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Graduates from this course have gained employment with a wide range of organisations

  • Office for Metropolitan Architecture
  • Grimshaw Architects
  • Hall
  • Black and Douglas
  • Todd Architects
  • White Ink Architects
  • FaulknerBrowns Architects
  • Office of Public Works

Graduates from this course are employed in many different roles

  • Part 2 graduate architect
  • Architectural Assistant
  • Urban Designer
  • Planning Administrator
  • Sustainability Administrator
  • Conservation Administrator
  • Research and Development Officer


The two-year MArch programme at the Belfast School of Architecture offers a distinctive, exciting and dynamic research-led learning experience.


Based in one of the most culturally significant cities in Europe, the two-year Master of Architecture programme at the Belfast School of Architecture offers a distinctive, exciting and dynamic research-led learning experience leading to exemption from the ARB/RIBA part 2 examination.

The MArch is considered as an inter-related series of studio projects and related studies that lead you towards your final year design thesis. The MArch explores architecture that responds to the complex and changing context of architecture and urbanism and the transformations taking place in society. The course team of academics, historians, practitioners, advisors, artists and researchers are committed to understanding and documenting our existing built heritage while proposing imaginative and alternative futures in both the urban and rural context that are socially and ecologically responsible.

Urban investigations and an awareness of the shifting conditions of the contemporary city with its differing social structures, geography, culture, climate, economics, energy consumption, technologies and urban patterns, will form the basis of the MArch studio research. Experimentation, critical reflection, debate and a diversity of approaches are encouraged through different practices and methods in order to locate and establish informed positions and skills.

An important part of this is to address the wider issues facing the profession and in providing a forum to investigate, challenge preconceptions, explore and fully engage the role of the architect in society.

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About this course

In this section



All the project work in the studio, and all the complementary academic work -such as the dissertation- are central to the holistic and integrated approach of the MArch. You will be expected to relate and connect what you do across the different aspects of the course, which satisfies not only the Learning Outcomes and ARB/RIBA criteria, but which comes together in your own unique academic portfolio to showcase your ideas, knowledge and skills.

Year 1 of the MArch explores wider issues of architecture and how architectural thinking can be applied to a range of societal contexts. This is to widen your perceptions, broaden debate and to consider issues at a wider scale than just individual buildings.

The overall intention of Year 1 is to progress from discussing wider global architectural issues to then progressively focus on a very particular context where you can explore different interpretations of what architecture means, before developing individual proposals based on rigorous investigation and research. You will be asked to compile your research into a research fieldbook and then to share your knowledge in a collaborative way. Crits and discussions for the project will often take place in the chosen project context, opening up the process to a more public discourse.

Year 1 students will build on this exercise by undertaking an international study-trip to further inform your understanding of current issues and the relationship between project ideas and the urban/social context of the city in question. MArch students have previously investigated cities such as Boston, Berlin and Barcelona.

Year 2 of the MArch begins by exploring architectural ideas in a more oblique way than just starting a design thesis with a site and brief. These explorations will allow you to cultivate potential ideas and research for your thesis project in a less linear way and which aims to enable you to position yourself relative to the wider culture and debates at an advanced level in the discipline of architecture.

These initial ‘conversations’ begin to open up debates and to focus on the value of your individual positions, perceptions and narratives that are communicated through research-led making and drawing. You are encouraged to experience a range of possibilities beyond the preconceptions of typical approaches to site analysis. Through this practice you will be encouraged to communicate your gathered information on your chosen site location in a manner that provides new insights and ways of looking and recording what you have found.

After these initial projects, you move into the major work of the year – the thesis project. Thesis design documents are given out to act as a guide to help you identify firstly what your project will be and to structure the shifting emphasis of the year from initial concepts and research through to a fully developed building design that is technically and poetically resolved.

The final year design thesis projects are all deliberately located in Belfast, to engage the city the school is rooted in. This allows a unique type of engagement with current issues and the changing urban nature of Belfast. This ‘city conversation’ is encouraged to highlight social needs, and urban aspirations in a city with such historically divided communities and social tensions. Projects can work in adjacent locations to build up an urban dialogue and aim to understand the different aspects and locations of the city. At the end of the year the projects are placed collectively on a city construct that show how they engage the overall city.

