Programme Specification
Specification
Programme
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1
Programme Title
Urban Studies
2
Programme Code
TRPU103
3
JACS Code
K440
4
Level of Study
Undergraduate
5a
Final Qualification
BA with Honours (BA Hons)
5b
QAA FHEQ Level
Honours
6
Intermediate Qualifications
None
7
Teaching Institution (if not Sheffield)
Not applicable
8
Faculty
Social Sciences
9
Department
Urban Studies and Planning
10
Other Departments involved in
teaching the programme
No other departments involved in any core modules
11
Mode of Attendance
Full-time
12
Duration of the Programme
3 years
13
Accrediting Professional or Statutory
Body
None
14
Date of production/revision
April 2016
15.
Background to the programme and subject area
Great Britain is a highly urbanised country and increasing numbers of people around the world are living in
towns and cities. Urban living can offer many benefits and opportunities such as employment, culture and
neighbourliness, but it can also generate significant problems, including pollution, congestion and land-use
conflicts. Analysis of urban problems and devising solutions to those problems is a major area of government
policy making. This programme allows students to engage with those debates and prepares graduates for
careers in urban regeneration, urban management or other similar fields.
The BA Urban Studies degree programme is designed to offer a unique and distinctive degree which has at its
core, a focus on urban issues. It provides an alternative to our accredited MPlan degree for students who have
an interest in urban planning, but wish to gain a broader education where planning is one of several strands of a
diverse curriculum. The degree has been structured to allow compatibility with the MPlan Urban Studies and
Planning, with the first year of the two programmes being identical. This provides the option for students, subject
to agreement, to transfer to the MPlan Urban Studies and Planning programme (or to transfer from the MPlan
degree to the BA (Hons) Urban Studies) at the end of their first year. In addition, if students on the BA Urban
Studies select TRP modules at Level 2, they too can transfer to the MPlan Urban Studies and Planning degree,
subject to agreement at the end of Level 2.
The BA Urban Studies has been carefully designed to enable students to acquire both general and specialised
knowledge of urban issues and to develop in students the necessary skills to analyse complex issues, devise
creative and effective solutions to problems, communicate ideas effectively and take action to put ideas into
practice. Students are also able to study specific areas of urban policy and practice and to develop in-depth
knowledge of these areas.
The programme includes field visits and project work and provides the opportunity to apply for a period of study
abroad. There is also a significant amount of group work involved in the programme and coursework
assessment plays an important role alongside formal examinations. The first year follows the core modules
offered on the MPlan, a degree which cover both key skills (e.g. essay writing and statistical analysis) as well as
core content focusing on cities, urban change, economics, the environment and urban policy. In the second
year, students are required to take the European Urban Field Class (TRP 215) as a core module, and then to
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select a further 60 credits from any of the other TRP modules at Level 2. Finally, 20 of the remaining 40 credits
can be selected from either, the TRP, Geography, Landscape, Politics or Sociology Departments, with the other
20 credits to be chosen from any module in the University, subject to agreement with the Director of
Undergraduate Programme. In the third year, students are able to select 80 credits of modules from either, TRP,
Geography, Sociology, Landscape or Politics Departments, and then a further 40 credits unrestricted. This
promotes the broadening of knowledge and provides new insights into urban issues from different perspectives
and through learning a variety of skills.
Graduates from the programme are in high demand and there are excellent prospects for employment in a very
wide range of careers.
Further information on the programme and on employment prospects may be obtained from the department web
site at www.shef.ac.uk/usp.
16.
Programme aims
The aims of BA Urban Studies reflect the overall teaching and learning aims of the Department of Town and
Regional Planning which are:
1. To undertake teaching informed by research in order to provide a stimulating culture of learning, enthusiasm
for the subject and opportunities for students to develop research skills.
2. To develop in students a broad understanding of the urban system together with a more detailed and critical
