Degrees Offered

• BSc Honours Environmental Planning (UCAS Code: K430)

Contact Information

For entrance requirements
E: admissions@qub.ac.uk
T: +44 (0)28 9097 3838

For course information
Dr Linda Price
School of Planning, Architecture and Civil Engineering
T: +44 (0)28 9097 4006/4357
E: planning@qub.ac.uk
W: www.qub.ac.uk/space

Entrance Requirements

BSc Honours
Environmental Planning 3 yrs (K430)

Entrance Requirements
A-level: BBB + GCSE Mathematics

BTEC Extended Diploma: a BTEC Extended Diploma with 10 Distinctions and 8 Merits + GCSE Mathematics

Irish Leaving Certificate: B2B2B2B2CC/B2B2B2B2B2 + if not offered at Higher Level then Ordinary Level grade C in Mathematics


For students whose first language is not English
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 are an international student and you do not meet the entrance requirements, you should consider a preparation course at INTO Queen's University Belfast, which will prepare you for successful study on these degree courses. INTO Queen's University Belfast is based on the University campus and offers a range of courses including:
International Foundation in Engineering and Science

The Subject

Planning is about giving spatial expression to sustainable development, particularly in the built environment. In recent years, there has been a significant increase in public concern about the declining quality of many aspects of the environment and how it impacts on social and economic conditions.

Planning seeks to provide a long-term, sustainable future based on interventions in land use and development, including housing, economic regeneration, transport, nature conservation and urban design.

Course Content

This degree nurtures an understanding of the built and natural environment and the learning of skills, which will enable graduates to participate in its design and development.

The degree also develops a range of social science transferable skills which can be applied in a range of international career environs, and can be seen either as the first part of a four-year pathway to professional recognition in the fields of planning and development, or as a robust standalone multidisciplinary degree.

The general aims of the degree are to develop the professional skills necessary to work in the broad field of planning practice and development management, while providing an understanding of related economical, ethical, social and political dimensions. These are progressively developed during the course of the degree, with a flavour of each year outlined below.

Stage 1
Provides an overall introduction to the key issues, processes and professional skills required for planning practice, and includes projects that promote group working, oral presentations, academic writing, design skills and the use of specialist software.

Students are also introduced to a wide range of planning activities, the key political and administrative structures and contemporary issues facing the planning profession.

Stage 2
Provides students with a more detailed theoretical appreciation of planning, with modules examining, for example, economics, sustainable development, and planning theory.

This stage includes two key projects, one that develops skills in spatial planning policy, and another that promotes understanding of the development control process. Students are also given an opportunity to further develop skills in design issues and are introduced to the social aspects of planning activity.

Stage 3
This final stage promotes a greater understanding of planning practice in a variety of political and cultural contexts.

Students will have the choice of either completing an independent research project or they may wish to take advantage of a three-month Erasmus placement at a European university. The second semester includes modules dealing with law, infrastructure and transport, and specialist themes in current planning practice.

'I chose to study Environmental Planning because of the wide breadth of material covered by the course, and the emphasis that is placed on people and communities. Learning and being challenged is incredibly rewarding and I've found it to be very inspiring.'

Calum McCormick
County Armagh, Northern Ireland

Learning and Teaching

At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.

On the BSc. in Environmental Planning we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.   Examples of the opportunities provided for learning on this degree are:

• Lectures: introduce basic information about new topics as a starting point for further self-directed private study/reading.  Lectures also provide opportunities to ask questions, gain some feedback and advice on assignments (normally delivered in large groups to all year group peers). There are normally between 40 and 50 Planning students on the course.  In some modules you will be with students from other degrees, but on the whole the planning degree will provide you with an excellent staff to student ratio.
• Studio Work: Environmental Planning is one of only a few courses at Queen’s which conducts a large proportion of its teaching in a studio environment. We use studio projects to help you develop design/technical skills and apply theoretical principles to real-life or practical contexts.  For you, studio work will offer a unique and highly supportive learning experience. Most of our project work is conducted in our own dedicated studio in which you may work informally, individually or in small groups, with staff on-hand to offer guidance and support.
• E-Learning technologies:   Information associated with lectures and assessments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online.  A range of e-learning experiences are also embedded in the degree through, for example:  interactive group workshops in a flexible learning space; IT and statistics components; podcasts and interactive web-based learning activities such as on-line discussion forums; opportunities to use IT programmes associated with design in practicals and project- based work etc.
• Seminars/tutorials:  Significant amounts of teaching will be carried out in small groups (typically 10-20 students).  This will include breaking up into small groups within lectures. These sessions will provide opportunities to engage with academic staff that has specialist knowledge of the topic, to ask questions of them and to assess your own progress and understanding with the support of peers.  You should also expect to make presentations and other contributions to these groups. Teaching staff will also be available on a one to one basis for tutorial sessions. The amount of time allocated to seminars will vary across modules and will be clearly outlined in the module guides provided.
• Self-directed study:  This is an essential part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.  Self-directed study will commonly be supported by seminars/tutorials.
• Employer/community input:  Teaching will be complemented by the inclusion of contributions from those in planning authorities, professional planning practice and representatives of local communities.  Such practitioners will contribute directly to lectures, field visits and practical student projects.   For example, we partner with community groups to develop project ideas that are relevant to the needs of the sector.  Recently this has included work on social economics, public participation, social documentary and others.  Contributors have included the East Belfast Partnership, Friends of the Earth, Belfast Healthy Cities, Belfast City Council, Groundwork NI, the private sector (Turley Associates, BS Design), the BBC and many others. This will provide a significant learning and employability enhancement opportunity, draws on the strong professional and community links of teaching staff and enables professional contacts to be developed.
• Work-Related learning:  Throughout the degree you will be applying theoretical ideas to real-life projects and engaging with the world of work.  For example, the design stream of the degree will begin in year one with a design brief which will be consolidated with a design proposal in year two.  Year two will also include a plan making exercise for a local town, and a client-based project involving a planning response and appeal.  You will engage with the world of work, therefore, through engaging with practitioners as outlined above and by working on and disseminating projects with employers that draws on ‘live’ issues.  For example, during year two students present their group findings on plan-making to classmates, lecturers and professional experts. In year three, there will be considerable opportunity for engagement with international, comparative topics and international practitioners during a field study module.  Recent collaborators from the world of work include the Chief Architect and Town Planner from Krakow City.
• Field Trips:  From the beginning of year one you will be involved in ‘getting out there’ on field trips of one day or longer.  For example, a project in year one will include a visit to a local town in order to develop a design brief.  In year three students will participate in a week-long stay in a European city.  In recent years this has included Krakow and Barcelona.  Such learning will enable you to apply your existing knowledge and research skills to a different and international setting.  It will also provide an opportunity to engage with lecturers and practitioners in a more informal context.  Students have told us that they value such interaction and the friendliness of lecturing staff.
• Supervised projects:  In the final year, you will be expected to carry out an independent research project on a planning topic.  You will receive one to one support from a supervisor who will guide you in terms of how to carry out your research and successfully complete your project.
• Personal Tutor:  All BSc. in Environmental Planning students will be allocated a Personal Tutor who will meet with them on several occasions during the year to support their academic and skills development and discuss individual student’s career aspirations.  
• Peer Mentoring:  All level one students will have the opportunity to be mentored by Level Three Students.  There will also be other opportunities for career-related mentoring as you progress.

Assessment and Feedback

Assessment:  The way in which you will be assessed will vary according to the intended learning outcomes of each module.  Some modules are assessed solely through project work or other written assignments.  Others are assessed through a combination of coursework, and end of semester examinations.  Academic staff are active in teaching and research, have obtained teaching awards and have developed innovative learning and assessment methods.  The latter might include a role-play exercise, developing social enquiry through working on a film documentary or applying theoretical ideas to discussion of a film. Details of how each module will be assessed will be shown in the Student Handbook which is provided to all students at the start of each academic year.