In combination with and alongside the design studio the Dissertation offers you the opportunity to explore through personal research a specific theme, question or interest. You may relate this (where possible) to your design thesis so as to allow consolidation of enquiry and effort and critical mass of exploration, but you can also make this an independent study if you wish.

You have the option to select a combination of text with another media output -such as objects, drawings, film, etc- as an alternative to the 10 000 word submission. This allows a material/media exploration that is possible within the Art School context.


The Master of Architecture is a full-time course based at the Belfast School of Architecture which is located on the Ulster University Belfast campus. You are normally expected to be in attendance Monday - Friday. A typical week on the MArch includes time in the design studio and in tutorials, seminars and lectures.

Key dates for the 2016/17 MArch are as follows:

Introductory period: Monday 19 September 2016 - Friday 23 September 2016

Semester 1 Teaching period: Monday 26 September 2016 – Friday 27 January 2017

(Christmas vacation Monday 19 December 2016 – Friday 6 January 2017)

Semester 2 Teaching period: Monday 30 January 2017 – Friday 2 June 2017

(Easter vacation Monday 10 April 2017 – Friday 21 April 2017)

Start dates

  • September 2020
How to apply

Teaching, Learning and Assessment

The Master of Architecture programme uses a full range of teaching and learning scenarios. There are two main learning activities: Taught Study and Self-Directed Study

Taught studies include such activities as reviews (reviews of work, sometimes known in architecture as crits/critiques), tutorials (individual and group), seminars (staff and student led), workshops and demonstrations.

Self-directed study is carried out within the module timetable but without time-tabled staff contact. You are expected to carry out such activities as ideas development, research, designing, drawing, reading, writing etc.

It is central to the pedagogy of architectural education at Ulster that each student has dedicated studio space.

Group Reviews (crits / critiques):Reviews are held within design studio modules and are used to review work to-date. Students and staff discuss the work and ideas in a constructive and critical way. This interaction aims to improve communication skills and helps to develop critical reflection and the application of judgement to students’ work and that of their peers. It also allows students to check the progress within the module.

Tutorials (individual and group):Tutorials take place during studio projects. The teaching methods encourage you to adopt a knowledge seeking attitude, to build up confidence in your own ability to learn and to make reasoned judgments based on available evidence. In a number of modules the cascade model of Peer Tutoring is used whereby the more able members of the class assist those of lower ability levels. Students may be less inhibited in discussing difficulties with their peers than with their teaching staff. Tutorial sessions aim to check your achievement and progress. You are asked to prepare questions and issues related to your work before the tutorial and note down any suggestions made by the tutor(s) or your peers. Students can expect different options and viewpoints if two or more tutors are involved and particularly if it is a group tutorial with other students. The discussion should help you highlight your strengths and weaknesses so you can plan future action for improvement. The breadth of opinion will also help you to confirm and form your own personal direction as designers.

Seminars (staff and student-led):Seminars are a structured discussion between a group of students and a member of staff. The seminar is usually based upon a topic that has been previously prepared and circulated. The discussion can be staff or student-led and can be an assessable component of a module (self and/or peer assessment may be used). You are asked to prepare some questions or issues you wish to be considered by the other participants before the seminar takes place. You can also expect to prepare presentations for a seminar.

Lectures:Lectures are normally occasions where a member of staff or invited guest will speak on a particular subject to groups of students. A lecture is a means of communicating information. It helps in the understanding of concepts, theories and techniques. A lecture in the MArch is not a primary information source but an opportunity to show how arguments and explanations work, how to apply techniques and to hear the language of the subject. The use of aids, such as video presentations and computer data projection may be used to augment these presentation techniques. Presentations from guest lecturers, particularly from practicing professionals will enhance the student learning experience. Lecturers’ handouts may provide supporting materials that can be typically downloaded via the University’s web server or network.

