Geography with optional placement year - BSc (Hons)

About this course

About

Geography is an integrated study of the Earth’s places, societies, environments and landscapes. So if you are interested in learning about the world in which we live and about pressing issues that affect us such as climate change, environmental hazards, conflict and social inequality, and sustainable development, then a geography degree is for you. The discipline of geography is unique because it is the only university degree that bridges the social sciences and humanities (human geography) with the natural sciences (physical geography) in a coherent way.

It remains one of the most popular degrees to study at university and students enjoy the programme because of the insights they gain about the world around them. Because geography provides an ideal framework for relating other fields of knowledge, students trained as geographers can contribute substantially to the applied management of the Earth’s resources and its environments. At Ulster we have designed programmes which cover the main elements of geographical analysis. The advanced training that you will receive in geography is designed to enhance your employment skills once you graduate.

The School of Geography and Environmental Sciences is one of the largest of its kind in Britain and Ireland, with over 350 full-time undergraduate students, 250 postgraduate students and 23 academic, technical and administrative staff. Particular strengths in the School are the development of interdisciplinary taught and research programmes that integrate the environmental, earth and marine sciences with human geography and the use of spatial analysis to investigate relationships between the environment and society. Teaching in the School was rated as 'excellent' in the most recent Teaching Quality Assessment Exercise conducted by the Higher Education and Funding Council, and has consistently been included as one of the top ten of its kind in the UK in independent league tables published by national newspapers. We were also recently commended by the Quality Assurance Agency's Institutional Audit for the quality of our teaching and management of the learning experience.

Associate awards

Diploma in Professional Practice DPP

Diploma in International Academic Studies DIAS

Attendance

Three years (four years with DPP/DIAS option).
On campus five days a week, contact time average 16 hours per week, 34 hours per week average independent study including academic assessment.

Start dates

• September 2023

Teaching, Learning and Assessment

Knowledge and understanding are required through lectures, practical sessions, directed reading, case study work, fieldwork, seminars, tutorials, and primary and secondary data evaluation techniques. Modules are assessed by a combination of coursework and examinations or by coursework only. The assessment methods used in individual modules are specified in the module handbooks. Each module adopts its own assessment strategy and may include one or more of the following: essays; literature reviews; seminar oral presentations; seminar write-ups; class tests; research projects/dissertations and examinations.

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 near the start date and may be subject to 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 of attendance will often 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 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 Masters 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

Assessment methods vary and are defined explicitly in each module. Assessment can be via one method or a combination e.g. examination and coursework . 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 four learning outcomes, and no more than two 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 Masters 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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.

Figures correct for academic year 2019-2020.

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

EGM Skills Toolbox

Year: 1

Status: C

This module is designed to introduce level 4 students of environmental science and geography to a range of practical skills related to investigative work in these areas of science. This encompasses data gathering (particularly related to mapping, questionnaires, interview techniques, and focus groups), data summary and analysis, and the use of software packages for data display and analysis (Excel and SPSS). The module also provides study and writing skills, data presentation, report writing, and the use of information resources.

Sustainable Worlds: People and Environments

Year: 1

Status: C

This module introduces the theories, ideas and issues associated with the study of sustainability, spatial inequality and the environmental challenges facing society. It adopts a multi-scale approach, examining many of the environmental and developmental issues operating at the global, international, national, regional, local scales The module focuses on patterns of disparity, development and environmental degradation in the less developed world, in western Europe, and the island of Ireland.

The Lithosphere

Year: 1

Status: C

This module is an introduction to general geological materials, processes and concepts. Students will learn to identify rocks, minerals and fossils, study the structure of our planet, learn to read and analyse maps, and interpret geological processes and structures in the field.

Key Concepts in Human Geography

Year: 1

Status: C

This module explores the key theories underpinning human geography and thinks about the ways in which the discipline can help us understand contemporary global challenges and issues. Using a range of case studies and examples we work through some of the most contested debates and issues dominating modern geographical thought as well as revisiting the genesis of current geographical ideas.

