Geography embraces the study of human societies and their environment, and is one of the few subjects in which human and physical aspects of the environment are integrated. Geography with a Language provides students with the special opportunity to study for one additional year overseas, and provides enhanced language teaching to support this. In addition to their core geography modules, students are free to choose thematic modules from across the geography programme, which may include human and physical geography. Our flexible degree programmes enable students to gain an understanding of the major global, regional and local processes that shape our world and the challenges we will face in the future.
Geography at Queen’s was in the top 200 in the world in the 2020 QS World Rankings
Geography with a Language highlights
Industry Links
We maintain links with a large number of employers including the NI Environment Agency, Ordnance Survey, National Trust and the Geological Survey of NI.
Students have the opportunity to work on collaborative client-led projects with local and national employers such as Belfast City Council and Habitat for Humanity.
Global Opportunities
Students spend one additional academic year abroad (after year two), studying geography at one of our partner universities, as part of the UK Turing Scheme.
Our international field trips allow students to study geography in unique places such as Malta, Mallorca, the Netherlands and Belgium.
World Class Facilities
The Elmwood Building, home of Geography at Queen’s, houses a state-of-the-art lecture theatre, adaptable teaching spaces, the Centre for GIS and Geomatics, an extensive Map Library, the GeoArc Laboratory for analysing water and sediment samples, and a student resource room.
Student Experience
Field Trips
Second-year students have the opportunity to select from a range of international fieldtrips, which currently includes ‘Mitigating Environmental Hazards’ (Belgium), ‘Exploring Dynamic Environments’ (Mallorca), ‘Space, Culture & Mobility’ (Malta) and ‘Urban Landscapes’ (Netherlands).
We also offer a number of domestic fieldtrips throughout the degree programme, such as to Upper Lough Erne (Fermanagh), Scrabo (Newtownards) and Mount Stewart (Co. Down).
Geography Community
Our aim is to build and maintain a vibrant on-campus community of academic staff, technical and support staff, undergraduate and postgraduate students. Students are encouraged to join the Geography Society, which hosts social events throughout the academic year, and are invited to contribute to, and join the editorial team, of our in-house student journal The Graticule.
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Career Development
We offer a designated ‘Geography and Employability’ module that is run in collaboration with QUB’s Careers, Employability and Skills directorate. This includes employer workshops, job application skills development, and one-to-one meetings with tutors and careers professionals.
Internationally Renowned Experts
Geography at Queen’s is home to a community of world-leading experts in geographical research, including in Environmental Science, Climate Change, Cultural and Historical Geography, Geopolitics, GIS and Population Geography.
Professional Accreditations
This programme has been accredited by the Royal Geographical Society (with IBG). Accredited degree programmes contain a solid academic foundation in geographical knowledge and skills, and prepare graduates to address the needs of the world beyond higher education. The accreditation criteria require evidence that graduates from accredited programmes meet defined sets of learning outcomes, including subject knowledge, technical ability and transferable skills.
Our degree provides fundamental skills and knowledge in geography while allowing students to tailor their degree according to their interests and ambitions.
Year 1
Students must take four core modules within Geography:
• Human Geography: Society, Power and Culture
• Physical Geography: Earth, Fire and Ice
• Human Geography: Society, Economy and Population
• Physical Geography: Earth, Wind and Water
Students must then take a double-weighted Language module from:
• French I
• Spanish I
Year 2
Students must take three core modules within Geography:
• Contemporary Approaches to Geographical Enquiry
• Geographical Research Skills
• Landscapes and Geographical Information (GIS)
Students must then take a double-weighted Language module from:
• French II
• Spanish II
Students must then take one further module. Typical options include:
• Cultural and Political Geography
• Geographies of Economic Restructuring and Social Change
• Geomorphology
• Global Environmental Change
• International Fieldwork (e.g. Mallorca, Malta, Belgium, Netherlands)
Year 3
Students spend a year at their host institution, studying geography in the host language (Spanish or French).
Assessment is through a combination of placement-based assignments (set by the hosting institution) three reflective diary entries (two of which should be in the host language) and a final end-of-year report (assessed by our Geography Study Abroad co-ordinator).
Year 4
Students must take one (double-weighted) core module, selecting from:
• Geography Dissertation
• Geography at Work
Students must then take a further four modules. Typical options (which may vary from year to year) include:
• Advanced GIS
• Climate Change
• Coastal Environments
• Environmental Geopolitics
• Geoforensics
• Geographies of Contested Territories
• Geographies of Ethnicity
• Geography, Science and Society
• Maps and Mappings
• Sea Level Change: Past, Present, and Future
• Spaces of Urbanisation in Emerging Economies and Sustainable Development
• Geographies of Outer Space
Natural and Built Environment Dr. Dunnett is a Senior Lecturer in Human Geography specialising in cultural, historical and political geography. His teaching includes introductory human geography (colonialism, landscape, rural geography), cultural geography (utopianism, postcolonialism, moral geographies), the Malta field course, and a third-year optional module on the geographies of outer space.
Contact Teaching Hours
Small Group Teaching/Personal Tutorial
1 (hours maximum) Tutorials (including, in final year, project supervision) per week
Large Group Teaching
6 (hours maximum) Lectures per week
Medium Group Teaching
2 (hours maximum) Seminars, workshops, practical classes, laboratory sessions or field work per week
Personal Study
30 (hours maximum) Studying in your own time, including preparing for tutorials and seminars, working on assignments, group project work and self-guided study using curated learning resources.
Learning and Teaching
At Queen’s, we cultivate a high-quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.
Within Geography we do this by providing learning experiences which enable our students to engage with subject experts, while developing attributes and perspectives that enhance their development as independent, lifelong learners.
Examples of the opportunities provided for learning on this course are:
Fieldwork
Fieldwork is an essential part of studying geography at Queen’s, learning about unique places through embedded experience. Fieldwork involves specific research skills such as participant observation, survey work and interacting with local people. During the first semester of Year 1, all students attend an overnight field course in Fermanagh. During Year 2, residential field classes take place in Belgium, Mallorca and Malta that focus on either physical geography, human geography, or a combination of both. Shorter field classes are also embedded in a number of optional modules throughout the degree programme.
Lectures
Lectures are a traditional method of teaching at University, and involve medium-sized or large groups of students, sometimes the entire year-group. As well as providing essential summaries of key concepts and case studies, lectures are intended to provide a spark to intellectual curiosity and to encourage independent research through recommended reading. They typically include interactive and multimedia elements such as short reflective activities, audio-visual content and presentations of up-to-date scientific data. Our state-of-the-art Elmwood Lecture Theatre is the home of lectures in Geography at Queen’s
Practicals
Our virtual learning environment, Canvas, is where tutors provide subject-specific material to support the learning objectives of each module. This includes lecture slides, reading lists and assessment briefings, and is the hub for module announcements and discussion forums. MS Teams is our video-conferencing software, and can be used for remote student supervisions, other virtual meetings and group-work.
Self-directed study
This is an essential part of life as a Queen’s student, when reading, engaging with online resources, reflecting on feedback, and assignment research and writing is carried out.
Seminars and academic tutorials
Significant amounts of teaching are carried out in small groups (typically 5-10 students). These provide an opportunity for students 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. Students should also expect to make presentations and other contributions to these groups.
Supervised projects
In final year, students will be expected to carry out a significant piece of research on a topic that they have chosen. They will receive support from a supervisor who will guide them in terms of how to carry out research and who will provide feedback during the write up stage.
Tutorials
Students are allocated a Personal Tutor who meets with them on several occasions during the year to support their academic development. This is an important way in which students are taught to improve their core academic skills, as well as being an opportunity for subject-specific discussion and debate in small groups.
Assessment
Details of assessments associated with this course are outlined below:
The ways in which students are assessed varies according to the learning objectives of each module. Some modules are assessed solely through project work or written assignments. Others are assessed through a combination of coursework and end-of-term examinations. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first-year induction.
Feedback
As students progress through their course at Queen’s they receive general and specific feedback about their work from lecturers, module co-ordinators, personal tutors, advisors of study, and peers. Students are expected to engage with reflective practice to improve the quality of their work. Feedback may be provided in a variety of forms including:
Formal written feedback (both summative and specific in-text commentary) and marks relating to work submitted for assessment. All feedback on formal assignments includes ‘three points to improve’ that students can work on for their next assignments. This is provided within three weeks of the assignment due date.
Face-to-face comments and discussion in lectures, tutorials, practicals and seminars. Students are encouraged to ask questions and engage with their lecturers during teaching sessions.
