Architectural Technology and Management

About this course

About

The course is designed and structured to provide you with a broad knowledge of issues related to architectural technology and the design of buildings. It is essential to have an understanding of many technical aspects including materials, foundations, heating, lighting, acoustics and statutory requirements. Graduates are also equipped with skill and knowledge of Building Information Modelling (BIM) software as well as an understanding of the theory behind the implementation of BIM working methods.

Modules that students currently take include Architectural Graphics, Introduction to Architecture, IT, Communications and Surveying, Architectural Technology A, Introduction to CAD, Form and Structure of Buildings, Comfort, Architectural CAD, Building Design, CAD Applications, Architectural Technology B, Building Physics, Building Information Modelling, Project Design, Dissertation, Conversion, Adaptation and Maintenance and Environmental Conservation and Energy Studies (note these modules are subject to change as the course develops).

Associate awards

Diploma in Professional Practice DPP

Diploma in Professional Practice International DPPI

Attendance

Attendance is compulsory at all timetabled activities, such as lectures, tutorials, laboratories, practical sessions etc.

The attendance pattern for first year is generally 4 days a week reducing to 2 or 3 days a week in final year as students work more independently in their own time.

Start dates

• September 2023

Teaching, Learning and Assessment

Knowledge and understanding of the subjects are acquired mainly through lectures, tutorials and practical work carried out in the laboratory, field and studio, directed reading, case studies, seminars and IT based resources.

Intellectual qualities are developed through exercise classes/tutorials, coursework assignments, individual and group studio design/project work.

Professional and practice skills are gained through coursework assignments including laboratory and field work, technical design, problem solving, assignments and studio work with drawing presentations and a substantial final year project and dissertation. The placement year is also key to this aspect.

Basic IT, CAD and communication skills are taught in Year 1. These and the other skills are developed through coursework assignments including preparation of laboratory reports and fieldwork, individual studio work including hand drawing and model making, (where peer learning in the studio environment and shared experience and social and informal interaction of the students and staff is important) CAD project work and final year project and dissertation. The placement year is a key element to developing these skills. The work placement experience and report is an excellent opportunity for you to reflect upon your learning and brings added value to the final year.

Assessment Methods:

Assessment is through a wide range of methods including closed book examinations, class tests, coursework assignments consisting of reports on laboratory and field work, drawing work and the use of CAD and Building Information Modelling practices, design/technical work, problem solving, oral presentations individual and group projects, a major individual project and dissertation.

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 (20%) or Lecturers (55%).

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) by Advanced HE - 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 2021-2022.

Modules

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.

Year one

Introduction to the Built Environment

Year: 1

Status: C

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.

Creating Development

Year: 1

Status: C

This module is designed to develop the student's understanding of the real estate, 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 skills through the production of feasibility and planning packages. The module embraces a broad range of factors that need to be incorporated into the design while accommodating client and end-user needs, and planning policy and context. 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.

Domestic Building Technology

Year: 1

Status: C

This module provides a general introduction to construction technology with specific emphasis on the sustainable construction of small-scale, low-rise buildings.

The module also introduces the factors that affect and systems that control the internal environment of domestic buildings.

Digital Construction and Communication

Year: 1

Status: C

The modern day built environment professional is required to communicate effectively utilising electronic tools with the rest of the project team. This has been mandated by the UK Cabinet Office Construction Strategy, by European Commission procurement regulations and is being followed across the world. This module develops an understanding of the key drivers and barriers to fully implementing Level 2 BIM and points towards the development of level 3 BIM working in the near future. The module develops the foundational skills for internationally recognised BIM Level 2 for the contemporary and future built environment professionals.

Materials and Structures

Year: 1

Status: C

This module will provide students with a basic understanding of fundamental material science and a comprehensive understanding of the composition, microstructure, and engineering behaviour of materials used in construction applications. The module will also allow students to identify and describe the form and function of various structural elements, to understand the requirements for strength, stability and performance of structures and structural materials and gives an introduction to the design of structural elements.

Technical Development

Year: 1

Status: C

This module aims to provide a general introduction to the technical design process for a low-rise domestic building. The module also introduces practical skills associated with undertaking a measured survey, generating drawing outputs and checking for compliance against statutory guidance.

Year two

Technology, Structures and Environment 3

Year: 2

Status: C

Architectural Technologists must develop the capacity to develop technically sound designs for buildings while responding to a variety of performance criteria. This module examines the influences of technical and regulatory requirements in the five areas of heat transfer and thermal comfort, acoustics, lighting, building services, and fire provision and performance. It aims to deepen the student's knowledge in practical aspects of these elements and give them opportunity to apply the associated fundamental principles. It also nurtures their competencies in using industry standard software (Autodesk Revit) through the production of a building information model and associated working drawings, specification and details.