The Biosphere

Year: 1

Status: C

The biosphere provides an overview of the constituent parts of the living component of the planet, beginning at the level of the individual organism. Starting with an introduction to the history of life on earth and several general concepts, this material will move into the diversity of form in plant divisions and animal phyla in light of taxonomic classification, systematics and phylogeny. These concepts will be outlined with reference to specific case studies and the current state of scientific literature on the subject. These concepts will be demonstrated through a series of practical exercises which will give an appreciation of the diversity of external and internal anatomical form of a range of different organisms and their approaches to life.

Environmental Systems

Year: 1

Status: C

This module is designed to introduce students to the theory of environmental systems and provide an understanding of systems behaviour using various environmental systems as examples. The theoretical component of the module will be provided by lectures, which will cover a contemporary thinking into concepts of environmental systems and the practical part of the module will consist of a laboratory exercises.

Year two

The Atmosphere

Year: 2

Status: C

This module is designed to allow students to gain a good understanding of weather phenomena, atmospheric circulation and our climate. In addition, impact of human activity such as pollution and climate change on the atmospheric conditions and circulations will be explored. Global events such as El Nino and the Monsoon will be discussed as case studies.

Remote Sensing and Geographical Information Systems

Year: 2

Status: C

This module offers students the opportunity to study the principles and applications of terrestrial and underwater remote sensing and GIS and develop links between remote sensing and GIS. Students are expected to become familiar with theoretical foundations of these technologies and to demonstrate technical principles through a series of software-based practical exercises and projects.

Geopolitics, Environment and Development

Year: 2

Status: C

As political systems, global challenges and environmental pressures continue to evolve, this module explores contemporary geopolitics and thinks about the interconnections between the political organisation of space, the environment and development processes. The first part focuses on geopolitics and geopolitical relationships. It interrogates some of the processes that give rise to nations and states, as well as to local, regional and international conflicts. We think about the concepts of power, territoriality, nationalism and representation. The second part of the module thinks about how geopolitics intersects with development and the environment. We investigate the links between environment, human action and associated development through the exploration of environmental change, the causes, impacts consequences of environmental issues and by considering the concept of sustainable development and how conflict emerges in society.

Skills for Sustainable Planning

Year: 2

Status: C

Through a variety of teaching methods this module provides students with a range of environmental, geographical and generic employment-orientated skills and practices to help them enhance their employability potential and to integrate more effectively into the workplace. Continued development of regions and the expansion in the use of the environment and its resources requires planning and management of often complex and diverse issues and stakeholders. This module examines the relationship between society, planning and environment and explores a range of decision making approaches and the wider social implications of these. It considers the concepts and requirements of environmental impact assessment and outlines the methodology of planning an EIA.

Research Methods and Field School (Geography)

Year: 2

Status: C

This two-part module introduces students to research design in geography and to the theory and practice of geographic fieldwork. Part one is lecture based and covers qualitative and quantitative research methods, risk assessment, research ethics and research project planning. Part two is a residential field-course which explores these methods and issues at first hand. The module serves as preparation for EGM519 Geography Dissertation, which students take in their final year.

Freshwater Systems

Status: O

Year: 2

This module is optional

This module provides a general introduction to the physical, chemical and biological processes occurring in freshwater, including water balance processes, their management and relevance to society.

Ecology and Biogeography

Status: O

Year: 2

This module is optional

Ecology is a broad discipline involving biology, chemistry and physics of the environment, geography and human impacts. Concepts of ecology, including the interactions between individuals and populations, and the structure and resilience of communities and ecosystems, will be examined with reference to specific case studies and in the context of the biosphere as a whole. A range of different ecosystems will be studied in terrestrial, freshwater, marine and microbial environments, from which case studies will be drawn. These case studies will include the key production processes in each ecosystem, in addition to model organisms at a range of trophic levels and relevant publications detailing the current state of knowledge for each system. The role of applied ecology, in relation to conservation and environmental management will also be emphasised.