Feedback from personal tutors on students’ overall academic progress, provided through regular personal tutorials.
Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.
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.
Course contents:
This module aims to consolidate and expand on existing Spanish language competency by developing written and oral language skills, knowledge of Spanish and Latin American culture, and grammatical proficiency, to equip students with professional and employability skills in preparation for further study of Spanish. It consists of four elements designed to provide a comprehensive consolidation of Spanish language competence:
1. Language Seminar (1hr per week)
Seminar aims to develop students’ ability to understand, translate, and compose Spanish-language materials in a range of forms: text, image, audio-visual. Language will be engaged in context, guided by themes such as University Life, Culture & Identity, and Culture & Communication. Linguistic competence will be developed through a range of methods that may include: group discussion, translation, responsive and report writing.
2. Grammar Workshop (1hr per week)
Workshop designed to consolidate and enrich students’ knowledge and understanding of Spanish grammar and syntax. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances.
3. Specialised Language Cursillo (1hr per week)
Cursillo offers language skills for special purposes providing career development, linguistic and socio-cultural knowledge important to work-related situations in different fields.
4. Conversation Class (1hr per week)
Conversation class is led by a native speaker of Spanish and compliments the content of the Language Hour. Students will meet in small groups to discuss, debate, and present on the main themes of the course.
Learning Outcomes
On successful completion of the modules students should:
1. be able to read Spanish texts in a variety of forms and demonstrate a sensitivity to their detail and nuance in speech, writing, and when translating;
2. be able to produce Spanish texts appropriate to different requirements and registers;
3. be able to investigate, structure, and present a complex argument in longer pieces of written work;
4. be able to communicate using more sophisticated grammatical and syntactical constructions with a good level of accuracy (without basic errors).
Skills
On successful completion of the modules students should have developed the following range of skills: comprehensive dexterity using Spanish grammar; translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills.
This module provides an introduction to the principles and techniques used to reconstruct past environments and detect environmental change mostly during the last 2.6 million years, the Quaternary. It looks at the history of palaeoecology and the underlying theory and ecological principles that enable the interpretation of information from ancient deposits. The primary palaeoecological techniques and their limitations are described. Case studies show how some techniques have been applied to provide a range of palaeoenvironmental information.
Learning Outcomes
Students will acquire a knowledge and understanding of the principles of palaeoecology and will be able to understand the main methods used to reconstruct past environments.
Skills
Synthesis of information; Presentation of academic argument. Written self expression. Data interpretation and presentation. Library use. Website investigation. Time management.
This physical geography module will examine the mechanisms and processes that drive the Earth system and the interactions between the various spheres – including the atmosphere, biosphere, cryosphere, hydrosphere, and lithosphere. The module will have a global focus, but will also provide regional and local examples of how the Earth system operates, interacts and changes across time and space to shape our climate, landscapes and environments.
Learning Outcomes
After completing the module students should be able to:
1) Develop a knowledge and understanding of the major processes that drive the various components of the Earth system and the interactions between them
2) Apply practical skills to collect, analyse and present a range of data relating to the Earth System
3) Develop the ability to critically analyse and interpret information relating to the Earth System
4) Develop skills in scientific writing
Skills
Scientific writing; statistical analysis; graphical presentation; primary data collection; secondary data collection; interpretation of geographical information; critical analysis; referencing.
The twenty-first century world that we all inhabit and its 'human geographies' is not just a product of the 'modern age'. Rather, the world as we know it today is the result of diverse social, cultural, political and economic processes, of both gradual change and of occasional revolutions, occurring over many centuries, and ongoing still. This module attempts to make sense of these human geographies of the modern world by analysing three important and interconnected geographical themes: specifically, (1) globalism, and past and present local-global connections between individuals and societies; and; (2) geopolitics and the changing relations between regions and nation states (3) the changing scales and practices of everyday life in a globalised world. In addition to developing your geographical understanding of the modern world, the module seeks to develop key study and research skills to prepare you for more advanced study in levels two and three.
Learning Outcomes
Identify the range of theoretical perspectives used in Human Geography. Understand how Human Geography can contribute to analyses of contemporary and historical societies. Understand why there is disparity in development across the world. Understand how and why people have sought to develop social theories and put these into practice. Understand the relationships between population, economic opportunities and resources. Understand how geographers have considered the relationships between nature, society and landscape. Realise how considerations of race and gender inform our understanding of culture.
Skills
Taught: Principles of Human Geography, how society & its variations over space can be and has been scrutinised & understood. Practiced: Essay writing, field observation and interpretation, library & individual study skills, written presentation of material.
This module aims to consolidate and develop the students existing written and oral language skills and knowledge of French and Francophone culture, equip them with professional and employability skills and prepare them to go further in the study of French. It consists of four elements designed to provide a comprehensive consolidation of French language competence:
1. Language Seminar (1hr per week)
Seminar aims to develop students ability to understand, translate and compose French language materials in a range of forms: text, image, audio-visual. Language will be engaged in context, guided by themes such as University life, Culture and Identity and Culture and Communication. Linguistic competence will be developed through a range of methods that may include: group discussion, comprehension, translation, responsive and essay writing.
2. Grammar Workshop (1hr per week)
Workshop designed to consolidate and enrich students' knowledge and understanding of French grammar and syntax. All major areas of grammar will be encountered, laying the foundations for future study of the language and its nuances. It focuses particularly on developing competence in the key area of translation into French.
3. Professional skills (1hr per week)
The class focuses on language skills for special purposes and contains two strands: Language for Business and Language for Law. Both provide linguistic and socio-cultural knowledge important to work-related situations in different fields.
4. Conversation class (1hr per week)
Conversation class is led by a native speaker of French and compliments the content of the Language hour. Students will meet in small groups to discuss, debate and present on the main themes of the course.
Learning Outcomes
On successful completion of the modules students should:
1. Be able to read French texts in a variety of forms and demonstrate a sensitivity to their detail and nuance in speech, writing and when translating.
2. Be able to produce French texts appropriate to different requirements and registers.
3. Be able to investigate, structure and present a complex argument in longer pieces of written work.
4. Be able to communicate using more sophisticated grammatical and syntactical constructions with a good level of accuracy (without basic errors).
Skills
On successful completion of the modules students should have developed the following range of skills: comprehensive dexterity using French grammar; translation skills; text analysis; comprehension; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills
This course will address central themes connected with social, economic and population geography. It will introduce and examine a range of economic, social and demographic processes operating across different scales. These will be illustrated through real-world examples that link with some of the urgent challenges that face our world today. The course will also explore contributions human geography can make to governmental and non-governmental policy development.
Learning Outcomes
On completion of this module, you should have attained an understanding of key concepts, approaches, examples and policy issues associated with contemporary social, economic and demographic processes. This should enable you to: identify the key concepts used by geographers interested in those processes; understand a diversity of perspectives found in social, economic and population geography; undertake bibliographic searches of a wide range of academic and non-academic texts; read and critically appraise a wide range of source materials; describe and evaluate key policy issues associated with course material; construct and deliver sustained reasoned written arguments on these issues; work independently and in groups to evaluate approaches and issues.
Skills
Skills
(T: taught; P: practiced; A: assessed)
Discipline-specific skills: plan, design & execute independent research & study (TPA); combine &
interpret different types of geographical evidence such as texts, visual images, maps, & qualitative &
quantitative data (TPA); recognise moral & ethical issues in geographical debates & enquiries (TPA).
Key skills: abstracting & synthesising information (TPA); assessing contrasting ideas, perspectives,
explanations & policies (TPA); developing a reasoned argument (TPA); independent thought &
self reflection (PA).
Employability skills: learning & study (PA); written communication (TPA); motivation, empathy,
insight & integrity (PA); self-awareness & self-management (PA).
Research is a core aspect of Geography and an important part of a geographer’s work. It can encompass a wide range of contexts, whether in physical or human environments, rural or urban. This module is designed to equip students with a broad set of research skills designed to enable students to become more independent researchers and to tackle research projects in their final year. We will cover a range of generic research skills including sourcing academic literature, formulating research questions, aims and objectives, developing project timelines, and introducing research ethics. We will also examine subject-specific geographical research skills including the collection and analysis of quantitative and qualitative data from a range of primary and secondary sources.