Technical Design Factors

Year: 2

Status: C

The module will explore different types of structural systems, components and building technology for a medium sized public building, and develop the student's understanding of architectural design concepts associated with these. In addition, students will develop their knowledge of site analysis and the factors influencing the planning, landscaping and servicing of a small to medium sized public building.

Advanced Building Technology

Year: 2

Status: C

The intention of this module is to help develop an appreciation of the integrative nature of technical and design decision making, along with construction techniques, for a range of non-domestic building types, and how this has evolved over time.

Structural Concepts and Services

Year: 2

Status: C

This module highlights the challenges in providing structural solutions to non-domestic buildings and the integration of building services within such buildings for the health, safety and wellbeing of the building occupants and users.

Construction Law

Year: 2

Status: C

This module defines the legal framework within which the operation and administration of building contracts is undertaken. The legal system, the law of contract and the law of tort as they relate to the production of the building project are described and examined. Statutory and regulatory legislations, contract strategy and contractual procedures are analysed and discussed. The rights, duties, liabilities and obligations of the parties to the building contract as dictated by a standard form of building contract are evaluated to enable professional contract management.

Year three

Professional Practice - Architectural Technology

Year: 3

Status: C

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.

Year four

Professional Practice and Management

Year: 4

Status: C

The module encourages reflection and evaluation, and the development of knowledge, understanding and application around the core areas of designing, managing, practising and developing (self) which, for Architectural Technology professionals, is a requirement for both professional progression and to become an accomplished industry professional.

Research Project

Year: 4

Status: C

The research module provides an opportunity for personal exploration and in-depth study of an area of particular significance relating to the course of study. Students are responsible for collating the necessary information for the selection and execution of the research. They are required to critically evaluate the practicality, availability of reference material and access to individuals or records. Clear aims and objectives must be formulated leading to appropriate methods to meet these objectives. The module fosters and develops analytical and evaluation skills, logical thought, and the ability to communicate effectively using verbal, visual and written forms.

Technical Design Project

Year: 4

Status: C

This module provides the student with a series of architectural technology and design projects covering a range of scale and complexity, and with a requirement to research and apply design and technical data to project solutions. Design development and technical resolution will be as per legislation for town planning and building control in Northern Ireland though project contexts may vary. Work stages will align to RIBA Plan of Work 2020 Stages 1 through Stage 4 to produce technical drawings and reports at Stage 2, 3 and 4 respectively. The student will develop their expertise in information management and BIM processes by applying computer model development to drawings that reflect an understanding of digital data management, drawing conventions, and layer/lineweight and type managment in final outputs.

Conservation and Adaptation

Year: 4

Status: C

This module will provide the student with theoretical and practical knowledge of the processes involved in the ethical, efficient, innovative, and future-looking challenges for conservation, regeneration, conversion and adaptation of the existing built environment to preserve and enhance function, heritage, socio-cultural and economic value as well as produce robust, safe, comfortable, and sustainable buildings for future generations. Building visits and case study analysis will review design strategies, policy, and best practice for conservation, conversion and refurbishment, and adaptation and extension of buildings to focus on upgrades to existing building fabric and adding new to old, the integration of services, and use of appropriate materials and construction detailing to preserve, enhance, and extend the life and use of buildings with a lessened impact on carbon emissions and climate change.

Green Building Design

Year: 4

Status: C

This module will allow students to understand and critically appraise the factors affecting energy consumption in buildings enabling them to explore a wide range of low energy options in both domestic and non-domestic buildings. This will enable them to reduce the auxiliary energy load of any renewable energy solutions that may be considered while appreciating the main hazards to health in modern building designs.

Standard 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.

A level

BBC including

A-Level Essential:
one from Biology, Chemistry, Physics, Mathematics, Science, Engineering, Applied Science, Life and Health Sciences (single or double award) or Technology (including Environmental Technology/Environmental Science/Technology & Design/Design & Technology).

See GCSE requirements.

Providing the subject requirement is met, 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.

Applied General Qualifications

QCF Pearson BTEC Level 3 Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DDD.

RQF (2019) Pearson BTEC Level 3 National Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile DDD

RQF (2016) Pearson BTEC Level 3 National Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile DMM.

QCF Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.

RQF (2019) Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.

RQF (2016) Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.

QCF Pearson BTEC Level 3 Subsidiary Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB

RQF (2019) Pearson BTEC Level 3 National Extended Certificate in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB

RQF (2016) Pearson BTEC Level 3 National Extended Certificate in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB

If A levels are being presented with QCF/RQF BTEC awards in other subjects then the A level subject requirement must be met.

Please note that OCR Nationals and Cambridge Technical Combinations do not satisfy the subject entry requirement for this course and will be accepted as grade only when presented with A levels in the required subject(s).

The subject requirement must be met.