knowledge of specialised issues in urban studies.
3. To educate able and well-motivated students from a wide range of backgrounds.
4. To support students in developing intellectual curiosity, critical thinking and independent judgement.
5. To maximise student employability by progressively developing competencies in a wide range of
transferable and professional skills.
6. To instil in students a commitment to self-improvement and the development of life skills.
7. To emphasise informed applicant choice and equal opportunities in the admission process.
8. To provide a supportive environment for students and to involve them in quality assurance.
9. To enable students to maximise their potential in all aspects of their programme.
17.
Programme learning outcomes
Knowledge and understanding:
K1
A sound theoretical and contextual knowledge of urban development and processes.
K2
The nature, purpose and methods of town planning and related urban professions.
K3
The policy and institutional frameworks within which urban development occurs.
K4
Histories, philosophies, and theories of development.
K5
Theories relating to the natural, social, economic, developmental and political environments.
K6
Theories and principles relating to the design of urban environments.
K7
Theories relating to urban, metropolitan, rural and regional development, and to these contexts and
processes; and the UK and EU context and their particular challenges.
K8
Knowledge and understanding of the comparability of urban issues and solutions across varying scales
and spaces.
K9
An orientation to social justice and equal opportunity and an appreciation of the diversity of cultures and
views.
K10
A people-centred approach.
K11
Awareness of the importance of promoting efficiency in resource use and an orientation towards
sustainable development.
K12
Understanding of key sectors around which integration of understanding needs to occur, such as
infrastructure, services, environment, economy; and understanding of key areas of development in the
UK.
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Skills and other attributes:
S1
The ability to undertake effective academic research to develop critical thinking and problem solving
abilities, including: understanding of appropriate methodologies for different research requirements; the
ability to collect, analyse, organise and evaluate information; and the ability to apply the knowledge
generated to urban problems in a creative way.
S2
The ability to apply this theoretical and practical knowledge, skills and values to the design, management
and development of urban areas, to bring about positive change and societal benefits within human
settlements, including: the ability to link knowledge and values to spatial policies; the ability to collect,
analyse and organise information; the ability to use technologies to assist in this process; the ability to
apply knowledge of political, economic, policy and institutional contexts; an appreciation of aesthetic
dimensions, and a sensitivity to the links between human settlements and the natural environment.
S3
The ability to link and synthesize areas of knowledge, values and skills within a development framework,
including: the ability to integrate understanding of development issues and processes; the ability to think
creatively and holistically.
S4
The ability to apply the skills necessary for understanding development processes, including:
understanding of social dynamics and power relations; understanding of political processes and
governance; strategic thinking and management; leadership; self management; organisational
management; decision-making skills; the ability to relate to and work with different people; the ability to
work in teams and individually; and the ability to communicate effectively verbally, graphically and by
electronic means.
18.
Teaching, learning and assessment
Development of the learning outcomes is promoted through the following teaching and learning
methods:
A variety of teaching and learning methods is employed to support students’ achievement of the learning
outcomes. There is a clear and conscious development of teaching and learning over the three years of study to
add value to the student’s learning experience. At Level 1 there is an emphasis on lectures and examinations to
impart and assess basic knowledge. At Levels 2 and 3 there is increased emphasis on small group teaching,
seminars and project work in order to foster deeper understanding of issues, enhance research skills and
employability and give experience of collaborative working practices.
More generally, the following teaching and learning methods are employed, which relate particularly to the
specific learning outcomes as indicated, but which may also contribute to the development of other learning
outcomes.

