2022/23 Full-time Undergraduate course
Bachelor of Science with Honours, Master of Science with Honours
Faculty of Computing, Engineering and the Built Environment
Belfast School of Architecture and the Built Environment
The UCAS code for Ulster University is U20
Learn how to improve the places people work and live in for a sustainable future.
As the global population continues to grow, learn how you can help create sustainable cities, towns, villages and communities, finding solutions to planning challenges of the future.
With high quality research and excellent teaching, highlighted by our 96% student satisfaction rate (Unistats), you will be studying at a top university for planning, regeneration and development.
Discover the fascinating ways in which the planning system, regeneration practices and development processes work. Learn how you, as a future professional, can deliver the United Nations’ Sustainable Development Goals (SDGs) for creating sustainable places and communities.
You will develop wide-ranging skills for creating sustainable development and healthy places by learning about environmental protection, planning law and practice, urban design, stakeholder engagement, housing market analysis, financial appraisals of property development and leadership for managing change. You will have opportunities to apply your learning through a year-long placement and experience global planning practice through our study exchanges.
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The course is designed to meet the needs of those aspiring to become chartered town planners and/or chartered surveyors who will be built environment leaders of the future.
You will discover how planning, regeneration and development practices can help tackle climate change and deliver appropriate social, environmental and economic development proposals, using a fantastic range of live projects across Northern Ireland and beyond.
You will study fascinating topics such as urban design, environmental sustainability and healthy place-making and enjoy a range of field trips and projects to see planning in action. You can also take a field trip to examine international planning, regeneration and development issues.
We work collaboratively with you to develop confident graduates who understand the needs of the land and property development sectors; can recognise and apply different evaluation and financial valuation practices; appreciate different needs of communities; and have research and analytical skills to guide appropriate land use and property development.
Diploma in Professional Practice DPP
Diploma in Professional Practice International DPPI
The Planning, Regeneration and Development course at Ulster can be completed as a 3 year full-time (BSc) course or a 4 year full-time (Integrated Master’s - MSci). The first three years of both courses are identical and both courses have an optional placement year. You will initially enrol onto the BSc pathway, but can then proceed to the MSci after successfully completing year three/final year of the BSc.
You will study for two semesters in each academic year, usually taking three 20 credit point modules each semester. You are normally expected to complete 60 credits in each semester, with 1 credit equal to 10 hours of student participation on a module. The total number of hours on a module includes timetabled lectures / tutorials / seminars / computer labs and also the time spent by you working on coursework or preparing for class. Typically, classes take place across 2-3 days per week; during the rest of the week you are expected to be working in the library or the Urban Planning Studio which is our own dedicated space on campus.
Our passionate academics provide quality, research-led teaching that is informed by employers and civic leaders (e.g. spatial planners and community planning officers from various local authorities, Belfast Healthy Cities, Community Places, and Turley), making what you learn extremely relevant to the real world environment and your future career. Such practitioners will also provide guest lectures and contribute to study visits.
We use a range of teaching, learning and assessment methods. On campus there are face-to-face teaching sessions in a classroom setting for lectures, tutorials and studio classes. Lab classes are also used to teach you computer skills such as geographic information systems (GIS), urban design software, and development appraisal software. Study (field) trips are a feature across all years of the course and can be local - lasting a few hours - or international - lasting a few days - in Final Year. We also use Blackboard Learn for online discussion boards and the distribution of module materials.
Assessment on modules takes a variety of forms including individual coursework (such as reports and research projects), group reports (for example site layout and design proposals), presentations, and written examinations. We provide feedback on all assessment so that you can use the experience for continuous improvement.
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:
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.
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.
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.
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.
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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.
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The module presents a wide-ranging overview of the impact of public & private development, statutory legislation, procurement, building design and construction on UK industry and society. It presents the background to the development of professional and industry norms and also challenges a number of orthodoxies.
Module study includes a review of the roles and responsibilities of property and construction professionals in a complex sector, as well as the nature of professionalism in an era of climate emergency.