Learning Outcomes
By successfully completing the module you will:
• Have a firm knowledge of the essential generic research skills required to undertake independent research projects in Geography
• Gain an understanding of how subject-specific methods can be used to undertake independent research projects in Geography
• Understand the basic elements of, and be able to put into practice, a range of qualitative methods
• Understand the basic elements of, and be able to put into practice, a range of quantitative methods
Skills
Successful completion of the module will result in acquisition and/or enhancement of the following skills:
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to apply an appropriate methodology to a focused area of research
Subject-related skills
• The ability to communicate geographical ideas by written, oral and visual means
• The ability to apply subject-specific techniques or approaches to the collection and analysis of geographical information
Building on skills acquired at Level 1, this module aims to develop more advanced language skills in spoken and written language. Students will be required to take on increasingly complex tasks which require them to be aware of and use different written and spoken styles and registers. Task will promote linguistic, sociolinguistic and cultural awareness at a more advanced level. The module will contain the following elements:
1. Text-based class – (1 hour a week).
This class will focus on developing skills in reading, writing, literary and non literary translation. Students will be required to read and respond to texts which deal with current issues in Spanish speaking countries in Europe and Latin America.
2. Translation into English Workshop ( 1 hr per week)
Students will develop their ability to respond to a range of source text types of an appropriate level of difficulty, grouped according to the course themes. They will also develop editing skills and improve their expression in English. Study of Spanish grammar in context will be embedded into the class.
3. Oral class ( 1 hr per week)
This class will encourage students to develop their skills in spoken language with an emphasis on being able to communicate information and a point of view and on eliminating basic errors from spoken language as well as developing fluency in spoken Spanish
4. Cursillo ( 1 hr per week)
This class will focus on preparing students for the year abroad and on highlighting and developing the professional skills which students develop as a result of studying Spanish at degree level
There will be an extra hour of language tuition for ex-beginners
Learning Outcomes
On successful completion of the modules students should:
1. be able to demonstrate a level of fluency, accuracy and spontaneity in speech and writing, and a wide range of vocabulary and expression, so as to be able to discuss a range of complex issues.
2. be able to read a wide variety of Spanish texts (fiction and non fiction) and identify important information and ideas within them.
3. be able to demonstrate a good grasp of structures of the language covered in the module and identify and use appropriate reference works including dictionaries and grammars.
4. be able to organise and present a coherent argument in Spanish relating to topics covered in the course, and present their knowledge and ideas in a range of formats and registers
Skills
On successful completion of the modules students should have developed the following range of skills: Translation skills; text analysis; essay writing; lexicographical skills; report writing skills; IT skills; presentation skills; spoken language skills - including practical language knowledge for living and working abroad
Course contents: Building on skills acquired at Level 1, this module aims to consolidate productive (writing and speaking) and receptive (reading and listening) skills in French language. Key components are: comprehension, translation into English and into French, résumé, grammar, CV preparation. The oral French component includes presentations and preparation for job interviews. Languages for special purposes strands equip students in law or business with skills for legal and professional contexts.
This module will contain the following elements:
1.Written language (2 hrs per week)
This component will focus on enhancing ability in written French through engagement with a range of journalistic and literary written texts at appropriate level. A variety of topics will be covered, dealing with current themes in society and topical issues. Written language tasks include translation (from and into French), résumé, comprehension and grammar exercises.
2.Oral language (1 hr per week)
This component will focus on enhancing ability in oral French. A variety of topics and themes are covered, which aim to develop knowledge of issues in present-day France, prepare students for the year abroad and for job interviews in the target language. Stimulus materials from a range of media (textual, visual, audio, video) are used.
3.Contextual Study (filière; 1 hr per week)
This component will raise awareness of cultural and linguistic issues in French and allow students to deepen their perspective of the field, as well as preparing students for a residence in a French-speaking country.
Learning Outcomes
Learning Outcomes: On successful completion of the modules students should:
1) be able to demonstrate fluency, accuracy and spontaneity in spoken and written French, with a broad range of vocabulary and expression, so as to be able to discuss a variety of complex issues;
2) be able to read wide variety of French texts and identify important information and ideas within them;
3) be able to translate a range of texts into and from French;
4) have developed a detailed critical understanding of representative textual and other material;
5) be able to engage in complex problem-solving exercises.
Skills
On successful completion of the modules students should have developed the following range of skills:
Skills in written and oral expression; critical awareness and problem-solving; close textual analysis; translation; comprehension; presentation; IT skills; employability skills, such as interview technique and cv preparation.
This module explores the multifaceted nature of landscape through the use and application of spatial technologies such as Geographical Information Systems (GIS), Global Navigation Satellite Systems (GNSS), including Global Positioning Systems (GPS), and remote sensing such as aerial and satellite imagery.
Learning Outcomes
The module introduces students to spatial technologies using a hands-on approach through practical exercises designed to help improve employability and subject skills as geographers and archaeologists, and also to equip students with technical skills applicable to independent research, for example in dissertations at Level 3. The module also raises conceptual questions about the nature of landscape, and how landscapes change over time, as well as opening up the advantages and also the limitations of using spatial technologies in landscape-based research. Students will analyse a range of spatial data, including digital mapping, and also collect field-survey data using GPS. The aim of the module then is to explore landscapes through a range of spatial and temporal scales, connecting past and present, using a combination of lecture, laboratory and field-teaching.
Skills
Written and oral skills; Information Computer Technology including Geographical Information Systems (GIS) and bibliographic databases; information sourcing and synthesis; critical evaluation and decision making; individual learning; group working and team skills.
This module examines the key theoretical debates which underpin contemporary approaches to research in human and physical Geography. The module consists of the identification and elucidation of the principal perspectives that are brought to bear on geographical themes. These include such themes as marxist, feminist and scientific approaches used in Geography. The module highlights the political, social, cultural, environmental and ethical implications of particular theories.
Learning Outcomes
By completing this module students will be able to identify the key theoretical approaches in human and physical geography. Be able to assess the contribution of particular theorists in the development of key debates within geography. Be able to rehearse and develop a clear line of argument\Be able to identify a research question that may be worthy of future enquiry and be equipped to undertake a literature review.
Skills
Key skills:To read critically\To understand complex arguments and rehearse them\To identify the links between theory and practice\To be creative\Subject-specific skills\To identify key theoretical debates in human and physical geography\To recognise the significance of theory to all geographical issues\To become familiar with the writings of key thinkers in contemporary Geography\To evaluate and synthesise the work of principal theorists\To begin to prepare for independent research at Level 3\Employability skills\To apply abstract ideas to practical problems\To work independently\To communicate effectively in written and oral forms\To meet deadlines and develop time management skills
Employability skills are identified by QUB as important and essential components of the student learning experience at all undergraduate levels. Although there are elements of these in most of our modules the School has decided to introduce this in a formal framework through the GGY2059 module. The underlying ethos of this module is to get you to start planning for your future in the world of work and to make use of the assistance that the University provides through the Careers, Employability and Skills Directorate.
Learning Outcomes
After completing this module students should:
• Appreciate the range of possible careers a Geography degree opens up
• Gain experience in constructing a CV
• Gain experience in making job applications
• Be able to make productive use of online QUB Careers and Employability resources
• Develop the ability to network in professional circles
• Appreciate professionalism in the world of work
In this field course you will explore a variety of contrasting landscapes within the Mediterranean, with particular reference to Mallorca, researching the human and physical dynamics that have shaped them. Module topics will include: evidence for past environmental change, its impact and contemporary challenges; physical processes of landscape evolution, including weathering, erosion, coastal processes, and the impacts of climate change; understanding the nature of urbanisation and impact of tourism; critiquing cultural politics of environmental change, heritage and social identity; reflecting on sustainable alternatives. Project work will provide you with an opportunity to gain valuable experience collecting data, the use of ArcGIS StoryMaps, as well as data analysis and interpretation in relation to significant scientific debates and policy issues.
Learning Outcomes
Students enrolled in this module are supported in attaining the following learning outcomes:
- Gain experience and skill in the principles and practices of desk-based and field-based investigation, including methods of data collection, techniques in data analysis, the interpretation of field data in the context of wider academic scholarship and the presentation of findings;
- Gain experience in working as part of a project team, managing a project, collaborating and supporting one another on online platforms (Miro, Teams, ArcGIS) and working to an agreed timeline;
- Demonstrate an organised approach to the design, execution and writing up of field research projects;
- Gain experience in writing up research findings and presenting them in a variety of formats, including presentations, reports and StoryMaps;
- Gain an understanding of the dynamics that account for change in the physical and human environments of the field study locations.
- Gain experience in assessing the evidence for long and short term environmental change.
- Demonstrate a systematic understanding of the nature of the relationships and processes that shape the physical and human geography of the field study locations
Skills
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to work collaboratively on a project within a group, taking part in managing the project, supporting one another and working towards an agreed timeline.