Coastal & Marine Processes

Status: O

Year: 2

This module is optional

This module is designed to introduce students to the interaction between coastal and marine processes and forms, and how these relate to the human use of the coastal zone and the deep sea. It examines various parameters within the coastal zone, shallow and deep water, and outlines the basic fundamentals of coastal and marine processes. Current state-of-the-art techniques used in modern coastal and marine research are described. Use is also made of the www to add supplementary material to that given in lectures.

Year three

Industrial placement - Diploma in Professional Practice (DPP)

Status: O

Year: 3

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.

Diploma in Intern'l Academic Stds (learning in a foreign language)

Status: O

Year: 3

This module is optional

This module is a requirement of the Diploma in International Academic Studies and is mandatory for those students of Environmental Science and Geography studying in a European or International University teaching in a foreign language. It is not available to any other students. Students on this programme are required to achieve at least 50 ECTS while abroad and complete a reflective portfolio concerning their experience while at the host University.

The pass mark for the module is 40%.
The Board of Examiners may award a Pass with Commendation to a candidate who achieves an overall mark between 60% and 69% and a Pass with Distinction to a candidate who achieves an overall mark of at least 70%.

Diploma in International Academic Studies (Learning in English)

Status: O

Year: 3

This module is optional

This module is a requirement of the Diploma in International Academic Studies and is mandatory for those students of Environmental Science and Geography studying in a European or International University where teaching is (mostly) carried out in English. It is not available to any other students. Students on this programme are required to achieve at least 50 ECTS while abroad and complete a reflective portfolio concerning their experience while at the host University.

The pass mark for the module is 40%.
The Board of Examiners may award a Pass with Commendation to a candidate who achieves an overall mark between 60% and 69% and a Pass with Distinction to a candidate who achieves an overall mark of at least 70%.

Year four

Conflict Geographies

Year: 4

Status: C

This module examines the complex nature of conflict. It looks at a number of core related issues within the conflict arena, including identity and society, while contextualising the process of conflict resolution within a Development framework.

Research and Professional Skills

Year: 4

Status: C

Through a variety of teaching methods this module provides students with a clear focus on professional career opportunities and assists them in enhancing their environmental and geographically specific employability skills. Particular emphasis is given to the translation of the specific research skills of project planning, critical literature review and methodological and analytical techniques that they employed in the dissertation project. Students will gain an understanding of the various sources of postgraduate study and professional job opportunities available to Geography and Environmental Science graduates and will provided with the opportunity to experience a full job application, interview and selection process.

Environmental Change

Status: O

Year: 4

This module is optional

The module examines temporal and spatial signatures of environmental change with the aim of developing an understanding of landscape evolution at Quaternary to historical timescales. A range of proxy evidence (sedimentary and biological) is used to explore the links within the ice-atmosphere-ocean system in global context.

Water Resources Management

Status: O

Year: 4

This module is optional

This module applies theory and techniques relevant to current issues in catchment management, water pollution and toxicology.

Advanced Remote Sensing and Geographic Information Systems

Status: O

Year: 4

This module is optional

The module offers students the opportunity to study a variety of spatial and statistical techniques relevant to the GI Industry. Techniques from GIS and remote sensing are applied to the measurement and monitoring of spatial patterns and processes. A number of software programs are available, especially ArcGIS 10.*. Practical experience will be gained using Global Positioning Systems.

Environmental Challenges and Management

Status: O

Year: 4

This module is optional

This module uses real life case studies to examine how landscapes may be managed and conserved. Examples are drawn from across a range of contexts and challenge the students to consider the complexity of decision making in environmental management. It is available to final year students in Environmental Science and Geography.

Geographies of Transnationalism

Status: O

Year: 4

This module is optional

This module explores the geographies of transnationalism an exciting, diverse and constantly evolving subject area. The module assesses how and why transnationalism has developed as well as encouraging students to critically reflect on their knowledge. Throughout the module students will be introduced to examples of how transnationalism can be found in the everyday and will be encouraged to write and reflect on this in their assessed learning journals.

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

Grades BCC
It is preferable for applicants to study Geography at A-level, but this is not a requirement.