This module is designed to develop the student understanding of the planning process and architectural design through the creation of a domestic development project. Students will be given the opportunity to think creatively and develop presentation and planning drawings using AutoCAD, Photoshop and SketchUp (TBC). The module embraces a broad range of factors that will need to be incorporated into the design while accommodating client and end user needs, and planning policy and context. At the end of the module, students will use digital technologies to record and share a presentation of their design proposals and then produce a final package of the design drawings and supporting planning report.
This module introduces the student to a range of economic, environmental and social challenges and how these impact upon built environment disciplines. It provides for an appreciation of the policy and actions needed to stimulate behavioural change across a range of issues such as over reliance on fossil fuels, combating social deprivation, mobility and travel behaviour, consumerism and ethical thinking. Students will get the opportunity to reflect on their own attitudes and values to determine how to take more sustainable decisions and how to influence positive change in the wider built environment.
This module introduces students to the fundamental principles of governance and the legal framework in contemporary society. Students examine the interrelationship between governance actors, the legal system and social policy for advancing sustainable development and improving social, economic and environmental well-being.
An understanding of the origins and evolution of the planning system and regeneration policy is a crucial element of the intellectual basis of professional planning practice. It is also important that students are aware of the range of current policy issues and debates, and develop an appreciation of the interrelationships between planning and regeneration. This module fosters an awareness of the needs, roles and responsibilities of planners and other built environment professionals.
This module introduces the student to a range of financial mathematics, value and investment concepts, various valuation techniques and the bases of those methods. It provides for an appreciation of the analysis and the application of different techniques may be applied to simple valuation problems and how each approach would be used in practice.
Interest in resilience is expanding as a direct response to the scale and intensity of contemporary issues facing governments and societies.This module embraces a range of topics that relate to the conceptual and practical issues involved in building resilient places and identifies a key role for planning in terms of strengthening the ability of society to prepare for, and respond to, anticipated impacts of contemporary social, economic, environmental challenges.
This module will consider the fundamental principles and rules of the law of real property. Specifically the module will consider: the distinction between real & personal property; co-ownership; leases & business tenancies; licenses & estoppel; trespass & control of access to land; adverse possession; private planning & freehold covenants; easements & incorporeal hereditaments and mortgages.
This module considers the concept of spatial planning and how it has evolved across the UK, Ireland and the rest of Europe. In particular, the module identifies the contemporary debates surrounding the fluid conceptualisations of spatial planning, and articulates how planning nests within planning practice. The module will provide a learning platform to understand the role and interrelationships between stakeholders in structuring and shaping land use policy and how planning practice sits within a particular legal framework.
The module develops student understanding of real estate value by developing the theory underpinning development including the components of value, land assembly, acquisition, compulsory purchase and compensation of assets. Valuation methods incorporating cost and residual approaches; and local taxation affecting property decisions will be of central importance to the module. Furthermore, the module develops the core fundamentals of value link to regeneration and real estate investment. The module builds upon and further enhances valuation skills developed in Year One through the SUR107 Valuation Principles.
This module introduces students to key design and place-making principles that influence the form and function of the built environment. It helps develop an understanding of the role of design in planning, regeneration and development decision-making processes necessary to deliver high quality developments. The module demonstrates how the design of buildings and spaces can influence the achievement of wider sustainable development, community and social objectives.
The module provides students with the basic concepts and theories in property market analysis, development valuation and finance and a practical understanding of real estate finance, and development appraisal fundamentals. It presents some of the major concepts, principles and analytical methods useful for analysing financial decisions in property development. It also gives students exposure to SPSS and Excel based evaluation tools which are integral to valuation and measurement practice.
Professional institutes in the planning and development sector emphasise the importance of professional conduct within organisations and when dealing with interest groups. This module contextualises ethics and professional practice against changing state-market-civil relations and a concern with climate change and global sustainable development. It invites students to debate ethical and professional dilemmas that may be encountered in practice, and supports them to develop the skills necessary to work in inter-professional and changing environments.