• Development of reflective skills with regard to module-related tasks and personal fieldwork experience.
Subject related skills
• The ability to communicate geographical ideas by evidenced written, oral and visual means
• The ability to apply specialised techniques or approaches to the collection and analysis of geographical information
• Landscape (human & physical) interpretation
Employability skills
• Groupwork, leadership and time-management skills
• Project planning and oral skills
• Report writing, data synthesis and presentation skills
Europe’s towns and cities are in a constant state of flux, and have been for millennia. This field-based module explores this theme through studying urban landscapes. The aim is to practise geographical research tools and methods in a range of urban settings. Taking a ‘longue durée’ approach and spanning a thousand years of urban evolution and transformation, the focus is on connecting past and present urban forms and landscapes, including study of representations of urbanism, such as maps and perspectives, as well as physical fabric and built form in the field itself. The field-module will also explore past ‘urban futures’, as well as the ‘future of the past’ in urban settings where demand for new development and threats such as climate and environmental change pose significant and real challenges for the 21st century and beyond.
Learning Outcomes
On completion of this module, students will:
1. Identify the principal formative periods of European urban design and planning;
2. Assess the contribution of particular urban designs and plans, past and present, to debates on how urban landscapes should be formed;
3. Understand social and cultural processes that shape urban landscapes, both in historical and contemporary contexts through case study examples and field-study;
4. Understand how historic urban landscapes are managed in contemporary contexts;
5. Critically evaluate what academics (ie. geographers and historians), and practitioners (ie. architects and planners), have written on urban landscapes;
6. Synthesise interdisciplinary concepts and ideas used in the study of urban landscapes.
Skills
The module is designed to equip students with the following:
1. Characterise the built form of European urban landscapes;
2. Recognise processes that shape urban landscapes;
3. Understand why urban landscapes require management and control;
4. Evaluate the work of academics and practitioners who study urban landscapes;
5. Synthesise key concepts and ideas used in the study of urban landscapes;
6. Think and argue critically;
7. Undertake problem-solving;
8. Work collaboratively independently;
9. Communicate effectively, both visually and in writing;
10. Apply theoretical (abstract) ideas to practical (life-like) scenarios;
11. Work as part of a team;
12. Be creative and imaginative;
13. Manage time effectively, meeting deadlines and commitments;
14. Prepare for further study in fields of urban geography and planning.
The interaction of geological drivers, surface processes, and climate dynamics are all crucial for explaining why the Earth’s surface looks and operates the way it does. This module will examine the different processes involved in the dynamic evolution of different landscapes across a range of spatial and temporal scales. Central to the module is understanding how environments changed through time and what the landscapes tell us about key characteristics of that journey. The module will also consider the social and economic impacts of this landscape evolution for people and the natural resources and geohazards these geomorphological processes can create. We also consider how these interactions may change in the future. The module will have a practical and applied focus, with emphasis on solving real-world problems.
The module is split into several topics and will follow the journey of a droplet of water as it lands on the tallest mountains and works its way downstream to the lowest ocean basins, with some deviations along the way. None of the topics are discrete, and you will develop an understanding about how a geomorphologist must view the landscape holistically, whilst remembering that sometimes different processes have the same results and, sometimes, the same processes have different results. Through the course you will develop new knowledge on fluvial, tectonic, upland, hillslope, tropical, glacial, aeolian, volcanic, coastal, marine, and even planetary geomorphology. We will also investigate some of the methods employed by geomorphologists to understand the landscapes around us.
Learning Outcomes
After completing the module students should be able to:
1) Develop new knowledge and understanding of a range of geomorphological processes
2) Gain experience in how to disseminate scientific information to non-experts
3) Develop the ability to interpret analysed outputs and apply these skills to solve real-world problems
4) Apply I.T. mapping and numerical skills to collect, analyse and present secondary data
5) Develop written communication skills in the form of a scientific report
Skills
- Demonstrate knowledge and understanding of geomorphological landforms and processes in a range of environments.
- Synthesize and summarize geomorphological information from a range of academic sources.
- Apply field and GIS skills to the analysis of geomorphology for a glacial catchment.
- Develop techniques on how to disseminate complex information.
Cultural, historical and political geographies form the basis of this module, the field course element of which is located in Malta. The dynamic between Maltese people, tourists and their shared environment are examined through mapping, observation, participation and analysis. Issues of urban cultural heritage, rural life, national identity, archaeological heritage, European migration and religious landscapes are examined through first-hand experience of key locations around the islands of the Maltese archipelago. Self-motivation is fundamental, under guidance, with elements of student-driven and small group work
Learning Outcomes
To gain a practical understanding of observational and analytical field data collection methods, both theoretically as well as in an outdoor environment, where urban fabric, vulnerable landscapes, land use, sacred spaces, and heritage management issues can all be explored. Data collection and presentation are key.
Skills
Skills acquired (T: taught; P: practiced; A: assessed):
Successful completion of the module will result in acquisition and enhancement of the following skills:
• Cognitive skills: problem solving, working with groups both in terms of data collection and presentation, reflective skills, experience of written and oral presentations, self-directed learning, observational and other fieldwork skills developed in a new environment (T,P,A)
• Subject-related skills: Collection and communication of human geographical information about Malta in its regional geographical context, fieldwork in a historically significant yet vulnerable environment, wider knowledge of cultural, political and historical geographies of the region (T,P,A)
• Transferable skills: Group work, time-management, planning, reports, presentations (T,P,A)
The module will focus on the nature, causes and consequences of environmental change. Changes in the various aspects of the Earth system including the Earth’s climate, hydrological systems and ecosystems will be investigated. A range of geographical methods will be employed to examine these changes, including palaeo-environmental records. The role of humans in changing the Earth’s environment will be investigated and will be placed in the context of past environmental change and natural variability.
Learning Outcomes
After completion of the module students will:
• Have a knowledge and understanding of the causes and consequences of environmental change over different timescales
• Develop skills in analysing and interpreting secondary environmental data
• Be able to interpret and critically evaluate scientific literature
• Enhance skills in scientific writing
Skills
Students are expected to allocate study time in proportion to the significance of issues covered within the lecture course. Successful completion of the module will result in acquisition and/or enhancement of the following skills. (P=Practised; T=Taught; A=Assessed)
Subject-specific skills
Key skills
Employability skills (see ‘key skills’ above)
Critical thinking, verbal and written communication, explanation of complex ideas and concepts, presentation, analysis and interpretation of numerical information, ability to synthesise and critique multiple sources of information.
This module explores key concepts in cultural and political geography.
Learning Outcomes
On successful completion of this module, students will have attained:
- an advanced understanding of key topics and themes in cultural and political geography.
- the intellectual capacity to critique, compare and defend different texts in cultural and political geography
Skills
On successful completion, students will have acquired skills including (T taught, P practiced, A assessed).
Subject specific:
1) Understand the key topics and themes in cultural and political geography (T; P; A);
2) Analyse and examine the theories and debates that surround the changing nature of cultural and political geography (T; P; A);
3) Evaluate the historical contexts of cultural and political geography (T; P; A);
Cognitive skills:
1) Managing and prioritising knowledge: to identify relevant and subject-specific knowledge, sources and data; to manage such information in an independent manner (T; P; A);
2) Analytical thinking: to identify, understand, interpret and evaluate relevant subject- specific arguments made by others; to construct independent arguments (P; A);
3) Critical and independent thinking: to think critically and construct one’s own position in relation to existing and ongoing debates in the field (P; A);
4) Abstract and synthesise information from a range of different geographical sources (T; P; A)
5) Marshall and retrieve data from archival, library and internet resources (P; A)
Transferable skills:
1) To think and argue in novel and enterprising ways, display originality of thought and argument. (P; A);
2) Written and oral communication (P);
3) Clear organisation of information: to show efficiency in the organisation of large amounts of complex information and the ability to identify and analyse the key features of the information (P; A);
4) To use evidence to develop logical and clear arguments (P; A)
This module requires students to write a dissertation that is based on substantive individual research on a geographical topic of the student’s choice. The dissertation presents the evolution of the student’s thoughts and research activity on a specific topic, informed by geographical concepts and ideas. This module draws upon subject-specific knowledge and key skills from other modules offered in the School, applying these skills and knowledge to an independent piece of geographical research.