Applied General Qualifications

QCF Pearson BTEC Level 3 Extended Diploma (inc. course if appropriate) / OCR Cambridge Technical Level 3 Extended Diploma (inc. course if appropriate) (2012 Suite)

Award profile of DDM

RQF Pearson BTEC Level 3 National Extended Diploma (inc. course if appropriate) / OCR Cambridge Technical Level 3 Extended Diploma (inc. course if appropriate) (2016 Suite)

Award profile of DMM

QCF Pearson BTEC Level 3 Diploma (inc. course if appropriate) / OCR Cambridge Technical Level 3 Diploma (inc. course if appropriate) (2012 Suite)

Award profile of DM plus A Level Grade B

RQF Pearson BTEC Level 3 National Diploma (inc. course if appropriate) / OCR Cambridge Technical Level 3 Diploma (inc. course if appropriate) (2016 Suite)

Award profile of MM plus A Level Grade B

QCF Pearson BTEC Level 3 Subsidiary Diploma (inc. course if appropriate) / OCR Cambridge Technical Level 3 Introductory Diploma (inc. course if appropriate) (2012 Suite)

Award profile of M plus A Level Grades BC

RQF Pearson BTEC Level 3 National Extended Certificate (inc. course if appropriate) / OCR Cambridge Technical Level 3 Extended Certificate (inc. course if appropriate) (2016 Suite)

Award profile of M plus A Level Grades BC

Irish Leaving Certificate

104 UCAS Tariff points to include a minimum of five subjects (four of which must be at higher level) to include English and Maths at a minimum of H6 if studied at Higher Level or minimum of O4 if studied at Ordinary Level.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Tariff point chart

Scottish Highers

The Scottish Highers requirement for this course is Grades BCCCC.

English & Mathematics required at Standard Level 1, 2 or 3

Scottish Advanced Highers

The Scottish Advanced Highers requirement for this course is CDD.

English & Mathematics required at Standard Level 1, 2 or 3

International Baccalaureate

Overall International Baccalaureate profile minimum 24 points to include 12 at higher level to include Grade 4 or above in Higher or Subsidiary level English Language and Mathematics.

Access to Higher Education (HE)

Pass Access course with overall mark in the range 60 including 60 in all level 3 modules.To include a 20 credit Level 2 Mathematics module, passed at 40% or successful completion of NICATS Mathematics.

Access to HE Diploma (GB) to include 12 Distinctions, 30 Merits and 3 Passes

GCSE

You must satisfy the General Entrance Requirements for admission to a first degree course and hold GCSE passes in English Language and Mathematics at Grade C (or grade 4) or above (or equivalent).

Please note that for purposes of entry to this course the Level 2 Essential / Key Skill in 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

You may also meet the course entry requirement with combinations of different qualifications to the same standard as recognised by the University (provided subject requirements as noted above are met). Examples of acceptable combinations include:

2 A Levels and BTEC Subsidiary Diploma

OCR National Diploma and BTEC Subsidiary Diploma

2 A Levels and Cambridge Technical Introductory Diploma

A Level and BTEC National Diploma

For further information regarding combination offer requirements, please contact Faculty Office staff on T: +44 (0) 28 7012 4159 or E: science@ulster.ac.uk.

Exemptions and transferability

Most students enter Year 1. However, if you can provide evidence of previous relevant study, you may be considered for entry to later years.

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• Land & Property Services
• Department of Education
• National Trust
• AECOM Engineering
• Ordnance Survey
• Mouchel Engineering
• Department of Environment

Job roles

With this degree you could become:

• GIS consultant
• Mapping & Charting Officer
• Teacher
• Heritage Scientist
• Town & Country Planner
• Statistician
• Geodetic surveyor

Career options

Employers are particularly impressed by the flexibility of graduates in Geography. The subject encourages cross-disciplinary thinking, good communication and team-building skills, and a knowledge base that has wide application. Careers for Geography graduates are quite diverse. The flexible skills acquired during a Geography degree means there are many career opportunities in both the public and private sectors of the economy. Our Geography programme is recognised as an essential precursor for students seeking admission to PGCE (teacher training) courses in both the UK and RoI and the traditional fields of teaching have attracted many of our graduates throughout the years. Other career opportunities include working for Aid Agencies, Government and Diplomatic Services, Voluntary Organisations, Consultancies, Ordnance Survey, Town Planning, Travel Industries and Marketing, Estate Management, Rural Development Agencies, National Trust, Town and Transport Planning, Site Management, Population Census and Social Planning. After qualifying, about half of our graduates embark on postgraduate training in areas such as Town Planning, Tourism, Computing, Geographic Information Systems (GIS), Remote Sensing, Business Management and Export Marketing. Increasingly, our students are furthering their career prospects by undertaking a postgraduate course once their Geography degree is completed.