For further information on the requirements for this course please contact the administrator as listed in the Contact details section below.

Irish Leaving Certificate

112 UCAS Tariff Points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 if studied at Higher Level or O4 if studied at Ordinary Level. This course also requires you to achieve one grade H3 subject from Biology, Chemistry, Physics, Mathematics, Technology or Engineering.

If Mathematics is not passed at H3, you will be required to achieve a minimum of H6 if studied at Higher level or O4 if studied at Ordinary Level in addition to one of the subjects above.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Tariff point chart

Scottish Highers

Grades BBCCC to include one from Biology, Chemistry, Biology, Chemistry, Mathematics, Physics or a Technology or Engineering subject. Plus GCSE Maths and a Science subject at grade C or 4.

Scottish Advanced Highers

Grades CCD to include one subject from Biology, Chemistry, Mathematics, Physics or a Technology or Engineering subject. Plus GCSE Maths and a Science subject at grade C or 4.

International Baccalaureate

Overall profile of 25 points (including 12 at higher level) to include one Higher Level subject from Mathematics, Science, Physics, Chemistry, Biology. English at grade 4 ordinary level is also required. If Mathematics and Physics are not presented at Higher Level then they are both required at grade 4 ordinary level in addition to one Higher Level subject above.

Access to Higher Education (HE)

Access Course (120 credit Access Course) (NI Access Course) in a Science, Mathematics, Physics or Engineering subject area with an overall mark of 63% to include 63% in each of the level 3 modules and to include 40% in NICATS level 2 Maths for Year 1 entry.

Applicants who do not have GCSE Maths grade C/4 must also achieve a Pass in NICATS Maths level 2.

Overall profile of 15 Distinctions and 30 Merits (60 credit Access Course) (GB Access Course).

GCSE

For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, Mathematics and Single/Double Award Science (we will accept grade C/4 in Physics, Chemistry or Biology in lieu of Single/Double Award Science).

Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.

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

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.

• English language requirements
• Your country

Additional Entry Requirements

HNC
Pass HNC with overall Distinction to include 75 distinctions in level 4 credits in a Architectural Technology or Construction subject area for year one entry.

HND Year 1
​Pass HND in Architectural Technology. GCSE Maths Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required.

HND Year 2
Pass HND in Architectural Technology with overall Merit to include 45 distinctions in level 5 credits to include Merits in Architectural Technology, Design Procedures, Structures and Computer Aided Design.

Foundation Degree Year 1
Foundation Degree in Construction/Building Technology.
Successful completion of Foundation Dgree. GCSE Maths and GCSE Single/Double Award Science, Physics, Chemistry or Biology at Grade C.

Foundation Degree Year 2
Foundation Degree in Architectural Technology
​Pass in Foundation Degree with an overall mark of 50% and minimum 50% in all taught level 5 modules.

For further information on the requirements for this course please contact
the administrator as listed in the Contact details section below.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• WDR & RT Taggart
• GM Design Associates
• Keystone group
• Hall McKnight Architects
• Hamilton Architects
• Marcon Fit-Out
• Graham Construction

Job roles

With this degree you could become:

• Architectural Technologist
• BIM Coordinator
• Specialist Technical Role

Career options

Due to the broad knowledge base in the area of architectural technology a broad range of employment opportunities exist. Typical employers include architectural technology practices, architectural practices, contractors, education and library boards, health and social trusts, building control and other companies in the construction industries. A highly desirable attribute of our graduates is their knowledge and skill relating to Building Information Modelling. Some graduates have obtained excellent employment internationally. Self-employment is also a popular option after a few years when graduates are sufficiently experienced and they become Chartered Architectural Technologists with CIAT.

Work placement / study abroad

Students receive excellent support in the form of Placement preparation classes during second year of the course. The course team gives a high level of support to students assisting them in finding placement. The course enjoys a good relationship with many practices locally and opportunities further afield are also encouraged.

Students completing an approved placement in the British Isles will receive a Diploma in Professional Practice (DPP) upon graduation from the course. For students completing an approved placement internationally, they will receive a Diploma in Professional Practice (International) (DPP(I)) upon graduation from the course.

Professional recognition

Chartered Institute of Architectural Technologists (CIAT)

Accredited by the Chartered Institute of Architectural Technologists (CIAT) for the purpose of exemptions from parts of the professional qualification when progressing to Chartered status.

Apply

Start dates

• September 2023

Contact

For more information visit

• Visit Faculty of Computing, Engineering and the Built Environment
• Visit Belfast School of Architecture and the Built Environment

Disclaimer

Testimonials

The key point to highlight is that the support from main course tutors excels beyond lectures/tutorials. It was very clear to see that they wanted to keep up to date with students in and out of semester time. This was particularly helpful after graduating as you are pointed into the right direction as to what practices are employing.

T McCurdy, 2015 Graduate