Learning Outcomes
- Understanding of the importance of research, including its limitations
- A detailed understanding of research methods and sampling
- Experience of writing at length
- Extensive subject-specific knowledge in an area of geographical research
- Knowledge of how to structure and plan an independent research project, including the formulation of a research topic, definition of research aims and objectives
- Understanding how to contextualise a topic through conducting bibliographic searches and formulating a critical understanding of related literature across disciplines
- Understanding how to assimilate and present a coherent appraisal of primary and secondary sources
Skills
Skills: (cognitive, subject-specific, transferrable)
- Critical, analytical & creative thinking and problem solving skills (c, t)
- Written communication skills (c,t)
- Primary research skills, including qualitative and/or quantitative research skills (c, s, t)
- Collaborative, planning and organisational skills (c, t)
- Fieldwork skills (s, t)
- Judgement of ethics and risk (t)
- Managing and prioritising knowledge (c, t)
- Reflecting critically on one’s progress (c, t)
This module centres upon a research project devised to the specification of an external employer. It is modelled on the work of professional consultants, who are drafted in to an organisation to undertake a piece of independent research and develop a set of ideas, solutions or proof of concept. The module provides you with an introduction to the demands of the professional workplace and an opportunity to explore the synergies between your learning and achievements as a Geographer with the needs of various government and not-for-profit organisations. You will be part of a student-led project team, mentored by an academic and a representative of the organisation you are undertaking the research for. Your research will be undertaken pro bono as a form of civic engagement and the outputs will placed within the public domain afterwards. This module utilises links members of staff within Geography have with these employers, providing you with an opportunity to hone and strengthen a variety of skills related to employability as a graduate.
Learning Outcomes
On completion of this module you should be able to:
- Demonstrate how your Geography degree programme, associated learning and key skills can inform complex and difficult decisions that confront government, civic society or not-for-profit organisations (‘the employer’)
- Use ideas and techniques to frame appropriate questions, gather information, describe, analyse and make informed judgments on a research topic commissioned by an external organisation (‘the employer’)
- Illustrate how you can exercise initiative, personal responsibility and team working skills in fulfilling the brief of ‘the employer’ to an agreed schedule in complex and unpredictable contexts
- Communicate information, ideas, problems and solutions to both specialist and non-specialist audiences in a variety of ways and settings
- Reflect on and explain to others how the knowledge, skills and experience that you have gained as a geographer translate as assets within the graduate labour market
Skills
Critically evaluate field-based tasks and solve problems independently and as a team. Undertake self-directed learning. To complete tasks within a group setting and present findings in group discussions and oral presentations in a professional context. Undertake reflective learning with regard to module-related tasks, fieldwork and research experience. Synthesising and presenting information. Developing reasoned arguments. The ability to think and argue critically.
Subject related skills
The ability to communicate geographical ideas by written, oral and visual means; the ability to apply specialised techniques or approaches to the collection and analysis of geographical information; field-interpretation through application of observational skills; the ability to carry out independent field research.
Employability skills
Group work, leadership and time-management related skills; project planning and oral skills; independent research; report writing and presentation skills
The module covers the application of geoscience to criminal investigations. The range of geoscience disciplines will range from the macro- to the micro and will all centre on physical geography.
Learning Outcomes
Application of new and routine geoscience techniques to aspects of geography that the students will not have encountered before. They will thus gain an understanding of the importance of precise field recording and multi-disciplinary approaches to problem-solving. Upon completion of the module, the successful student will be able to: Understand the range of geoscience techniques applied to criminal, humanitarian and environmental legal investigations. Argue for the appropriate use of techniques in different (macro to micro, environment-specific) investigations. Stand by their decisions and results in a legal framework: to have notes examined, their observations questioned and their arguments countered. Provide evidence of the historical and scientific background to their arguments. Present their Geoforensic skills in both a technical, detailed manner and transpose this to an easy to understand synopsis, such as presented to a jury.
Skills
Subject Specific Skills\T,P,A Landscape interpretation, T. remote sensing, T. geophysics, T, P, A best practice in note-taking and recording. Cognitive Skills\ P, A Generating arguments based on hard data, presented in support of succinct arguments. P, A. Questioning assumptions. Transferable Skills\ P. Debating (including legal issues), T, P, A. precise recording for auditing, assessing, stock-taking. T, P, A Landscape interpretation for planning.
The world of information technologies (IT) has changed our relations to space. By enhancing connectivity, new technologies bridge distances and geographic gaps. The introduction of artificial intelligence (AI) into a broad spectrum of technological solutions promises to further overcome real-world barriers and holds the potential of mitigating social disparities. Investment in IT industries and innovative entrepreneurship is also the engine of growth for national economies. However, there can also be a darker side to development which is based on IT industry. This concerns social, economic and political dimensions at the macro, mezzo and micro level, which create new geographic and social centres and peripheries and broaden the gaps between them. Investment in IT entrepreneurship might deepen the disparities between those who are part of such industries and the segments of society which are left behind. Policies which support neoliberal entrepreneurship on the national scale therefore often lead to an ostensible paradox: while driving the national economy, they may also foster the broadening of inequalities. This module explores this paradox by focusing on Israel as a case study and furthering research into such processes in Northern Ireland. As a “start-up nation”, Israel has a vibrant and successful information technology (IT) entrepreneurial eco-system, which has led to accumulating resources and driving the state’s economic growth. At the same time, at the geographical and social periphery, a parallel society has emerged, with marginalised groups which are left behind. In this periphery, entrepreneurs are struggling to survive and are often pushed into precarious working and living conditions. In a country with one of the highest levels of social and economic inequalities, with extremely high rates of poverty, entrepreneurial heroes are celebrated at the centre, promoting a myth that all could be self-made successes if they just try hard enough. Consequently, the Israeli entrepreneurship scene exemplifies the existence of parallel entrepreneurial societal spaces, with a widening gap between winners and losers. Drawing on lessons learned from the Israeli case, students will explore the entrepreneurial ecosystem of Northern Ireland to identify processes of inclusion and exclusion in different sectors of the local society, and develop approaches for counteracting the adverse effects of investment in IT growth.
Themes that will be explored:
Policies fostering IT industry and entrepreneurship
The relations between geographic and economic centres and peripheries
Exclusion and inclusion in entrepreneurial IT ecosystems
Impact of IT entrepreneurship on inequality
Ethical considerations of AI and technology-driven economic development
Alternative forms of IT development
Learning Outcomes
This module will enable students to:
1) Form detailed understandings of IT development following government policies;
2) Think geographically about the manifestations of neoliberal development;
3) Critically assess theoretical approaches for analysing entrepreneurship;
4) Understand key moments and places in the history and contemporary dimensions of economic inequalities;
5) Appreciate the complexity of the relationship between IT development industry on the national and international scales;
6) Acquire a comprehensive understanding of Israel’s national economy and the factors which drive its growth;
7) Deepen their understanding of the effects of IT investment on the economy and society of Northern Ireland;
8) Develop models for fostering IT entrepreneurship while overcoming social disparities in Northern Ireland.
Skills
Subject-specific:
1) Write and talk fluently about the spatial dimensions of neoliberal policies (T taught; P practiced; A assessed);
2) Apply geographical thinking to understanding economic development (T; P; A);
3) Apply key theories and themes relating to the spatial manifestations of IT industry (T; P; A);
Since the end of the Cold War, environmental issues have become one of the most important considerations in global politics. While geopolitics has been largely defined by territorial matters, geopolitics is increasingly concerned with humanity’s geological changes, what has been termed the Anthropocene. We are now determining our own geological futures, inextricably embedded with nature which requires new spatial categories and political thinking. The student will be introduced to the debates around global environmental change in geography and cognate disciplines of International Relations and environmental politics with a keen interest in the spatial dynamics at play. This course will review the conceptual and contemporary theoretically driven case studies related to environmental politics at the local, national, regional, and international scales of geopolitics. In this module, we will explore the relationship between environmental changes and conflict; global governance and international environmental agreements; capitalism and climate change; industrial development and indigenous populations; resource scarcity; relevance of environmental security to national security; and environmental catastrophe related matters such as migration.
Learning Outcomes
This module will enable students to:
1) Write and talk fluently about debates in environmental politics;
2) Think geographically about environmental politics;
3) Assess theoretical approaches for analyzing environmental security and geopolitics;
4) Appreciate the complexity of the relations between space, politics, and environment.