Find out what some of our geography alumni have to say about their time at Ulster and what they are doing now

Work placement / study abroad

Work placement

You have the option to undertake a one-year work placement (in Year 3) with an industry partner leading to the award of Diploma in Professional Practice (DPP). These work placements can be at home or abroad in an organization (company, local or central government or voluntary organization), and you will work under the supervision of an Industrial Supervisor, supported by the DPP Co-ordinator and an Academic Supervisor from within the University.

Study abroad

Alternatively, students can study in one of our partner universities in Europe or in the USA (through the Study USA programme or the International Student Exchange Programme). All of these international opportunities are available in Year 3 of the programme and lead to the award of a Diploma in International Academic Studies (DIAS).

Professional recognition

Institution of Environmental Sciences (IES)

Accredited by the Institution of Environmental Sciences (IES) for the purpose of eligibility to apply for associate membership.

Apply

Start dates

• September 2023

Contact

For more information visit

• Visit Faculty of Life and Health Sciences
• Visit School of Geography and Environmental Sciences

Disclaimer

Testimonials

A degree in geography from Ulster University opens many new doors in terms of your career choices. This section looks at some of the careers chosen by our geography graduates and presents short profiles of alumni outlining a variety of career paths and their experiences studying with us.

Geographers specialise in understanding and trying to improve society’s problems. In the degree programme at Ulster you will develop a range of quantitative and qualitative research skills, and address a range of human and physical geography issues; such as climate change, coastal erosion, conflict, development, and poverty. Our graduates are employed across a wide range of fields. Many have forged careers in environmental agencies, GIS, education, consultancy, town and country planning, and public administration. A 2010 poll of over 200,000 graduates from UK universities found that those with geography degrees had the lowest rate of unemployment six months after graduation of any discipline polled (Higher Education Career Services Unit).

Where are they now?

Alumni case studies: find out what some of our geography alumni have to say about their time at Ulster and what they are doing now.

Hannah Orr: GIS Consultant - Renewables Industry

I graduated from Ulster University in 2012 and then took a 3 month role as a Mapping and Charting Officer with Land and Property Services (LPS) before completing an MSc in Geographic Information Systems (GIS) at Ulster. After completing my MSc I returned to LPS as a Mapping and Charting Officer, mainly working on the Northern Ireland address gazetteer. During my time at LPS I also had the opportunity to work on a GIS Consultancy project with a Council. I subsequently worked for the Northern Ireland Ambulance Service as an Information Analyst which involved performance analysis and use of GIS to assist in performance monitoring and decision making. I am now working with Gaelectric as a GIS Project Officer and predominantly work on Onshore Wind Farm Projects.

Patricia Doran: Hydraulic Modeller

I graduated in 2009 and then completed a PgDip in GIS. Following this I worked for Northern Ireland Water (NIW) as a GIS technician, using skills I had gained at university I applied them to different GIS software. This provided the groundwork for my current positon as a hydraulic modeller with civil engineering company, Mouchel, where I am responsible for the construction and calibration of hydraulic models based on NIW’s supply network across the whole of Northern Ireland. More recently I have been using these models to carry out analysis on the network to assist NIW with their Watermain Rehabilitation Framework (WMRF) by testing the impact their proposed rehab changes has on the downstream network.Alongside this I am also completing an online course with World Bank Group on ‘Designing and implementing successful water utility reform’ and working towards chartership with the Institute of Water.