Lectures are used to impart fundamental knowledge. They provide the foundation on which more reflective
teaching and learning is built up through seminars and self-directed study. They contribute primarily to the
development of knowledge (K1-K12).

Seminars accompany lectures. They provide the forum in which the ideas, concepts and knowledge
introduced in the lectures are discussed and examined, deepening the student’s understanding of a topic
(K1-K12) and allowing the student to develop their communication and collaborative skills (S1-S3).

Projects allow the student to work collaboratively to examine an issue in depth, often incorporating
fieldwork in which the student is brought into contact with practitioners or members of the public, and
requiring the synthesis of knowledge from differing parts of the curriculum (K1-K3 and K8). In addition,
projects encourage the student to develop research skills and to improve their group working and
presentation skills (S1 and S3).

Workshops are built into the programme. These offer tutor-guided focused work on a specific topic where
the student’s participation is a key part of the process (K2 and K3).

Group Work forms a central part of the teaching and learning experience for the student (S3).

Individual research is employed in teaching to aid the student to deepen their knowledge of a particular
area of planning (K1 and K3) and to improve their research skills and self-management skills (S1 and S3).

Specialised studies are key to the programme. They enhance the student’s broad knowledge of urban
matters by the acquisition of deeper understanding derived from a range of academic disciplines (K1 and
K3).
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Opportunities to demonstrate achievement of the learning outcomes are provided through the following
assessment methods:
As noted above, a variety of teaching and learning methods is employed to achieve the learning outcomes.
There is a clear and conscious development of teaching and learning over the three years of the programme to
add value to the student’s learning experience. There is also a progressive development of assessment
methods and criteria to reflect the developmental attributes of the teaching.
At Level 1 there is an emphasis on formal examinations to assess basic knowledge. However, students are
given formal and informal feedback during the course of teaching to inform them about their progress in
advance of any examination.
At Level 2 there is increased emphasis on coursework and project work in order to foster deeper
understanding of issues, enhance research skills and give experience of collaborative working practices.
Assessed coursework may take a variety of forms, but may include essays, reports, posters, financial
appraisals and multi-media computer packages.
Level 3 offers students the opportunity to deepen their understanding of urban issues through a choice of
modules in cognate departments. The assessment for these will vary according to the combination of choices
the student makes. Details of specific assessment methods for particular modules can be found in the
University’s Directory of Modules.
19.
Reference points
The learning outcomes have been developed to reflect the following points of reference:
Subject Benchmark Statements
http://www.qaa.ac.uk/AssuringStandardsAndQuality/subject-guidance/Pages/Subject-benchmarkstatements.aspx
Framework for Higher Education Qualifications (2008)
http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/The-framework-for-higher-educationqualifications-in-England-Wales-and-Northern-Ireland.aspx
The Department of Town and Regional Planning’s Statement of Educational Philosophy;
The report of the Royal Town Planning Institute (RTPI) Education Commission;
‘We Can Do Better’, the report of the RTPI think tank, 2001;
The RTPI Educational Policy Statement, revised May, 2001;
Past reports from external examiners, RTPI Accreditation Boards and undergraduate Year Tutors
20.
Programme structure and regulations
The programme structure is modular and in each year students study modules worth a total of 120 credits per
Level.
The first year (Level 1) is an introductory year consisting of 100 credits of core (compulsory) modules and an
unrestricted choice of optional modules to the value of 20 credits. Students are guided in this choice.
The second year (Level 2) introduces more conceptual and theoretical aspects of urban issues and consists of
one core module, the European Urban Field Class (TRP 215), and then 60 option credits selected from any of
the other TRP modules at Level 2. Finally, 20 of the remaining 40 credits can be selected from either, the TRP,
Geography, Landscape, Politics or Sociology Departments, with the other 20 credits unrestricted, subject to
agreement with the Director of Undergraduate Programme. In the third year (Level 3) students may choose, with
guidance, 80 credits from a wide variety of modules on offer from cognate departments: Landscape, Geography,
Politics and Sociology with the remaining 40 credits unrestricted.
Students registered for the BA Urban Studies programme may, up to the end of their first year, transfer to the
four-year undergraduate MPlan Urban Studies and Planning, as the first year of both programmes are identical.
If students select 120 credits of TRP modules at Level 2, they are also eligible to transfer to the MPlan Urban
Studies and Planning Degree at the end of Level 2. In either case, the student will normally continue into the
fourth year, graduating at the end of that year with an MPlan Urban Studies and Planning. For further
information on the MPlan Urban Studies and Planning, please refer to the separate specifications for either
programme.
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The programme offers the opportunity to spend the whole of the second year as a study abroad student in a
University of their choice (subject to agreements being in place between Sheffield and that University), usually
within a Geography or Planning Programme (subject to agreement from the Director of Undergraduate
Programme alongside the Study Abroad Office) The student will resume studies on the BA Urban Studies at