Skills
Description
Pre-Requisites
None
Co-Requisites
None
Compulsory Element
None
Course Contents
Since the end of the Cold War, environmental issues have become one of the most important considerations in global politics. While geopolitics has been largely defined by territorial matters, geopolitics is increasingly concerned with humanity’s geological changes, what has been termed the Anthropocene. We are now determining our own geological futures, inextricably embedded with nature which requires new spatial categories and political thinking. The student will be introduced to the debates around global environmental change in geography and cognate disciplines of International Relations and environmental politics with a keen interest in the spatial dynamics at play. This course will review the conceptual and contemporary theoretically driven case studies related to environmental politics at the local, national, regional, and international scales of geopolitics. In this module, we will explore the relationship between environmental changes and conflict; global governance and international environmental agreements; capitalism and climate change; industrial development and indigenous populations; resource scarcity; relevance of environmental security to national security; and environmental catastrophe related matters such as migration.
Supplementary Notes
None
Learning Outcomes
This module will enable students to:
1) Write and talk fluently about debates in environmental politics;
2) Think geographically about environmental politics;
3) Assess theoretical approaches for analyzing environmental security and geopolitics;
4) Appreciate the complexity of the relations between space, politics, and environment.
Skills
On successful completion, students will have acquired the ability to:
Subject-specific:
1) Appreciate the spatial dimensions of environmental security/politics (T taught; P practiced; A assessed);
2) Apply geographical thinking to understanding and potentially resolving environmental conflicts, practices, and perceptions (T; P; A);
3) Gain acquaintance with key thinkers and major concepts that relate to environmental geopolitics (T; P; A);
4) Understand key moments and places in the history of global environmental change (T; P; A);
Cognitive:
1) Carry out independent research (P; A);
2) Think analytically and synoptically (P; A);
3) Appraise and imaginatively reconstruct a range of arguments (P; A);
4) Offer and receive academic criticism in a constructive way (P; A)
Transferable:
1) Construct a logical and effective written argument (P; A);
2) Speak clearly and persuasively to a group (P);
3) Read attentively and critically (P; A);
4) Work independently and to deadlines (P; A);
5) Retrieve and sift relevant information from books, archives and electronic sources (T; P; A)
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Spaces of Urbanisation in Emerging Economies and Sustainable Development
Overview
This module is designed to encourage you to expand your basic knowledge of the emerging process of regional urban transformation in the Emerging Economies. It explores key theoretical debates associated with urbanisation in the context of development. By exploring the interface between political economy of development and urbanisation, you will be introduced to the problematic of urban sustainable development and its implications for policy analysis in a comparative perspective. The module begins with an introduction to concepts and paradigm shifts, which informed the process of urban development in the developing world. It then broadens out the discussion to incorporate ideas of creative clusters of urban development, urban social policy and poverty questions, sustainable cities, and urban management and policy questions. This module will provide opportunities for you to develop your critical analytical skills in assessing concepts, data and policy issues associated with urbanisation and sustainable development in the Emerging Economies.
Learning Outcomes
The module provides an examination of the processes urbanisation and sustainable development in the Emerging Economies within a comparative perspective. It will help to develop an understanding of the key concepts, theoretical approaches, paradigms and policies across a wide spectrum of social sciences disciplines. On completion of this module, you will have attained:
1) A working knowledge about the diverse theories of urbanisation to evaluate and analyse critically the issues pertaining to urbanisation in the Emerging Economies.
2) Ability to read a wide range of materials on cities in the Emerging Economies from a critical multi-disciplinary perspective.
3) Familiarisation with key concepts on urbanisation and sustainability
4) An appreciation of the links between the spatial, social and cultural contexts, which effect urban development in the Emerging Economies.
5) Ability to evaluate policy questions associated with urban management in the Emerging Economies
6) Undertake bibliographic searches of a wide range of both academic and specialist materials.
7) To engage in group-based workshops and to construct and deliver sustained reasoned arguments on urbanisation and sustainable development.
Skills
Taught Skills: An analytical and critical reasoning skills and to contextualise knowledge in varying geographical spaces, both within a local and global contexts. It also includes advanced word processing and technical application of bibliographic guidelines and graphic presentation of data and ideas.
Practised Skills: Bibliographic searches, to assimilate and present a coherent appraisal of the various document relating to urban sustainability in a developmental context. Retrieval, interpretative skills, critical reasoning, essay writing based on a sustained level of argumentation and evaluation, oral presentation, time management, group work in workshops.
This course explores the relations between geography, science and society in historical context. It provides an overview of the development of geographical knowledge in the nineteenth and early-twentieth centuries and introduces ways of thinking geographically about the production and reception of scientific ideas. Among the episodes examined are: the discovery of the ice age; Darwin and evolution; the emergence of climate science; the Challenger expedition; the Great Trigonometrical Survey of India; and the birth of 'scientific geography'. As well as outlining key scientific developments, we will consider how each episode sparked social, cultural and political debates that continue into our own time.
Learning Outcomes
This module should enable students to: 1. think geographically and critically about the nature and practice of science; 2. assess the different ways in which the history of science and of geography can be approached; 3. appreciate the complicated and sometimes fraught relations between different forms of geographical and scientific knowing.
Skills
Intellectual skills: critical evaluation of the history of geographical inquiry; linking and assessing different forms of geographical knowledge and practice; awareness of reciprocal relations between science, society and space. Subject-specific skills: use of primary source material (written and non-written); application of geographical methods to historical problems. Generic skills: independent learning; analytical thinking; imaginative insight; identifying, retrieving, sorting and presenting material (in writing and orally); bibliographic skills.
This module will provide a geographical perspective to the concepts of biodiversity and sustainability and will explore the physical processes and human factors which underlie the debate around these concepts. Students will consider what biodiversity is, why it is important, what factors are threatening it, how to measure it, and practical methods of conserving it. In addition, the module will consider how an understanding of ecological processes is vital for conserving biosphere resources. We will look at examples of ecosystems to illustrate these concepts and examine how conservation can be practiced to maintain biodiversity, particularly on regional and local scales. Particular emphasis will be placed on wetlands, considering ecosystem management and management approaches, and the response of wetlands and other ecosystems to climate change. The module will further consider the importance of soils as a biosphere resource, and we will examine processes of soil erosion, impacts of climate change on soil erosion and soil conservation techniques, with particular reference to Northern Ireland.
Learning Outcomes
Upon completion of the module students should be able to: (a) demonstrate an awareness of the development and meaning of biodiversity and sustainability; (b) recognize the processes which have led to biodiversity and which affect sustainability and diversity; and (c) relate these processes to particular sites and regions
Skills
Subject specific skills: Application of methods of habitat evaluation in a field context / interacting with professionals involved in wetland conservation / searching and critically reviewing approaches of government and others to biodiversity and sustainability / engaging in group discussion / planning a presentation and evaluating results from secondary data search / presenting a reasoned argument; Key/personal skills: time scheduling and project planning / working as a team / synthesizing arguments in summary form / critical analysis and review of literature; Employability: All the above plus: critical analysis of papers / report writing / working to schedules.
The module provides a theoretical and practical background to the geographical study of health. The module encompasses three broad topics; health and environment, health inequalities, and health policy. Under these themes, we will demonstrate to students the importance of geography in influencing an individual’s health status, how to produce and collect empirical evidence to support these theories, and also provide an understanding of how research and evidence can influence public health policy. The module will have a practical and applied focus, with emphasis on solving real-world problems. It will also introduce the students to using R, which will be of great benefit to their future study/career. It will also include guest lectures from outside of the department and QUB to reflect our collaborations and multi-disciplinary approach.
Learning Outcomes
After completing this module, students will develop:
• An understanding of how the environment influences both mental and physical health
• An understanding of the extent and nature of health inequalities and the challenges faced in overcoming them
• Experience in using R
• Experience in analysing secondary data from at least two countries with different population data systems including Northern Ireland and Finland
• Skills in interpreting analysed outputs and applying them to solve real-world problems
• Oral and visual communication skills in the form of a PowerPoint presentation
• Written communication skills in the form of an essay and report
• Experience in working effectively as part of a team
Skills
Key skills
• The ability to think and argue critically and undertake problem solving
• The ability to undertake self-directed learning
• The ability to work within a team.
Subject related skills
• The ability to communicate geographical ideas by evidenced written, oral and visual means
• The ability to produce descriptive tables and basic graphs using R
• The ability to apply analytical techniques or approaches to geographical information
• The ability to interpret a range of information
Employability skills
• Groupwork, leadership and time-management skills
• Project planning and oral skills
• Report writing, data synthesis and presentation skills
Who holds political power in cities, and how do they use it to remake them? “Remaking Cities” lets you explore the development dynamics of neoliberal cities and build a practical toolkit to evaluate the capacity for community development in the post-pandemic era. This module offers you an opportunity to engage in practical research on the ways that Pittsburgh’s and Belfast’s neighbourhoods are being shaped by community-based and city-led plans.