Katie McFarland: GIS Consultant - Water Management

I graduated in 2011 and continued my postgraduate studies at UU, completing an MSc in GIS. During my MSc I gained valuable work experience through a 6 week placement in Land and Property Services. I also became involved working on a Fuel Poverty project run by Ulster University in conjunction with the Department of Social Development (DSD) and the Office of First Minister and Deputy First Minister (OFMDFM). I switched to taking the MSc on a part time basis which allowed me time to work on this project and also complete my dissertation, which was related to the project. I have since worked on several different GIS projects in Northern Ireland Water and Northern Ireland Housing Executive. Since June 2013 I have been working as a GIS Consultant with ESRI Ireland, based in the Water Management Unit within NIEA.

Matthew Strahan: Heritage Scientist

I graduated in 2010 and then completed a MSc Heritage Science in 2011 from Queen's University Belfast. After my postgraduate course I completed a Heritage Lottery Funded Bursary placement with Historic Environment Scotland in Edinburgh as part of their Digital Documentation team. This saw me carrying out 3D Laser Scan surveys and other digital documentation techniques on HES properties in care including Edinburgh Castle and The Forth Bridge, as well as smaller scale artefacts including a prayer book created by Elizabeth I. I then worked for CyArk - a non-profit company dedicated to digitally archiving the world's heritage sites for preservation, conservation, and education. As part of the organisation I was responsible for the collection and post processing of scan data, photography, and video recordings of heritage sites. Part of this saw me survey the Fountain of Peirene and the Temple of Apollo at Ancient Corinth, as well as processing survey data from various sites around the world. I currently work for Russel Geomatics, who specialise in as-built and condition surveys of heritage sites, including several of Britain's Cathedrals. These are carried out using 3D Laser scanners and other survey techniques I learned the fundamentals of during my undergraduate. I'd be lying if I said I didn't love it. I wouldn't have been able to get into any of these positions without my Geography degree. It instilled in me an understanding of many different systems and processes, from GIS to geology skills and understanding of how a place can be shaped by culture and the people using it. It changed the way I think for the better, and definitely for the more useful. University made me a much more mature and well rounded person and I don't regret going for an instant.

Pamela McQuillan: GIS Consultant - Public and Private Sectors

I graduated in 2009 before going on to complete a PGDip in GIS the following year. My undergraduate and postgraduate studies at Ulster University greatly enhanced my knowledge and experience of GIS and gave me a strong foundation for taking my knowledge further into the workplace.After my time spent at UUC I took up the posts firstly of GIS Technician and later GIS Data Analyst within Northern Ireland Water over a period of 4 years from 2011 through 2015. Here I was responsible for digitising new and existing above and below ground water and sewer assets onto the company’s corporate GIS. I also had the task of responding to internal and external data requests through querying of the asset register. Since October 2015, I have been working for Sopra Steria as a GIS Consultant on a range of Public and Private sector client GIS projects.

Richard Smyth: Geography Teacher

I graduated from the Ulster University in 2014 and began a PGCE (Secondary) with Geography at Liverpool Hope University that September. Before the completion of the course I had secured a job at West Kirby Grammar School, a high performing, selective state school. During my time at WKGS I have had the opportunity to teach across the curriculum from Key Stage 3 to 5. I have availed of many opportunities including 2 field trips to Iceland, 1 to Belgium and a 2 week geography trip to China in summer 2017. I have taught an array of topics at varying levels, including specialising in human geography at A Level and assisting in the planning of a new course and the implementation of a new fieldwork study at this level. I believe it was the experience and skills developed during my time at Ulster that assisted in me securing a place on my PGCE course and my current teaching post, especially my knowledge and understanding of GIS and ability to incorporate it into my teaching.

