PROGRAMME SPECIFICATION
Programme title:
MSc Urban Design and City Planning
Final award (BSc, MA etc):
Certificate / Postgraduate Diploma / MSc
The course follows the Built Environment Regulations for the award
of Certificate, Postgraduate Diploma and MSc. The certificate is
awarded for 60 taught credits assessed at 50% or above. The
Postgraduate Diploma is awarded at the completion of 120 taught
credits assessed at 50% or above. The MSc is awarded at the
completion of 120 taught credits assessed at 50% or above and the
60-credit MSc Report assessed at 50% or above.
n/a
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
(where applicable)
Cohort(s) to which this programme
specification is applicable:
2014 onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Bartlett Faculty of the Built Environment
Parent Department:
Bartlett School of Planning
(the department responsible for the administration of
the programme)
Departmental web page address:
http://www.bartlett.ucl.ac.uk/planning/
(if applicable)
Method of study:
Full-time and modular flexible
Full-time/Part-time/Other
Criteria for admission to the
programme:
UCL standard criteria at http://www.ucl.ac.uk/prospectivestudents/graduate-study/application-admission/general-entrancerequirement
Length of the programme:
One calendar year full-time.
Two to five calendar years modular/flexible.
(please note any periods spent away from UCL, such
as study abroad or placements in industry)
Level on Framework for Higher Education
Qualifications (FHEQ)
(see Guidance notes)
Relevant subject Relevant subject
benchmark statement (SBS) t benchmark
stat
LEVEL 7
n/a
(see Guidance notes)
Brief outline of the structure of the
programme
and
its
assessment
methods:
(see guidance notes)
Students take a total of 180 credits comprising of 90 credits of
compulsory modules (15 credits assessed by unseen examination,
and 75 credits by coursework only). They also complete a 10,000
word dissertation or project equivalent (with support modules or
research project workshop) worth 60 credits.
For module details see;
http://www.bartlett.ucl.ac.uk/planning/programmes/postgraduate/
Board of Examiners:
Name of Board of Examiners:
MSc Planning Programmes
Professional body accreditation
(if applicable):
Royal Town Planning Institute (former MSc
Planning, Design and Development; proposal submitted with
programme changes)
Royal Institution of Chartered Surveyors
Date of next scheduled
accreditation visit:
RTPI: Feb 2015
RICS: Mar 2015
(former MSc Planning, Design and Development; proposal
submitted with programme changes)
EDUCATIONAL AIMS OF THE PROGRAMME:
The MSC UDCP is concerned with the urban design as a creative planning tool focuses upon the key dimensions
urban design and city planning, real estate and sustainability. One of the main aims of the programme is to help
students develop a capacity to look comprehensively into the theory and practice of the urban design field,
understand the quality and diversity of design products and plan-making processes (by focusing on both Strategic
Regional Development Plans and Masterplans in sustainable and effective manner), and in particular put into
context and relationship Urban Design, and ‘urban place-making by design’ in particular, with aspects of
governance, real estate and sustainability.
The programme aims to equip students with theoretical and practical preparation to practice across national
boundaries in the fields of urban design and city planning, with particular emphasis on the interface between urban
design and, spatial planning, real estate and sustainability. It does not seek to be exhaustive in its coverage of national
practices but instead to foster understanding of the respects in which such practices are liable to vary.
Modules are designed for students to acquire knowledge of the constitutional and social factors influencing variations
in practices and skills in the investigation of how such knowledge may be acquired for an unfamiliar place.
Students are drawn from a variety of built environment professions and national origins and this further contributes to
the exchange of knowledge, skill in interpersonal (inter-professional and international) discussion and working.
PROGRAMME OUTCOMES:
The programme provides opportunities for students to develop and demonstrate knowledge and understanding,
qualities, skills and other attributes in the following areas:
A: Knowledge and understanding
Knowledge and understanding of:
(i) Regulatory mechanisms governing the
built environment in different locations,
and how these shape the development
of cities, namely rules, regulations and
procedures governing plan-making
processes and development control
decisions
(ii) Urban design principles (qualities and
aspects of development form) key in
the delivery process of quality
environment, related theory debates
and methodological approaches (both
forms of analysis and representation),
to urban public space.
(iii) Understanding quality in the urban
environment, how to deliver it - review
of strategic plans, masterplans and
other forms of urban design studies.
(iv) Plan-making projects: masterplanning
at both strategic and local scales (e.g.
delivering a wider vision for the region
in response to a set of planning aims
and objectives; place-making project
exercises)
(v) The key theoretical concepts and most
pertinent debates and practices in
Urban Design and City Planning;
(vi) Theories and techniques in real estate
development (such as market
mechanisms, policy tools, pricing,
appraisal, investment and environment
certification), and their implications for
Urban Design
(vii) Frameworks for design guidance,
incentive and control
(viii)
The understanding of the
value created and distributed through
interventions in the built environment
and the valuation and appraisal tools
utilised to measure it;
(ix) An appreciation of the role of the built
environment and especially land and
property as financial assets and its
implications for the development of
urban areas.
(x) Sustainability in urban design: ‘smart’
processes of delivery and the influence
of resource-reducing technologies in
urban strategies
(xi) Specialised aspects of the built
environment relevant to the individual
student's personal development
strategy and professional
interests/needs. (Dissertation or Major
Research Project equivalent).
Teaching/learning methods and strategies:
(i) until (x) are the focus of a number of lectures (including
some by visiting practitioners) but the main learning methods
are individual and group work by students in researching and
presenting (for class discussion) papers and projects on actual
sites at both strategic and local scales (e.g. spatial analysis of
spaces, neighbourhoods and regions, their planning aims and
objectives, as part of strategic development projects,
development opportunity frameworks, masterplanning projects,
neighbourhood detail design projects).