Planning and design processes, and associated outputs and outcomes, influence the physical environments where people live, work and socialise. Therefore, the spatial dynamics of places can have a positive or negative impact on social well-being. Notions of 'wellness' and 'well-being' manifest at varying scales of society, visible in personal life, and in neighbourhoods, cities, regions and national contexts. In recent years, there has been a growing interest in reuniting planning and health. Many of the issues that planners are responsible for interact with health and well-being. This module provides students with an understanding of how planning can play a crucial role in creating inclusive environments that enhance people's health and well-being, and help to diminish health inequalities.
This module introduces students to the concepts and practices informing the emerging field of marine planning and management. Grounded in an appreciation of sustainable development, it explores the planning, regulation and management of the marine resource from a governance, public policy and transdisciplinary perspective. The module provides students with a solid appreciation of the complexity of the property rights regime, the potential modes of intervention and the challenges of managing competing stakeholders.
This module requires students to undertake an independent, in-depth literature review in relation to a specific regeneration / property development problem or issue and to demonstrate effective research, analytical, evaluation and appraisal skills in the specialism. Students are expected to demonstrate an applied understanding of the theories and practices of spatial planning as the basis for subsequently undertaking empirical research in relation to an original problem.
This module is deigned to provide students with and understanding of the environmental impact of land and property development on the built environment. The module provides the students with knowledge of key issues of the need to make progress towards goals of sustainable development as one of the greatest challenges facing all sectors of business and society. This module focuses on the contribution that planning and real estate professions can make in order to achieve sustainable development in the way in which our built environment is planned, financed, developed and managed.
This module is designed to provide a practice-based understanding of regeneration, real estate investment and to enhance student awareness of the innovative investment products currently on the market. Stages in the process include the transposition of knowledge on the various stages of the regeneration process. Investment vehicles, cash flow analysis, partnership modelling, investment strategies and the risk return characteristics form the basis of the second stage of the module. Collectively the module is designed to enhance awareness of the innovative capacity of real estate as an asset class and to inform and educate student ' the future drivers of the industry to the potential of regeneration.
This module is optional
This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.
This module explores ways of designing and facilitating inclusive engagement approaches, whilst helping students understand how ideas of civic and civil engagement are politically located and socially constructed in institutional and administrative environments. It presents theoretical and practical frameworks for understanding and implementing engagement for different planning enterprises.
This module is designed to provide students with an understanding of the planning and property development process in context of sustainable urban regeneration, a contemporary and priority agenda in cities. The module provides the students with knowledge of key issues related to mixed use developments and the deliverability of sustainability principles within an urban regeneration context. This module addresses the policy objectives related to sustainable communities and low carbon growth in cities.
This module builds up and develops key understanding of the processes and dynamics behind urban housing and land market dynamics. It introduces students to a range of property market data in relation to contemporaneous issues facing property professionals. This will enable the student to think through the problem and to propose possible strategies to tackle pertinent issues.
This module requires students to undertake an independent, in-depth study in relation to a specific regeneration / property development problem or issue and to demonstrate effective research, analytical, evaluation and appraisal skills in the specialism. Students are expected to demonstrate an applied understanding of the theories and practices of spatial planning, undertake empirical research in relation to an original problem, and reach appropriate evidence-based decisions or recommendations.
The module in international planning and development practice has the primary objective of providing students with the necessary international theory and practice in planning and development of major projects. The international comparative element of the module will provide the students with the ability to understand how to assess `business risk' when considering the entry into any given 'market' to undertake property development or investment.
The module will examine a range of theoretical and practical issues surrounding leadership and change. Understanding, and appreciating, such issues and considering how best to use new knowledge will be essential for spatial planners in terms of enhancing organisational and city performance in an inclusive way. The module is designed to prepare students to better manage their careers in the context of discontinuous change.
This module is optional
This module is designed to provide a practice-based understanding of the stages in the process including planning, use, design, appraisals, discounted cash flow analysis and financing of single/mixed use developments on brownfield sites. A core component of the module concerns the applicability of innovative funding of large regeneration schemes with commercial and mixed use real estate needs in a post recession era. The content focuses on the use and application of development appraisals, finance packages, and sensitivity analysis to analyse options in creating real estate value.