The cornerstone of the module is team-based research on neighbourhood development processes in Belfast and Pittsburgh, blending local observations and the wider literature to create a comparative analysis of urban processes. Each team will focus on one of five framings through which the ‘remaking’ of these cities can be evaluated, such as: the activist city; the global city; the sustainable city; the creative city; and the connected city. The teams will draw together students from Queen’s and the University of Pittsburgh, offering an opportunity for cross-cultural collaboration, sharing first-hand lived experiences, and the co-production of comparative insights.
Learning Outcomes
On completion of this module you should:
- Develop an understanding of how economic, political, social and cultural processes shape the lived conditions of specific cities in the United States and Europe;
- Be able to engage with theoretical concepts related to neoliberalism as a prevailing yet contingent context for the remaking of cities;
- Gain a critical understanding of key themes, concepts and debates on contemporary cities by gathering and analysing data which can inform these debates;
- Evidence a familiarity with key scholarly techniques including field research, data analysis, oral presentations, and report writing.
- Be able to demonstrate an ability to collaborate with others, communicate effectively across different cultures and institutional contexts, manage a project, and meet agreed goals in a timely fashion.
Skills
Key skills
Undertake self-directed learning; critically evaluate field-based tasks; synthesise and present information; ability to think and argue critically; develop reasoned arguments; solve problems independently and as part of a team; project manage as part of a team; complete team-based tasks to time, presenting findings within a professional context; undertake reflective learning.
Subject related skills
The ability to communicate ideas about cities and contemporary urban processes by written, oral and visual means; the ability to apply specialised techniques or approaches to the collection and analysis of urban data; field-interpretation through application of observational skills in an urban context; the ability to carry out independent field research in cities.
Employability skills
Group work, leadership and time-management related skills; project planning and communication skills; independent research; report writing and presentation skills; cross cultural communication.
The World Health Organisation (WHO) states that 23% of all global deaths are linked to the environment, that equates to roughly 12.6 million deaths per year. Therefore, understanding what’s in our environment and how potential environmental factors impact on human health becomes increasingly important.
This module aims to give students a deeper understanding of the relationship between environmental factors and human health. Moreover, the module will explore the potential impacts of climate change on environmental and health relations. We will investigate the role of potentially harmful environmental elements which may be naturally occurring (geogenic) or formed through human activities such as industrial practices (historical and modern), atmospheric air pollution or traffic pollution. This module will cover important aspects such as how our changing climate poses one of the greatest health security and societal challenges (UKSHA 2023); the increasing frequency and intensity of environmental health threats such as flooding and heat waves; and the disproportionate impacts on the most disadvantaged and vulnerable including the impacts of an ageing population. In addition, we will investigate how urban nature-based solutions (NbS) can be used to mitigate against the anticipated adverse health effects of climate change. We will also consider how co-benefits of NbS are possible to help the environment and to mitigate against health threats.
Lectures will be used to deepen understanding of key issues and concepts, practicals using R, GIS and remote sensing will develop skills in mapping and spatial data analysis of environmental factors and health indicators and urban heat modelling.
Learning Outcomes
After completing the module students will:
Understand the environmental factors which may influence human health
Understand the potential impacts of climate change on environmental and health relations
Develop a greater understanding of different types of urban nature-based solutions and
Evaluate how NbS may be used to help the environment and to mitigate against health threats.
Skills
Ability to understand and critically evaluate scientific evidence;
Enhanced skills in scientific writing and project work including evaluation of limitations;
Enhanced skills in spatial data analysis, synthesis and evaluation, including the use of GIS and remote sensing
Time management
Referencing of published literature
Presentation and communication skills
Ability to communicate complex information to a range of audiences
This module requires students to write a final report that is based on individual research on a geographical topic of the student’s choice. The research project presents the evolution of the student’s thoughts and research activity on a specific topic, informed by geographical concepts and ideas. This module draws upon subject-specific knowledge and key skills from other modules offered in the School, applying these skills and knowledge to an independent piece of geographical research.
Learning Outcomes
- Understanding of the importance of research, including its limitations
- A detailed understanding of research methods and sampling
- Experience of writing at length
- Extensive subject-specific knowledge in an area of geographical research
- Knowledge of how to structure and plan an independent research project, including the formulation of a research topic, definition of research aims and objectives
- Understanding how to contextualise a topic through conducting bibliographic searches and formulating a critical understanding of related literature across disciplines
- Understanding how to assimilate and present a coherent appraisal of primary and secondary sources
Skills
Skills (cognitive, subject-specific, transferrable)
- Critical, analytical & creative thinking and problem solving skills (c, t)
- Written communication skills (c,t)
- Primary research skills, including qualitative and/or quantitative research skills (c, s, t)
- Collaborative, planning and organisational skills (c, t)
- Fieldwork skills (s, t)
- Judgement of ethics and risk (t)
- Managing and prioritising knowledge (c, t)
- Reflecting critically on one’s progress (c, t)
The cryosphere contains the parts of the Earth's surface where water is in solid form. This includes sea, lake, and river ice, glaciers, ice caps, ice sheets, snow cover, and frozen ground. Whether it is snow and ice reflecting heat from the sun or ice sheet growth and decay changing sea levels, the different components of the cryosphere play a fundamental role in the Earth’s climate system. As such, the polar regions are especially sensitive and provide one of the first places to look for evidence of climate change.
This module will discuss the different elements of the cryosphere to investigate what their key characteristics are, the environmental processes that operate, how these settings have changed through geological history, and what their potential fate is under a warming climate. It will explore the linkages and importance of the cryosphere in relation to the rest of the climate system. Students will have the opportunity to partake in a fieldtrip investigating some of the last glaciers in Northern Ireland, and interact with different datasets capturing cryosphere change. By the end of the module students will have developed an intricate understanding of the complexities and uncertainties that relate to these cold regions.
Learning Outcomes
After completing the module students will:
1. Understand how and why we have the cryosphere and why we have glaciations;
2. Understand the different components of the cryosphere and why each is important at a global scale;
3. Understand how the cryosphere is currently changing;
4. Be able to respond critically to pseudo-science relating to the cryosphere.
Skills
• Time management;
• Referencing of published literature;
• Data collection and preparation;
• Presentation and communication skills;
• Ability to undertake independent learning;
• Critical understanding of scientific evidence;
• Different ways of writing scientifically.
BBB normally including A-level Geography + GCSE Mathematics grade C/4
For French option: A-level French grade B
For Spanish option: A-level Spanish grade B
Note: for applicants who have not studied A-level Geography then AS-level Geography (grade B) would be acceptable in lieu of A-level Geography.
A maximum of one BTEC/OCR Single Award or AQA Extended Certificate will be accepted as part of an applicant's portfolio of qualifications with a Distinction* being equated to a grade A at A-level and a Distinction being equated to a grade B at A-level.
Irish leaving certificate requirements
H3H3H3H3H4H4/H3H3H3H3H3 normally including Higher Level grade H3 in Geography + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
For French option: Higher Level grade H3 in French
For Spanish option: Higher Level grade H3 in Spanish
Access Course
Not normally considered as Access Courses would not satisfy language requirements.
International Baccalaureate Diploma
32 points overall, including 6,5,5 at Higher Level (Including French or Spanish and normally Geography at Higher level) + If not offered at Higher Level/GCSE, then Standard Level grade 4 in Mathematics.
BTEC Level 3 Extended/National Extended Diploma
QCF BTEC Extended Diploma (180 credits at Level 3) with overall grades DDD + GCSE Mathematics grade C/4.
RQF BTEC National Extended Diploma (1080 GLH at Level 3) with overall grades DDD + GCSE Mathematics grade C/4.
Extended Diploma/National Extended Diploma must be relevant.
Relevant language qualification must also be offered - see under A-level requirements.
Graduate
A minimum of a 2:2 Honours Degree, provided any subject requirements are also met.
All applicants
Applicants not offering A-level Geography will be considered on an individual basis and will be required to have another appropriate subject at A-level. Please contact the Admissions and Access Service for further advice (admissions@qub.ac.uk).
Note
All applicants must have GCSE English Language grade C/4 or an equivalent qualification acceptable to the University.
How we choose our students
Applications are dealt with centrally by the Admissions and Access Service rather than by the School of Natural and Built Environment. Once your on-line form has been processed by UCAS and forwarded to Queen's, an acknowledgement is normally sent within two weeks of its receipt at the University.
Selection is on the basis of the information provided on your UCAS form. Decisions are made on an ongoing basis and will be notified to you via UCAS.