Feedback (general):  As students progress through their course they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, project supervisors, personal tutors, advisers of study and peers.  University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:

• Feedback provided via formal written comments and marks relating to work that you, as an individual or as part of a group, have submitted. 
• Face to face comment.  This may include occasions when you make use of the lecturers’ advertised “office hours” and "feedback days" to help you to address a specific query.
•  Comments from planning practitioners contributing to lectures, field visits and 'real life' student projects.
• Online or emailed comment.
• General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
• Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid.  In some instances, this may involve revision sessions drawing on past examination papers.
• Feedback and outcomes from practical classes.
• Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.

Once you have reviewed your feedback, you are encouraged to identify and implement further improvements to the quality of your work.  You will be supported in this process by your personal tutor.

Careers

Studying for a BSc in Environmental Planning will assist you in developing the core skills and employment-related experiences that are valued by employers, professional organisations and academic institutions.  Graduates from the Environmental Planning undergraduate degree at Queen’s are well regarded by many employers (local, national and international).

The course is professionally accredited by the Royal Institution of Chartered Surveyors (RICS) and if followed by a one-year Masters degree in planning is accredited by the Royal Town Planning Institute (RTPI).

Although the majority of our graduates are interested in pursuing careers in planning an increasing number develop careers in a wide range of other sectors both in the UK and internationally.  Recently graduates have found employment in China, USA and New Zealand.  Planning is a dynamic and interdisciplinary sector and employers tell us that they value the intellectual and employability skills of our graduates.  Many of our graduates go onto one of our two Masters degrees to complete their RTPI accreditation or other postgraduate training including PhD study. The following is a list of the major career sectors with starting salaries from £12 - 23,000 that have attracted our graduates in recent years:

Employer Links

Consultations:  As well as including employers in our teaching and development of projects we value the input of practitioners on our examination panels.  Our employer links are further enhanced through formal partnership meetings with our accreditation bodies (RICS and RTPI) and by providing student prizes, for example, for the best independent research project.  Therefore, course development is closely aligned to the requirements of the planning sector.

Employers are often also consulted by students in the development of the independent research project.  For example we have developed strong relationships in Northern Ireland with the Housing Executive, and the Planning Division of the Department of the Environment and Department for Regional Development.

As part of the support activities embedded in the degree, employers contribute to regular careers events. 

Graduate Careers and Achievements:  Many of our former undergraduates and postgraduates have risen to the top of their fields, for example:

• (the late) Hugh McKay, Chief Executive of Department of the Environment Planning Service
• Angus Kerr, Director of Planning Policy Division, NI

• Professor Monica Williams (former head of NI Human Rights Commission)
• Jim Wells (local politician)

Many of our graduates have also been chair of the local RTPI Irish Branch (Northern Section);

• Diana Thompson - Director Michael Burrows Associates
• Gavan Rafferty - University of Ulster lecturer

The Prospects website provides further information concerning the types of jobs that attract Environmental Planning Graduates.

Further study is also an option open to BSc graduates. Students can choose from a wide range of Masters programmes as well as a comprehensive list of research topics.

Other Career-related information: Queen’s is a member of the Russell Group and, therefore, one of the 20 universities most-targeted by leading graduate employers.  Queen’s students will be advised and guided about career choice and through the Degree Plus initiative, will have an opportunity to seek accreditation for skills development and experience gained through the wide range of extra-curricular activities on offer.  See Queen’s University Belfast fullemployability statementfor further information.

Degree Plus and other related initiatives:  Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen’s.  Students are encouraged to plan and build their own, personal skill and experiential profile through a range of activities including; recognised Queen’s Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe and learning development opportunities and involvement in wider university life through activities, such as clubs, societies,  and sports.

Queen’s actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students).  Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts.  As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.

Overall, these initiatives, and Degree Plusin particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies.  These qualities are amongst those valued highly by graduate employers.

Special Features

Accreditation: this degree is accredited by two different professional bodies: the Royal Town Planning Institute (RTPI) and the Royal Institution of Chartered Surveyors (RICS).

To gain accreditation from the RTPI, students are required to complete a fourth year of study. This is not necessary for RICS. In each case completion of academic studies must be followed by a period of work experience and assessment of professional competence. Further details are available from the School.

Last updated 12.09.13