Workshops and Laboratory Work:Workshops are typically organized for a max of 20 students. They are designed not only to disseminate information on a process or skill, but also to give you an opportunity to practice or further develop that process/skill. The use of laboratory work will be aimed at developing a sense of enquiry in students, a comprehension of the diverse nature of the construction and property industries and a spirit of achievement and originality. Laboratory work will support lecture content, emphasise safe working practices, investigative techniques and interpretation of results. Experimental work will relate more to practice and problem solving. In addition the laboratory-based environment is more supportive of group work and peer learning strategies, which are seen as valuable adjuncts to the teaching process.


The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.

Each course is approved by the University and meets the expectations of:

  • the relevant generic national Qualification Descriptor
  • the applicable Subject Benchmark Statement
  • the requirements of any professional, regulatory, statutory and accrediting bodies.

Attendance and Independent Study

As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.

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Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.

The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.

Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.

Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.


Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.

Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.

Calculation of the Final Award

The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).

Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.

All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Academic profile

The University employs over 1,000 suitably qualified and experienced academic staff - 59% have PhDs in their subject field and many have professional body recognition.

Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).

We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic staff (81%) are accredited fellows of the Higher Education Academy (HEA) - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.

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The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.

Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.

Figures correct for academic year 2019-2020.


Here is a guide to the subjects studied on this course.

Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.

In this section

Year one

Ideas Lab

Year: 1

This introduces architecture students to the most current preoccupations within architecture, landscape architecture and urban design, and thereby enables them to participate in current debates and define their own area of interest. The module enables the student to define their own particular area of research interest and allows for the theme and structure for the dissertation and thesis projects to emerge and for them to be critically supported.

MArch Design 1

Year: 1

This module is designed to equip students with the necessary skills that are required for the undertaking of the design thesis in Year 2 and to foster a deeper architectural discourse for those returning from Part I experience. Students will undertake a series of exploratory investigations through which they will research, develop, test and articulate their own emerging architectural standpoint. Studio investigations will be centred on the architectural research, scholarship and practice currently being undertaken by architectural staff and encourage students to develop critical reading and debate skills, graphic skills and innovative, imaginative and radical approaches to design and its representation.

Buildings, Climate and Agency

Year: 1

The craft of making buildings is central to the work of an architect. The knowledge of structural systems and choices for building, the understanding of material quality and the technical details of environmental design, energy conservation and use, weathering, acoustics and building performance framed by a sustainability agenda within an overall approach to architectural tectonics is the proper work of architecture. Together industry and buildings are typically responsible for up to 50% of a country's energy use. Energy efficiency is one of the main strategies which should be considered when attempting to preserve existing energy resources and reducing environmental impact.

All of that is, of course, necessary and urgent to address…but, what are the processes and tools that might empower ordinary citizens to make real change in their neighbourhoods and cities? What might be the first steps in the curving, looping, muck-shifting world of making buildings in a real place?

Year two

Thesis Design Studio

Year: 2

This module will demonstrate the ability to self define a research led design thesis of suitable complexity and originality, and which is informed by the application of advanced subject knowledge. It will evidence through the Academic Portfolio the ability to carry out relevant independent research, explore alternative design strategies, critically appraise and reflect on working methods and practices, and communicate these ideas using a comprehensive range of visual, oral and written media.


Year: 2

This module culminates in the achievement of the written dissertation. In this module the student will demonstrate a critical understanding of how a new contribution to knowledge is made through research. The dissertation will reflect the student's own particular theoretical interest in architecture or related subject areas and will be original, rigorously developed and clearly argued and presented.

Entry conditions

We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.

In this section

A level

Applicants must hold a degree with at least 2:2 honours or equivalent and have a portfolio of their own work.

Applicants must have an undergraduate architecture degree giving exemption from the RIBA/ARB Part 1 with a supervised year out experience in architecture practice.

English Language Requirements

English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.

Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.