For entry last year, applicants for this degree must have had, or been able to achieve, a minimum of five GCSE passes at grade C/4 or better (to include English Language and Mathematics), though this profile may change from year to year depending on the demand for places. The Selector also checks that any specific entry requirements in terms of GCSE and/or A-level subjects can be fulfilled.
For applicants offering Irish Leaving Certificate, please note that performance at Irish Junior Certificate (IJC) is taken into account. For last year’s entry applicants for this degree must have had, a minimum of 5 IJC grades C/Merit. The Selector also checks that any specific entry requirements in terms of Leaving Certificate subjects can be satisfied.
Offers are normally made on the basis of three A-levels. Two subjects at A-level plus two at AS would also be considered. The minimum acceptable is two subjects at A-level plus one at AS though candidates offering this combination will be considered on an individual basis depending on the degree for which they have applied. The offer for repeat candidates may be one grade higher than for first time applicants. Grades may be held from the previous year.
Applicants offering two A-levels and one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent qualification), or one A-level and a BTEC Diploma/National Diploma (or equivalent qualification) will also be considered. Offers will be made in terms of the overall BTEC grade(s) awarded. Please note that a maximum of one BTEC Subsidiary Diploma/National Extended Certificate (or equivalent) will be counted as part of an applicant’s portfolio of qualifications. The normal GCSE profile will be expected and any subject requirements must be met.
Applicants offering other qualifications will also be considered. The same GCSE (or equivalent) profile is usually expected of those applicants offering other qualifications.
Those offering a relevant Higher National Certificate (HNC) or Diploma (HND) are considered individually on their own merits for entry to Stage 1. For applicants offering a HNC, the current requirements are successful completion of the HNC with 1 Distinction and remainder Merits. For those offering a HND, at least one first year unit must be at Merit grade. Where offers are made students would be expected to achieve Merits in all units assessed in final year. For those offering a HNC or HND, some flexibility may be allowed in terms of GCSE profile. Applicants must also have an appropriate language qualification to fulfil the entry requirements.
The information provided in the personal statement section and the academic reference together with predicted grades are noted but, in the case of degree courses in the School of Natural and Built Environment these are not the final deciding factors in whether or not a conditional offer can be made. However, they may be reconsidered in a tie break situation in August.
A-level General Studies and A-level Critical Thinking would not normally be considered as part of a three A-level offer and, although they may be excluded where an applicant is taking four A-level subjects, the grade achieved could be taken into account if necessary in August/September.
Applicants are not normally asked to attend for interview.
If you are made an offer then you may be invited to a Faculty/School Visit Day, which is usually held in the second semester. This will allow you the opportunity to visit the University and to find out more about the degree programme of your choice and the facilities on offer. It also gives you a flavour of the academic and social life at Queen's.
If you cannot find the information you need here, please contact the University Admissions and Access Service (admissions@qub.ac.uk), giving full details of your qualifications and educational background.
International Students
Our country/region pages include information on entry requirements, tuition fees, scholarships, student profiles, upcoming events and contacts for your country/region. Use the dropdown list below for specific information for your country/region.
English Language Requirements
An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs
If you need to improve your English language skills before you enter this degree programme, INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability for admission to this degree.
Academic English: an intensive English language and study skills course for successful university study at degree level
Pre-sessional English: a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English.
International Students - Foundation and International Year One Programmes
INTO Queen's offers a range of academic and English language programmes to help prepare international students for undergraduate study at Queen's University. You will learn from experienced teachers in a dedicated international study centre on campus, and will have full access to the University's world-class facilities.
These programmes are designed for international students who do not meet the required academic and English language requirements for direct entry.
Studying for a Geography degree at Queen's develops
core skills and employment-related experiences that are
valued by employers, professional organisations and
academic institutions.
Some graduates pursue careers in geography-related
areas such as urban and rural planning, environmental
conservation and management, careers in GIS and
teaching. A significant number develop careers in a
wide range of other sectors, e.g. management, marketing,
NGOs, financial services, the civil service (especially
land and property, environment, and development
agencies), computing (especially using geographic
data), and various graduate programmes. Our two postgraduate degrees, MA Geopolitics and MSc Climate Change, are popular with geography graduates.
We regularly consult and develop links with a large number of employers including the NI Environment Agency, Ordnance Survey, the National Trust, Land and Property Services, and the Geological Survey of Northern Ireland (GSNI), who provide advice on our programmes and in-depth careers sessions on their work.
We offer a designated ‘Geography and Employability’ module that is run in collaboration with QUB’s Careers, Employability and Skills directorate. This includes employer workshops, job application skills development, and one-to-one meetings with tutors and careers professionals.
Degree Plus/Future Ready Award for extra-curricular skills
In addition to your degree programme, at Queen's you can have the opportunity to gain wider life, academic and employability skills. For example, placements, voluntary work, clubs, societies, sports and lots more. So not only do you graduate with a degree recognised from a world leading university, you'll have practical national and international experience plus a wider exposure to life overall. We call this Degree Plus/Future Ready Award. It's what makes studying at Queen's University Belfast special.
1EU citizens in the EU Settlement Scheme, with settled status, will be charged the NI or GB tuition fee based on where they are ordinarily resident. Students who are ROI nationals resident in GB will be charged the GB fee.
2 EU students who are ROI nationals resident in ROI are eligible for NI tuition fees.
3 EU Other students (excludes Republic of Ireland nationals living in GB, NI or ROI) are charged tuition fees in line with international fees.
The tuition fees quoted above for NI and ROI are the 2024/25 fees and will be updated when the new fees are known. In addition, all tuition fees will be subject to an annual inflationary increase in each year of the course. Fees quoted relate to a single year of study unless explicitly stated otherwise.
Tuition fee rates are calculated based on a student’s tuition fee status and generally increase annually by inflation. How tuition fees are determined is set out in the Student Finance Framework.
Additional course costs
In Year 1 students can be expected to contribute up to £100 to the cost of an overnight field course in Fermanagh.
In Year 2 students have an opportunity to take an optional field-based module. Students who enrol in these modules are liable to pay additional costs to cover flights, accommodation and local transport. The cost is typically between £400-500.
All Students
Depending on the programme of study, there may be extra costs which are not covered by tuition fees, which students will need to consider when planning their studies.
Students can borrow books and access online learning resources from any Queen's library. If students wish to purchase recommended texts, rather than borrow them from the University Library, prices per text can range from £30 to £100. Students should also budget between £30 to £75 per year for photocopying, memory sticks and printing charges.
Students undertaking a period of work placement or study abroad, as either a compulsory or optional part of their programme, should be aware that they will have to fund additional travel and living costs.
If a programme includes a major project or dissertation, there may be costs associated with transport, accommodation and/or materials. The amount will depend on the project chosen. There may also be additional costs for printing and binding.
Students may wish to consider purchasing an electronic device; costs will vary depending on the specification of the model chosen.
There are also additional charges for graduation ceremonies, examination resits and library fines.
How do I fund my study?
There are different tuition fee and student financial support arrangements for students from Northern Ireland, those from England, Scotland and Wales (Great Britain), and those from the rest of the European Union.
Application for admission to full-time undergraduate and sandwich courses at the University should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/students.
When to Apply
UCAS will start processing applications for entry in autumn 2025 from early September 2024.
The advisory closing date for the receipt of applications for entry in 2025 is still to be confirmed by UCAS but is normally in late January (18:00). This is the 'equal consideration' deadline for this course.
Applications from UK and EU (Republic of Ireland) students after this date are, in practice, considered by Queen’s for entry to this course throughout the remainder of the application cycle (30 June 2025) subject to the availability of places. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applications from International and EU (Other) students are normally considered by Queen's for entry to this course until 30 June 2025. If you apply for 2025 entry after this deadline, you will automatically be entered into Clearing.
Applicants are encouraged to apply as early as is consistent with having made a careful and considered choice of institutions and courses.
The Institution code name for Queen's is QBELF and the institution code is Q75.
Additional Information for International (non-EU) Students
Applying through UCAS
Most students make their applications through UCAS (Universities and Colleges Admissions Service) for full-time undergraduate degree programmes at Queen's. The UCAS application deadline for international students is 30 June 2025.
Applying direct
The Direct Entry Application form is to be used by international applicants who wish to apply directly, and only, to Queen's or who have been asked to provide information in advance of submitting a formal UCAS application. Find out more.
Applying through agents and partners
The University’s in-country representatives can assist you to submit a UCAS application or a direct application. Please consult the Agent List to find an agent in your country who will help you with your application to Queen’s University.
