PROGRAMME SPECIFICATION
Programme title:
MRes Spatial Design: Architecture and Cities (SDAC)
Final award (BSc, MA etc):
MRes
(where stopping off points exist they should be
detailed here and defined later in the document)
UCAS code:
N/A
(where applicable)
Intake cohort(s) to which this
programme specification is applicable:
2013 intake onwards
(e.g. from 2015 intake onwards)
Awarding institution/body:
University College London
Teaching institution:
University College London
Faculty:
Bartlett
Parent Department:
Bartlett School of Graduate Studies
(the department responsible for the administration of
the programme)
Web page address:
(if applicable)
http://www.bartlett.ucl.ac.uk/space-syntax/programmes/mresmsc/mres-spatial-design
Method of study:
Full-time/Part-time
Full-time/Part-time/Other
Length of the programme:
(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 benchmark statement
(SBS)
(see Guidance notes)
1. An upper second class honours degree (2.1) in a relevant design,
engineering or scientific field from a UK university or an equivalent
class of degree from an overseas university.
Or
2. A relevant postgraduate qualification or significant industrial
experience.
Level 7
N/A
Brief outline of the structure of the
programme / its assessment:
The course structure has the following components:
(see guidance notes)
1. A ‘research’ component comprising two modules (total of 120
credits, mandatory, terms 1 -4)
2. A ‘transferrable skills’ component comprising two modules
(total of 30 credits, mandatory, terms 1)
3. A mandatory ‘taught’ component comprising only one
module (15 credits, mandatory, terms 2)
4. A flexible, ‘taught’ component comprising only one optional
module (15 credits, with alternative routes, terms 2). For each of
these optional modules there is a complementary module in term
one which could be audited by the students, as per
recommendation of their tutors.
The outline of the structure of the programme is shown in the
diagram below:
Board of Examiners:
Name of Board of Examiners:
Bartlett MRes Board of Examiners
Professional body accreditation
(if applicable):
N/A
Date of next scheduled
accreditation visit:
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to provide a stimulating programme focused on the research and analysis of
buildings and cities as patterns of space inhabited by individuals, communities and organisations. Instead
of confining architecture to the role of designing iconic buildings - and the city to economic development
and policy - leaving the question of the public realm unanswered, the course takes a conjoint theoretical
and analytical approach to architecture, urban design and planning in the service of constructing a betterbuilt environment for society.
Students following the course are expected to:
1. develop an in-depth theoretical and practical knowledge of the built environment and its
functions considered as spatial, physical and human systems;
2. acquire a high level of skill in research and analysis of the built environment and its functions in
support of better and more humane design;
3. communicate this through clarity of argument and written expression; acquire and demonstrate
operational skills in managing their intellectual advancement;
4. and set attainable goals and exercise imagination and creativity in the pursuit of an
understanding of their field through deep research.
The course aims to maintain a relevance to the contemporary world's challenges of inter-disciplinary
knowledge, sustainable urbanism, social inclusion and exclusion, informal settlements, architecture and
computing, spatial cognition and the physical and immaterial dimensions of social networks. Students are
encouraged to develop a user-centred approach to design innovation.
Central to the curriculum is a powerful approach called 'space syntax', a theory and a method that
studies buildings, cities and open spaces in relation to use patterns and cultural meaning. Space syntax
augments design intuition, informs the design team, and engages constructively in the design process by
contributing theoretical and analytical knowledge about spatial, formal, social, functional and aesthetic
considerations. It provides an established methodology that can be used to explore different scales of
architectural space - from the smallest domestic setting to whole urban regions - and the relationship
between them.
More than training students on how to produce remarkable designs or a certain kind of architecture, the
course invites them to think differently and redefine the role of the designer in a constantly changing
society.
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:
Teaching/learning methods and strategies:
Lectures, workshops, debates, project work
1. evolution of the built form,
function and typology in relation
to theories about the nature and
social role of the buildings and
urban systems
2. core architectural and urban
theories with regards to the
relationship between space and
society
3. ‘space syntax’ theories, methods
and approach to understand the
fundamental characteristics of the
built form and its association with
the society
4. spatial form, material culture and
social identity across varying
societies, the design issues
stemming from these and
theories relating to the spatial,
social, cultural and psychological
dimensions of the built
environment.
Assessment:
1. papers/research project work
2. papers/research project work
3. research projects
4. papers/written examination/research project
work
B: Skills and other attributes
Intellectual (thinking) skills:
Teaching/learning methods and strategies:
Lectures, workshops, debates, project work
1. A scientific approach to setting up
research projects – how to set up
a research question, how to
gather data in a systematic way
and to interpret in objectively,
how to set the significance of the
findings in the broader theoretical
framework.
2. critical thinking skills, awareness
of the theoretical ideas and
assumptions, and the relationship
between scientific research and
the practice of design
3. theoretical ability for researching
the relationship between space,
form and society
4. linking evidence-based
approaches such as space
syntax, with architectural theory,
design intuition and design logic;
ability to redefine the discourse of
architecture and urban design.
Assessment:
1. papers/research project work
2.
papers/debates/research project work/written
examination
3.
research project work/papers
4.
oral presentations/research project work
C: Skills and other attributes
Practical skills (able to):
Teaching/learning methods and strategies:
Lectures, workshops, debates, project work
1. Apply a variety of methods and
techniques for describing,
representing, modelling,
simulating, interpreting and
evaluating urban and building
form and layout, as well as those
needed for the study of homes
and houses using
2. use competently the available
range of space syntax techniques
for objective spatial and formal
analysis in architecture and
urbanism, and to train them in
established space syntax
methods in the context of
problem-solving, project-based
projects
3. use tools such as Geographical
Information Systems (GIS)
technology and geographical
datasets, as well as a sufficient
understanding of statistical
techniques to relate formal
analysis of buildings and urban
settlements to observational and
social data
Assessment:
1. research project work
2. research project work
3. research project work
D: Skills and other attributes
Transferable skills (able to):
Teaching/learning methods and strategies:
Lectures, workshops, debates
Assessment:
1. write clear, well structured
1. papers
theoretical and analytical papers,
using source material to support
an argument, writing clear
conclusions, using word
processing and electronic
bibliographical software.
2. papers
2. to explore routes beyond
traditional disciplines to explore
core interdisciplinary skills
relating to the notions of
superconcepts and
methodologies on new ways to
3. papers/debates/research project work
undertake research.
3. undertake the role of researchers
or practitioner with respect to
research and design in the built
environment, by introducing
theories of design as a
4. papers/research project work
knowledge or evidence-based
process.
4. work autonomously in a selfdirected manner, thereby
5. papers/research project work
developing the practices of
reflection and of lifelong learning.
5. manage time and work to
deadlines.
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 by UCL
and may be checked by the Quality Assurance Agency for Higher Education.
Programme Organiser(s)
Dr. Kayvan Karimi
Name(s):
Date of production:
08/05/2012
Date of review:
October 2015
Date approved by Chair of
Departmental Teaching
Committee:
Date approved by Faculty
Teaching Committee
October 2015
October 2015