This module is optional
The module explores community planning as a modern expression of securing integrated institutional and cross-sectoral working, incorporating civil engagement, to design resilient service delivery. The module offers students to rethink public services, discuss the governance context that shapes service delivery and considers ways to monitor outcomes for improving well-being. With particular relevance to Northern Ireland, given the statutory link in legislation between community planning spatial and land use planning, which is the first of its kind in the UK and Ireland, the modules explores how the interplay between these two processes can be considered as an integrative approach for improving the relationship between people, places and services.
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.
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The A Level requirement for this course is BBB.
For those applicants offering Geography at A level, a one grade reduction will be applied at the time of offer. Geography must be achieved at a minimum grade B.
Applicants can satisfy the requirement for one of the A level grades (or equivalent) by substituting a combination of alternative qualifications recognised by the University.
The Faculty of Computing, Engineering and the Built Environment accept a range of alternative combinations of qualifications such as:
BTEC Extended Awards
BTEC Level 3 QCF Extended Diploma any subject with overall award profile DDD.
BTEC Level 3 RQF National Extended Diploma any subject with DDM overall award grades.
A Levels with;
BTEC Level 3 QCF Subsidiary Diploma;
BTEC RQF National Extended Certificate;
BTEC Level 3 QCF 90-credit Diploma
BTEC Level 3 RQF National Foundation Diploma;
BTEC Level 3 QCF Diploma or BTEC Level 3 RQF National Diploma.
OCR Nationals and Cambridge Technical qualifications please contact the Admissions staff for further information.
Entry equivalences can also be viewed in the online prospectus at http://www.ulster.ac.uk/apply/entrance-requirements/equivalence
For further information please contact the course administrator as listed in the Contact section.
120 UCAS tariff points to include a minimum of 4 subjects at Higher Level and 1 subject at Ordinary Level. The overall profile must include English and Maths at minimum Grade H6 or above (HL) or O4 or above (OL) if not sitting at Higher Level.
The Scottish Highers requirement for this course is BBBCC. All subject areas considered.
The Scottish Advanced Highers requirement for this course is CCC. All subject areas considered.
Overall International Baccalaureate profile minimum 26 points (13 at higher level). English and Mathematics at minimum grade 4 must be achieved in the overall profile.
Successful completion of an Access Course in Science, Science and Technology, Humanities or Social Science based subjects with an overall average of 65%, and 65% in NICATS Level 2 Maths for Year 1 entry.
GCSE Profile to include Grade C or 4 in English and Mathematics.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
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.
HNC requirement in a Construction/Civil Engineering/Building Services subject is overall Distinction to include 90 level 4 credits at Distinction for year one entry.
HND requirement in a Land Administration or Estate Management subject area is overall Merit to include 60 level 5 credits at Distinction for year 2 entry.
Ulster Foundation Degree
Pass in Foundation Degree in Property, Planning and Housing with an overall mark of 55%, and minimum 55% in all taught level 5 modules. Applicants will normally be considered for year 2 entry to the linked Honours degree.
For further information on the requirements for this course please contact
the administrator as listed in the Contact details section below.
Entry equivalences can also be viewed in the online prospectus at http://www.ulster.ac.uk/apply/entrance-requirements/equivalence
The General Entry Requirements must also be met including English Language minimum GCSE grade C or 4 (or equivalent). Please check the following link http://www.ulster.ac.uk/apply/entrance-requirements#ger
For details on exemptions and transferability contact the Course Director, Dr Gavan Rafferty
Each programme will have slightly different requirements, both in terms of overall points and certain subjects, so please check the relevant subject in the undergraduate on-line prospectus.
Normally Ulster University welcomes applications from students with:
Generally, for undergraduate courses for international applicants we require equivalent to A-Level CCC, for these courses the entry requirements will be one of the following:
Please note that some courses will have subject specific entry requirements, please check the relevant course entry requirements in the undergraduate on-line prospectus. If there is a subject specific requirement you will be required to get 580 in the Subject Specific SAT or Grade 3 in the Subject Specific AP test.
