Planning, Regeneration and Development - BSc (Hons), MSci (Hons)

About this course

About

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.

Associate awards

Diploma in Professional Practice DPP

Diploma in Professional Practice International DPPI

Attendance

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.

Start dates

• September 2024

Teaching, Learning and Assessment

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:

• 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

Dr Gavan Rafferty

Dr Linda McElduff

Dr Heather Ritchie

Dr Neale Blair

Claire Williamson

Dr Jasmine Lay-Cheng Lim

Dr Lesley Hemphill

Dr Peadar Davis

Professor Martin Haran

Dr Michael McCord

Gareth Alexander

Heather Browne

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

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.

Sustainable Development in the Built Environment

Year: 1

Status: C

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.

Law, Governance and Society

Year: 1

Status: C

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.

Planning and Regeneration

Year: 1

Status: C

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.

Valuation Principles

Year: 1

Status: C

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 that may be applied to simple valuation problems and how each approach would be used in practice.

Housing and Neighbourhoods

Year: 1

Status: C

An understanding of the role of the planning system and local and national level in the delivery of a range of housing tenures. Students will be aware of the collaborative professional relationships that will be involved in the delivery of good quality housing that will meet the demands of local and wider communities. The module will foster an understanding of the social context of housing and the objectives involved in facilitating this.

It will consider the role of Plantech and publicly available date to future plan and identify demographic and spatial challenges and weaknesses and how this can be used in the development of sustainable and resilient neighbourhoods.

The themes developed in this module are explored in more detail later in the course such as BEN321 Planning and Digital Technology and BEN503 Healthy Communities.

Year two

Ethics and Professional Planning Practice

Year: 2

Status: C

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 ever changing environments.

Planning and Digital Technologies

Year: 2

Status: C

This module in planning and digital technology explores both concepts and technologies necessary for digitally-enabled spatial planning. Building on earlier learning at First Year, through this module digital skills continue to be developed and applied in real-world scenarios.

Students are also equipped to critically evaluate the digital planning 'turn' to identify opportunities - such as the potential for greater inclusivity and better quality decision-making - and challenges associated with technology including use of personal data and disconnected population groups.

It is important that planning and development professionals are confident both in their own practical skills, and also the rationale for deploying relevant technologies.

Spatial Planning and Practice

Year: 2

Status: C

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.

Law of Real Property

Year: 2

Status: C

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.

Integrated Regeneration Project

Year: 2

Status: C

This module develops students awareness of urban regeneration and land development including the concepts of land valuation, land assembly, partnership arrangements, the planning and site context, market research and the overall feasibility of a real life project. It helps students to understand the practical steps taken in developing regeneration sites and the wider implications that these sites have in overcoming complex issues such as unemployment, deprivation or health inequalities etc. Overall students should gain a deeper knowledge of how to approach the redevelopment of brownfield land and the factors linked to its success.

Urban Design and Place Making

Year: 2

Status: C

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 and provide real-world experience with how the design of buildings and spaces can influence the achievement of wider sustainable, inclusive development and community and social objectives.

Year three

Professional Practice - Planning, Regeneration and Development

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.

Year four

Healthy Communities

Year: 4

Status: C

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.

Resilient Places

Year: 4

Status: C

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.

Community Planning and Regeneration

Year: 4

Status: C

New models and motivations are emerging to co-design and improve public services (community planning) and create sustainable regeneration of places that meet changing community needs, deliver well-being outcomes, produce collaborative gain and advance place-based resilience. This module provides students with an understanding of the evolving governance models associated with the (co-)design and (co-)delivery of public services and community-led regeneration practices that aim to enhance social, economic and environmental well-being outcomes.

Environmental Impact Assessment

Year: 4

Status: C

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.

Research Methods and Literature Review

Year: 4

Status: C

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.

Integrated Development & Finance Project

Year: 4

Status: C

This module is designed to provide a practice-based understanding of sustainable regeneration and real estate development and to enhance student awareness of the innovative finance. 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 of the future drivers of the industry to the potential of regeneration and its role in delivering a sustainable, resilient built environment.

Year five

International City Planning and Development

Year: 5

Status: C

This module in international city planning and development has the primary objective of providing students with the knowledge necessary to critically analyse theory and practice in different international contexts. Cities are not globally homogeneous. It is therefore important for future planning practitioners to appreciate both the benefits and limitations of international policy transfer, as well as the social, economic and environmental drivers of city development.

Inclusive Engagement

Year: 5

Status: C

Effective planning processes and co-production practices require meaningful stakeholder engagement that fosters equal and reciprocal relationships, and inspires new ideas to enable communities and cities to become more resilient. Drawing on both theory and practice, this module provides a deeper understanding of civic agency and participatory planning to inform future practitioners of the opportunities, challenges and benefits of inclusive engagement.