Ryan Johnston: GIS Engineer - Transport Industry

I graduated in 2012 and started my first job the day after graduation working for the Department of Agriculture and Rural Development (DARD) before returning to Ulster University to complete an MSc in GIS in 2014. The two thirds of the masters were completed in a full time setting while the dissertation was completed on a part time basis as I was working as a Mapping and Charting Officer for the Department of Finance and Personnel, developing the pointer mapping dataset, Northern Ireland’s authoritative addressing dataset. The modules taught at University within the environmental sciences help to develop a well-rounded set of skills highly sought after by industry, including the economic importance and impact of decisions. Lecturers are friendly and passionate about what they teach which helps to encourage students, but creates a positive learning experience in which to ask questions or seek support with difficult concepts. In terms of post graduate study, I looked at the job specs for jobs I wanted rather than the ones I could get straight out of my degree and realised that a number of doors would be limited without the Masters for my chosen route. Since my Masters, I have worked for Terra Quest (private mapping company), as a GIS consultant for Ordnance Survey Northern Ireland. I currently work in Milton Keynes for a company that helps bridge the gap between innovative research and wider industry adoption within the transport industry as a GIS Engineer for Transport Systems Catapult. Much of the work involves researching new emerging technologies such as Virtual Reality, CAV’s (connected and autonomous vehicles) and providing Geo-spatial expertise to projects and collaborative partners. I owe much of my success to the solid educational foundation I gained while studying at Ulster University, Geography too as a subject can add value to any industry that involves people or places.

Louise Brown: University Lecturer

I graduated in 1996 with a Geography degree and am now a Property Research Lecturer in the School of the Built Environment, Ulster University. My teaching and research are related to property market investment and planning. For example, one of the modules I teach is ’housing market dynamics’ which includes issues such as affordability and the number of first time buyers. This teaching links to a research project ‘The Northern Ireland Quarterly House Price Index’ that I have co-authored for over 10 years. I consider myself a geographer although I am now specialized in one particular aspect of social geography. Once I finished my degree, my first job was in a small private town planning practice as an assistant town planner completing multi-use planning applications and liaising with planning officers on behalf of developers. My background in geography including experience of GIS and mapping skills with an understanding of land use, geology and topography were valuable assets. In my School, it is no coincidence that many of the lecturers have a geographical background. A geography degree contains both knowledge and skills (such as understanding statistical evidence, measurement, interpreting scientific results) which provide an excellent basis for many jobs. As geographers, we have learnt to gather information, evaluate different sources and to identify problems, make connections and offer solutions. In our current world the challenge to consider global issues which have physical, social, economic and environmental consequences requires all these skills and as geographers we have a lot to offer.

Matthew McCready: GIS Officer - Public Sector

I graduated in 2012 and then took time out of education to travel Australia, Asia and the South Pacific, returning to the UK three years later to take my MSc in GIS at the University of Portsmouth. Through undergraduate study at Ulster I was awarded the Diploma in International Academic Studies (DIAS) with Commendation for an ERASMUS study placement year abroad, where I lived in Gießen, Germany, studying geographical modules in German, such as Spatial Planning, Crime Mapping and Urban Geography, at Justus-Liebig Universität. I would strongly recommend taking a year out in the third year of undergraduate study, as the experiences I had were beyond any of my expectations, from travelling around Europe to meeting like-minded students from all over the world, it is something I will never forget! The degree at Ulster provided me with strong foundations for personal development and key technical skills in GIS and remote sensing that are essential in the commercial environment. Postgraduate study offered a deeper understanding of more advanced concepts of database design/maintenance, modelling and analysis and definitely promoted me in terms of employability. Last year, my MSc dissertation in wildfire research using GIS and remote sensing was sponsored through the Ordnance Survey Dissertation Programme Award, which involved a conference presentation of my work at OS Headquarters in Southampton. I was offered a job as a GIS Analyst at Savills in Dorset almost two months before finishing my MSc and of course jumped at the opportunity. I have had the chance to get involved in some pioneering projects using bespoke methodologies and multiple GIS and database software programmes within a highly competitive environment. In April 2017 I start a new position as GIS Officer for East Kent Services, providing GIS support and to three local authorities in Kent County. I am very much looking forward to the challenge.