Careers & opportunities

In this section

Graduate employers

Graduates from this course have gained employment with a wide range of organisations. Here are some examples:

  • Office for Metropolitan Architecture
  • Grimshaw Architects
  • Hall
  • Black and Douglas
  • Todd Architects
  • White Ink Architects
  • FaulknerBrowns Architects
  • Office of Public Works

Job roles

Graduates from this course are employed in many different roles. Here are some examples:

  • Part 2 graduate architect
  • Architectural Assistant
  • Urban Designer
  • Planning Administrator
  • Sustainability Administrator
  • Conservation Administrator
  • Research and Development Officer

Career options

Graduates are working in many different practices both nationally and internationally on a range of exciting building and urban projects. The knowledge gained during this professional degree (i.e. RIBA Part II) will not only support a wide range of employment opportunities in architecture practices, urban design bodies, architecture conservation organisations, and many governmental and private relevant institutions but also facilitate the route to a PhD level research.

Professional recognition

Architects Registration Board (ARB)

Accredited by the Architects Registration Board (ARB) for the purpose of a Part 2 qualification.

Royal Institute of British Architects (RIBA)

Validated by the Royal Institute of British Architects (RIBA) at Part 2 level for the purpose of eligibility for membership of the RIBA.


How to apply Request a prospectus

Applications to this programme can be made through the University’s online application system.

Start dates

  • September 2020

Fees and funding

In this section

Fees (per year)

Important notice - fees information Fees illustrated are based on 19/20 entry and are subject to an annual increase. Correct at the time of publishing. Terms and conditions apply. Additional mandatory costs are highlighted where they are known in advance. There are other costs associated with university study.
Visit our Fees pages for full details of fees

Northern Ireland & EU:

England, Scotland, Wales
and the Islands:

£9,250.00  Discounts available

£14,060.00  Scholarships available

Additional mandatory costs

Tuition fees and costs associated with accommodation, travel (including car parking charges), and normal living are a part of university life.

Where a course has additional mandatory expenses we make every effort to highlight them. These may include residential visits, field trips, materials (e.g. art, design, engineering) inoculations, security checks, computer equipment, uniforms, professional memberships etc.

We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals as well as first-class facilities and IT equipment. Computer suites and free wifi is also available on each of the campuses.

There will be some additional costs to being a student which cannot be itemised and these will be different for each student. You may choose to purchase your own textbooks and course materials or prefer your own computer and software. Printing and binding may also be required. There are additional fees for graduation ceremonies, examination resits and library fines. Additional costs vary from course to course.

Students choosing a period of paid work placement or study abroad as part of their course should be aware that there may be additional travel and living costs as well as tuition fees.

Please contact the course team for more information.


  1. The University endeavours to deliver courses and programmes of study in accordance with the description set out in this prospectus. The University’s prospectus is produced at the earliest possible date in order to provide maximum assistance to individuals considering applying for a course of study offered by the University. The University makes every effort to ensure that the information contained in the prospectus is accurate but it is possible that some changes will occur between the date of printing and the start of the academic year to which it relates. Please note that the University’s website is the most up-to-date source of information regarding courses and facilities and we strongly recommend that you always visit the website before making any commitments.
  2. Although reasonable steps are taken to provide the programmes and services described, the University cannot guarantee the provision of any course or facility and the University may make variations to the contents or methods of delivery of courses, discontinue, merge or combine courses and introduce new courses if such action is reasonably considered to be necessary by the University. Such circumstances include (but are not limited to) industrial action, lack of demand, departure of key staff, changes in legislation or government policy including changes, if any, resulting from the UK departing the European Union, withdrawal or reduction of funding or other circumstances beyond the University’s reasonable control.
  3. If the University discontinues any courses, it will use its best endeavours to provide a suitable alternative course. In addition, courses may change during the course of study and in such circumstances the University will normally undertake a consultation process prior to any such changes being introduced and seek to ensure that no student is unreasonably prejudiced as a consequence of any such change.
  4. The University does not accept responsibility (other than through the negligence of the University, its staff or agents), for the consequences of any modification or cancellation of any course, or part of a course, offered by the University but will take into consideration the effects on individual students and seek to minimise the impact of such effects where reasonably practicable.
  5. The University cannot accept any liability for disruption to its provision of educational or other services caused by circumstances beyond its control, but the University will take all reasonable steps to minimise the resultant disruption to such services.