Leadership for Planning and Regeneration

Year: 5

Status: C

This module examines a range of theoretical and practical issues surrounding leadership for successful delivery of regeneration and spatial planning. Understanding, and appreciating, such issues and considering how best to use new knowledge will be essential for spatial planners in terms of enhancing city resilience in an inclusive way. The module is designed to prepare students to better manage their careers in the context of discontinuous change and provide an authentic experience of conflict and change within a planning context.

Research Design and Regeneration Project I

Year: 5

Status: C

The module critically investigates the nature of a client-based research report and prepares students for their final year research project by reviewing a range of research approaches and methods. Students will be supported to develop a focus and appropriate research design and methodology for a client-based research project on a contemporary spatial planning / regeneration topic.

Research Design and Regeneration Project II

Year: 5

Status: C

This module requires students to undertake an independent, in-depth study in relation to a specific planning / regeneration / 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.

Coastal and Marine Planning

Year: 5

Status: C

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.

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; or

BCC requiring A Level Grade B in Geography .

Applied General Qualifications

QCF Pearson BTEC Level 3 Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2012 Suite)
Award profile of DDD

RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2019 Suite)
Award profile of DDD

RQF Pearson BTEC Level 3 National Extended Diploma / OCR Cambridge Technical Level 3 Extended Diploma (2016 Suite)
Award profile of DMM

QCF Pearson BTEC Level 3 Diploma / OCR Cambridge Technical Level 3 Diploma (2012 Suite)
Award profile of DD plus A Level Grade C

RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2019 Suite)
Award profile DD plus A Level Grade C

RQF Pearson BTEC Level 3 National Diploma / OCR Cambridge Technical Level 3 Diploma (2016 Suite)
Award profile DM plus A Level Grade C

QCF Pearson BTEC Level 3 Subsidiary Diploma / OCR Cambridge Technical Level 3 Introductory Diploma (2012 Suite)
Award profile of D plus A Level Grades BC

RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2019 Suite)
Award profile of D plus A Level Grades BC

RQF Pearson BTEC Level 3 National Extended Certificate / OCR Cambridge Technical Level 3 Extended Certificate (2016 Suite)
Award profile of D plus A Level Grades BC

​​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.

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 and Maths at H6 if studied at Higher level or O4 if studied at Ordinary Level.

Irish Leaving Certificate UCAS Equivalency

• View tariff point chart

Scottish Highers

Grades BBCCC.

Scottish Advanced Highers

Grades CCD.

International Baccalaureate

Overall profile is minimum 25 points (including 12 at higher level). English and Mathematics at minimum grade 4 must be achieved in the overall profile.

Access to Higher Education (HE)

Overall profile of 63% to include 63% in each of the level 3 modules for Year 1 entry. (120 credit Access Course) (NI Access Course)

Overall profile of 15 credits at Distinction/ 30 credits at Merit (60 credit Access Course) (GB Access Course)

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

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 and Mathematics (or equivalent).

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 level 4 credits at Distinction for year one entry.

HND Year 1
Pass HND in a Land Administration or Estate Management subject area. GCSE Maths Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required.

HND Year 2
Pass HND with overall Merit to include 45 level 5 credits at Distinction in a Land Administration or Estate Management subject area.

Ulster Foundation Degree
Pass in Foundation Degree in Property, Planning and Housing with an overall mark of 50%, and minimum 50% 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.

Exemptions and transferability

For details on exemptions and transferability contact the Course Director, Dr Gavan Rafferty

T: +44(0)28 95365309

E: g.rafferty1@ulster.ac.uk

Careers & opportunities

Graduate employers

Graduates from this course are now working for:

• Northern Ireland Civil Service
• RPS
• Local government (councils)
• NI Housing Executive
• Ulster University
• Turley
• Tuath Housing

Job roles

With this degree you could become:

• Graduate Planning Consultant
• Local Government Planning Officer
• Planning and Development Surveyor
• Planning Officer Technician
• Researcher
• Town planner
• Planning consultant

Career options

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:

Public sector

• Working in local authorities (local district councils and county councils).
• Facilitating development management, regeneration, policy development and local development planning.

Private sector

• Working in independent town planning / property development consultancies.
• Advising on development potential and design.
• Submitting and managing planning applications.

Community / charities / voluntary sector

• Working for campaigning and community organisations, such as the Royal Society for the Protection of Birds (RSPB), the National Trust, or Community Places.

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.

Work placement / study abroad

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 semesters.

Professional recognition

Royal Institution of Chartered Surveyors (RICS)

Accredited by the Royal Institution of Chartered Surveyors (RICS) for the purpose of graduate membership.

Royal Town Planning Institute (RTPI)

Accredited by the Royal Town Planning Institute (RTPI).

Apply

Start dates

• September 2024

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 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.