Scott McFarland: Geography Teacher

I graduated from Ulster University in 2011. Heavily involved in youth work, coupled with a love for my subject led me to the realisation that I wanted to be a teacher. I spent the next 3 years working as an SEN Classroom Assistant. In 2014-15 I was successful on getting onto the PGCE course in Ulster University and completed a Post Graduate Certificate in Education - Post Primary. I now work as a Geography teacher in a secondary school in Belfast and absolutely love it. I believe Geography is an eye opening subject that leads people to have a greater understanding and appreciation for the world around them. I think particularly of my GCSE class, who when learning about climate change and its impacts, gained a greater appreciation for what they have, and devised ways we could mitigate and adapt to this growing issue. Becoming a teacher did not come easily; I got onto the PGCE course on my third attempt, but I am glad I persevered. My undergraduate degree set me up for one of the best careers on the planet (I may be slightly biased). Every day, I get to play a small part in shaping the lives of the next generation and all the while, teaching them to be sustainable stewards of the world around them - what a privilege. Interestingly as a side note, my dissertation at Undergrad focused on the redevelopment of the Maze site. On my first date with a girl who I liked, we found common ground on this as this was what her PhD was on. Fast forward a few years and we are now happily married. You never know what your Geography degree will help you achieve in life!

Paul Fearon: GIS Consultant - Engineering Industry

I graduated with a BSc (Hons) Geography (2008) and an MSc in GIS (2009) from Ulster University. I now work for AECOM in New Zealand, where I am involved in all GIS aspects of a major Fortune 500 engineering consultancy firm operating on a global scale. My work is wide ranging. I have been involved in hydro dams construction throughout the Asia-Pacific region, major transport and rail projects from electrification to a new subway, flood hazard modelling and mapping, aviation projects and mining projects in Australia to name but a few. I would really recommend furthering your education and going on to do a postgraduate course. I thoroughly enjoyed my PG study in GIS. I learned much more about myself and what my strengths and weakness are than I ever could whilst studying as an undergraduate. The relationships you form with the lecturers are a great stepping stone to full time professional work as they get to know you and your abilities better. In the current climate with copious amounts of graduates flooding the already saturated job market each year the only way to ensure you get the job you want is to give yourself a leg up. Completing a PG degree gives you great life skills. Potential employers realise that you are willing to work hard for what you want and will be a benefit to their company. I left Ulster in 2009 and now I am in New Zealand. I honestly don’t think I’d be here on a regular degree.

Siobhan Murtagh: Geography Teacher

I graduated from Ulster University in July 2014 after spending a year during my degree gaining some work experience and teaching practice at Dominican College, Fortwilliam. I was fortunate enough to be accepted onto the PGCE Post-Primary Geography at Ulster University and graduated from this in July 2015. After completing my PGCE, I took the plunge and moved to England in August 2015. I now work as Assistant Director of Humanities with responsibility for Geography at Lealands High School, Luton.

Martine Scott: GIS Consultant - Public Sector

I graduated in 2016 and immediately took a temporary role for 6 months as a Mapping and Charting Officer with Land and Property Services (LPS) as a GIS Consultant. Before completing my temporary role I was taken in as a full time permanent staff member at LPS as an GIS Consultant, mainly working with the ICT Services team as part of the Department for Communities (DfC). At Ulster, through varied lessons and modules and my fast-paced, high pressure placement with the Green Party in Northern Ireland, I learned to be flexible and adaptable; two skills that are in demand for the dynamic role of a GIS consultant. My role primarily involves the development, administration and management of the Spatial Database Infrastructure through system hierarchies, SQL database management and general ArcGIS server management; utilising Python, SQL and Javascript computer languages to complete tasks quickly and effectively. My secondary role involves consultancy, where the skills gained through GIS modules and Tutoring in Schools at Ulster have helped me to articulate complex and specialised information clearly and simply to stakeholders and senior management teams. A few projects I have worked on since joining LPS have included a concentric circle model developed for the Working Age Services of DfC, a data analysis assessment on service modernisation and delivery and the methodology and development of a back- end, public facing web mapping application based on ‘Poverty Stoplight’. Without the numerous skills developed at Ulster, I feel I wouldn’t be as versatile a consultant as is necessary for my job role and I owe a lot of my successes to the teaching and staff of the School of Geography and Environmental Sciences.