Some courses may also have additional entry criteria, such as a Skype interview, submission of a satisfactory portfolio, criminal record check or health check, please check the relevant course entry requirements in the undergraduate on-line prospectus.
For courses that require GCSE Mathematics Grade C, you will be required to successfully complete Grade 12 in High School Diploma Mathematics.
Some courses have higher entry requirements, please see list below;
(A-level ABB to include 2 science subjects from Biology, Chemistry, Mathematics and Physics or equivalent)
To include one of the following:
(A-Level BBB to include Chemistry and 1 science from Mathematics, Physics or Biology or equivalent)
To include one of the following:
(A-Level BBC or equivalent)
To include one of the following:
|Level 12 English Lang in HSD|
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Graduates from this course are now working for:
With this degree you could become:
Many of our graduates pursue careers in planning, but others secure careers in the regeneration and property development sectors. Our graduates tend to work across the public, private and community sectors, both nationally and internationally. These include:
Community / charities / voluntary sector
Some of our graduates go on to further postgraduate research opportunities in the form of PhD study across the fields of planning, regeneration and development.
Graduate employability is an important feature of the Planning, Regeneration and Development course. One way this can be enhanced is by undertaking an optional work placement year. You also have the opportunity to undertake at least one short work placement during the academic year which is compulsory. The teaching team will help you to find work placements.
In addition to work placement opportunities, you are also encouraged to complete a period of study abroad. We have close links with Nijmegen University in the Netherlands where our students have undertaken a period of study as part of the Erasmus Programme. Ulster also has links to planning and development courses across the world where you can choose to study for one or two
Accredited by the Royal Town Planning Institute (RTPI).
Accredited by the Royal Institution of Chartered Surveyors (RICS) for the purpose of graduate membership.
Applications to full-time undergraduate degrees at Ulster Univeristy are made through UCAS.
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There are two sets of awards across six different categories that are only for students studying Planning, Regeneration and Development, and one further award which is open to all students on courses at Ulster University accredited by the Royal Institution of Chartered Surveyors (RICS). These awards are evidence of the close links that exist between Ulster University and the planning and development sector.
The Royal Town Planning Institute (RTPI) presents a prize:
The Environmental and Planning Law Association of Northern Ireland (EPLANI) presents four prizes:
RICS Award - given to the First Year student with the highest overall average in the Belfast School of Architecture and the Built Environment, Ulster University.
All of these awards are prestigious and sought-after by students on the course.
An international study visit to a European country takes place in the final year of the course over a period of four days. All students are normally expected to participate in this study visit.
In recent years, students have travelled to the Netherlands, visiting Amsterdam, Nijmegen and Utrecht. Participating students pay for their costs associated with the visit including flights and accommodation, typically in the region of £300-400 depending on when these are booked; additional costs include subsistence and in-country travel.
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.
"The Planning, Regeneration and Development course covers a range of stimulating topics relevant to contemporary practice and the supportive staff helped me to secure an excellent work placement at Belfast City Council. I found the course so interesting and intellectually stimulating that I decided to undertake a PhD at Ulster University." Matthew Kearney, MSci Planning, Regeneration and Development Graduate and PhD Researcher, Ulster University.
"As a mature student, I was nervous about going back to university, but the staff and my fellow students were brilliant. Since graduating, I have been promoted, had my final year research project published, become a Chartered RTPI Member and was Chair of RTPI Northern Ireland. Having interviewed some of the more recent graduates I can confidently say that the course is very relevant to future employers and produces a high calibre of knowledgeable and enthusiastic students ready for the workplace. The staff have great connections with planning practitioners and their guest lecturers are relevant and up to date with their knowledge. Lecturers are approachable and really want the best from each student. I would highly recommend this course to anyone interested in a career in planning, regeneration and development." Judith Winters, Senior Planner, Antrim and Newtownabbey Borough Council.
"I felt that the Planning, Regeneration and Development lecturers genuinely cared about the students both on a personal level and an academic level. The lecturers always made themselves available to assist when I had any queries about coursework, or lecture material, as well as making themselves available to discuss any issues relating to the student experience at Ulster." International exchange student from Sydney, Australia.