating with an Honours degree, apprentices are able to choose from a range of rewarding and challenging careers in Civil Engineering and are also sought after in accountancy, commerce, education and research. The majority of graduates take up posts associated with design and construction. Our engineering graduates are also to be found in many other areas of employment where the skills and discipline of evaluating facts, decision making and management have provided them with the basis for rewarding and interesting careers.
Studying for a civil engineering degree at Queen’s will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions.
Although the majority of our graduates are interested in pursuing careers in Civil Engineering significant numbers develop careers in a wide range of other sectors.
Employment Links
We regularly consult and develop links with a large number of local, national and international employers including, some of who provide sponsorship through the national QUEST Scholarship Scheme. Queen’s is among the top universities in the number of scholarships gained. In addition, we have a Civil Engineering Advisory Panel including members from the major employer sectors. This panel forms the benchmark for the UK Civil Engineering Accrediting body, the Joint Board of Moderators.
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.
No tuition fees are payable by students for the degree apprenticeship as it is funded by the Department for the Economy’s Higher Level Apprenticeship programme. Please refer to https://www.nidirect.gov.uk/articles/higher-level-apprenticeships for further information.
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
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.