(v) is also the focus of small group discussions, by which
students, supported by in-depth reading, present and debate
informed and critical views on particular subjects across the
fields of city planning and urban design, in particular focusing
on the interface between spatial planning framework, real
estate, sustainability and the urban design field.
(viii) and (ix) Valuation practices are the subject of a hands-on
project class in Design and Real Estate, with constant worked
examples.
This learning in London is supplemented by a study visit to a
city abroad.
(xi) comprises a variety of teaching/learning methods
depending on the research methods training, project
workshops and personal supervision for the dissertation or
equivalent major research project.
Assessment:
The preparation of coursework (mostly individual but partly by
groups) is the dominant form. Students are thus able to
demonstrate that they have acquired, and can sythesise, this
knowledge in a scholarly and professional way.
Means of assessment are balanced throughout the programme
with a combination of individual and group work, essays, an
exam, project work and other skills-based practical work.
B: Skills and other attributes
Intellectual (thinking) skills:
(i) Ability to analyse the production of
the built environment, distinguishing
the contribution of legal and
governance structures, social and
economic forces and design ideas.
(ii) Ability to assess evidence and
evaluate alternative courses of action
and propositions for change in the
built environment, in tackling multidimensional urban spatial problems.
(iii) Ability to think across and link
different bodies of knowledge.
(iv) Ability to graphically represent
rigorous, evidence-based knowledge
and translate it into proposals for
action promoting and actually
delivering quality spatial changes in
urban environments.
(v) Ability to understand different and
often conflicting perspectives and
interests and formulate bridges
between them.
(vi) Ability to understand critically how
policy instruments work, the
requisites of real estate development
and sustainability, and how these
influence urban design process and
products.
Teaching/learning methods and strategies:
These skills are fostered especially through the formulation,
tuition and discussion of student coursework tasks and the
dissertation and through guidance on reading.
The diversity of professional backgrounds among students and
staff contribute valuable raw material for the explicit debate on
ideology and values.
Assessment:
Demonstration of these skills is necessary to obtain good
marks in much of the coursework. The Dissertation / Major
Research Project give extensive scope for the student to
present the fruits of these skills.
C: Skills and other attributes
Practical skills (able to):
i.
Conduct of laboratory/field
investigations
ii.
Content / textual and graphically
analysis
iii.
Accuracy in observing, describing
and recording
iv.
Accuracy and creativity in
representing analytical and ideas
graphically
v.
Communicate both effectively and
creatively graphically and in writing
vi.
Use data bases, web-based
resources, word-processing and
visual presentation programmes
vii. Produce and present reports orally in
an effective manner
viii. Participate effectively in seminarstyle discussion
ix.
Develop desk-based research
techniques in a variety of specialised
research libraries and institutes
x.
Work effectively to short deadlines
xi.
Work with colleagues with different
professional and academic
backgrounds and understand
different view points
xii. Work effectively in teams
xiii. Conceive and develop coherent
research proposals
xiv. Select and put together bits of
knowledge to tackle a practical
problem
xv. Conduct research interviews with
professional and practitioners
xvi. Action planning/decision making
xvii. Budgeting
xviii. Reflection on learning
xix. Academic literacy
xx. Action planning/decision making
Teaching/learning methods and strategies:
The means of teaching are diverse but balanced throughout
with a combination of individual and group project work, skillsbased practical and IT work, traditional lectures, tutorials and
seminars, field trips and direct practitioner involvement.
Assessment:
Means of assessment are balanced throughout the programme
with a combination of individual and group work, essays, an
exam, project work and other skills-based practical work.
D: Skills and other attributes
Transferable skills (able to):
(i)
conduct effective and discriminating
searches of printed and digital
sources
(ii) synthesise new information in
structured ways, both in writing and
graphically;
(iii) engage in effective debate and
discussion;
(iv) link quantification with qualitative
judgement;
(v) make effective use of unfamiliar
software as it comes along, including
especially spreadsheets, stats, image
manipulation and presentation;
(vi) improve writing and speaking skills in
English
(vii) work effectively in groups
(viii) to perform self
awareness/assessment
(ix) develop initiative/proactive
approaches and leadership
Teaching/learning methods and strategies:
(i) is the subject of formal and informal tuition. Much of the
course bibliography is held in a shared (web) database which
students are encouraged to use as a first point of reference.
(ii) (iii) and (vi) are the subject of detailed staff comment and
feedback on class presentations and essays.
All students make a number of presentations to the class, both
prepared (with visual aids) and impromptu.
All students gain experience in working in groups.
Assessment:
(i) (ii) (iv) and (vi) assessed through the marking criteria for
coursework and exams, and in the Dissertation or Major
Research Project
(vii) (viii) and (ix) is tested by various group projects.
(v) arises in most modules.
The following reference points were used in designing the programme:
 the Framework for Higher Education Qualifications:
(http://www.qaa.ac.uk/en/Publications/Documents/qualifications-frameworks.pdf);
 the relevant Subject Benchmark Statements:
(http://www.qaa.ac.uk/assuring-standards-and-quality/the-quality-code/subject-benchmark-statements);
 the programme specifications for UCL degree programmes in relevant subjects (where applicable);
 UCL teaching and learning policies;
 staff research.
Please note: This specification provides a concise summary of the main features of the programme and the
learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes
full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each course unit/module can be found in the
departmental course handbook. The accuracy of the information contained in this document is reviewed annually
by UCL and may be checked by the Quality Assurance Agency.
Programme Organiser(s)
Dr Filipa Wunderlich
Name(s):
Date of Production:
October 2012
Date of Review:
May 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
May 2015
July 2015