Level 3 upon returning to UoS, unless the study abroad programme is deemed equivalent to our Level 2 MPlan
Degree, in which case the student may choose to transfer to the MPlan at the end of Level 2.
Detailed information about the structure of programmes, regulations concerning assessment and progression
and descriptions of individual modules are published in the University Calendar available on-line at
http://www.shef.ac.uk/govern/calendar/regs.html.
21.
Student development over the course of study
Level 1
A key aim of Level 1 is to allow new students to develop a strong knowledge base covering the basic contextual
knowledge areas, which then will serve as a foundation on which the more advanced parts of the programme
are developed. The programme structure ensures a progressive development of knowledge from TRP131 (The
Making of Urban Places) in the Autumn semester through to TRP133 (Development, Planning and the State) in
the Spring semester.
Skills are an important focus at Level 1. TRP132 (Planning Project) includes computing skills and introductory
coverage of research issues (such as why we do research, types of research methods, who does research,
etc.). In addition a teamwork project is included in this module. This includes a field trip that, among other
outcomes, allows the student cohort to develop and cohere socially. The project encourages students to
synthesise the material learned during the year, develop their group working skills, and interact with their fellow
students in the cohort.
The 20-credit unrestricted module choice is important in allowing students to broaden their knowledge. For
example, language skills gained at school may be taken further, or political or sociological knowledge enhanced.
Students are given guidance in Intro Week, when choosing their modules for the year, on how to plan the
progressive development of their specialised study throughout their programme.
At the end of Level 1 the successful student will have a thorough basic grounding in urbanisation and planning
processes, will have an appreciation of architectural and landscape design, will have enhanced quantitative
research skills and will have experience of computing, team-working and project work.
Level 2
Level 2 builds on the general foundation of Level 1 to develop a focused approach to the skills and knowledge
base for planning and urban studies more broadly. The European Urban Field Class (TRP215) develops a
students’ understanding of the contextual and comparable nature of urban issues and solutions. Students
develop their knowledge of the role of politics, geography and culture in shaping cities and their realities through
working in a non-UK context. This module also helps to build a common sense of purpose and provides the
opportunity to apply key skills in a field research context. Depending on a students’ subsequent choice of 60
credits from TRP, they will gain key skills sets in TRP216 (Spatial Analysis) which includes GIS, and the module
on Urban Design and Place-Making (TRP 210). The knowledge base is extended through conceptual modules
on social theory (TRP234), and place and policy (TRP217), which includes an introduction to transport
planning..The 20-credit integrated project (TRP235 The Development Process) brings the various skills and
knowledge strands of Level 2 together in a practical project. Depending on their choice of their 40 remaining
credits either within or outside of TRP, students are likely to enhance their knowledge of cities, policy, design
and theories of analysis. Team working, Information Literacy and critical thinking are developed in Level 2 as
part of the learning, teaching and assessment strategy across all modules.
At the end of Level 2 the successful student will have developed conceptual and theoretical understanding of
urban issues, will have further developed their knowledge of urban practice and comparison, will have enhanced
research skills, and will have deepened their specialised knowledge of urban issues.
Level 3
At Level 3 students will continue to develop their specialised knowledge through a choice of modules from a
wide range on offer in the TRP, Geography, Landscape, Politics or Sociology Departments, as well as some
unrestricted choices. This will allow the student to bring multi-disciplinary insights to urban issues. At the end of
Level 3 the successful student will be able to apply conceptual and theoretical understanding to real urban
issues, will have improved their research skills, and will have deepened their specialised, multi-disciplinary
knowledge of urban issues.
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22.
Criteria for admission to the programme
All applications are treated individually but the normal entry requirement for admission to the course is three ‘A’
Levels at grades BBB (from 2013) or the equivalent in other qualifications. In addition, GCSE grade C is required
in Mathematics and English Language. No specific subjects are required at ‘A’ Level or equivalent, but
applicants should have some background in a social science subject such as geography, economics, politics,
sociology or business studies. Applications are particularly welcomed from minority ethnic students, from
women, from mature students and from disabled students.
Detailed information regarding admission to the programme is available in the undergraduate brochure for the
department, which is available on-line at www.shef.ac.uk/usp. Further information about admission to the
University may be obtained from the University’s On-Line Prospectus at http://www.shef.ac.uk/prospective/.
23.
Additional information
Further information about the programme and about the Department of Town and Regional Planning is available
on the department web site at www.shef.ac.uk/usp.
This specification represents a concise statement about the main features of the programme and should be
considered alongside other sources of information provided by the teaching department(s) and the University. In
addition to programme specific information, further information about studying at The University of Sheffield can
be accessed via our Student Services web site at www.shef.ac.uk/ssid.
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