PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION

Programme title: / MSc International Planning
Final award (BSc, MA etc):
(where stopping off points exist they should be detailed here and defined later in the document) / Certificate / Graduate Diploma / MSc
The course follows the Built Environment Regulations for the award of Certificate, Graduate Diploma and MSc. The certificate is awarded for 60 taught credits assessed at 50% or above. The Graduate Diploma is awarded at the completion of 120 taught credits assessed at 50% or above. The MSc is awarded at the completion of 120 credits assessed at 50% or above and the 60 credit dissertation assessed at 50% or above.
UCAS code:
(where applicable) / n/a
Cohort(s) to which this programme specification is applicable:
(e.g. from 2008 intake onwards) / 2011 onwards
Awarding institution/body: / University College London
Teaching institution: / University College London
Faculty: / Bartlett, Faculty of the Built Environment
Parent Department:
(the department responsible for the administration of the programme) / Bartlett School of Planning

Departmental web page address:

(if applicable) / http://www.bartlett.ucl.ac.uk/planning/
Method of study:
Full-time/Part-time/Other / Full time and modular/flexible
Criteria for admission to the programme: / UCL standard criteria http://www.ucl.ac.uk/prospective-students/graduate-study/taught/degrees/tmsarcsipl01
Length of the programme:
(please note any periods spent away from UCL, such as study abroad or placements in industry) / One calendar year full-time.
Two to five calendar years modular/flexible.
Level on Framework for Higher Education Qualifications (FHEQ)
(see Guidance notes) / M
Relevant subject benchmark statement (SBS)
(see Guidance notes) / n/a
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 coursework and an unseen examination, and 75 credits by coursework only), and 30 credits of specialism modules (assessed by coursework only). They also complete a 10,000 word dissertation (with support modules) worth 60 credits.
Board of Examiners:
/ i) Name of Board of Examiners:
Planning Programmes
Professional body accreditation
(if applicable):
/ Royal Town Planning Institute
Royal Institution of Chartered Surveyors / Date of next scheduled accreditation visit:
RTPI Feb 2013
RICS March 2013
EDUCATIONAL AIMS OF THE PROGRAMME:
The programme aims to broaden students’ appreciation of planning and urban theory whilst providing them with the necessary skills to engage in critical and creative problem solving. The scope is international and comparative. The structure of the programme provides an initial planning education in core themes, issues and debates by giving students a critical appreciation of the commonalities and differences among a variety of national planning systems, enhancing their understanding of planning as a culturally-specific and context-dependent activity, and raising awareness of the impacts of the patterns of convergence and divergence in planning approaches which arise through the international circulation of practices and policies. The programme is aimed at students who want an international perspective and are likely to work outside the UK after their studies. The international comparative scope is not exhaustive, but builds on the diversity of BSP staff and students. It encompasses comparative perspectives on developed and transitional economies throughout the globe, with particular emphasis on Europe, North America, Australia and increasingly China, South East Asia and the Middle East. Less emphasis is put on the urban development and planning systems of developing countries of the Global South, as this is comprehensively covered by the Developmental Planning Unit within the Bartlett.
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)  Planning approaches for city and regional development from an international and comparative perspective
ii)  Practical orientation toward problem definition, policy and plan formulation and intervention that encourages a sensitivity towards understanding the political, social, economic and environmental conditions in which interventions are designed/applied
iii)  Specialised knowledge of aspects of the built environment and planning relevant to an individual’s personal development strategy and professional/career interests and requirements.These include the Specialism choices:
Urban Regeneration
International Property and Planning
Urban Design
Sustainable Urban Development
Planning for Housing
Mega Infrastructure Planning
AND the Dissertation / Teaching/learning methods and strategies:
General:
The means of teaching are diverse but balanced throughout with a combination of individual and group project work, skills-based practical and IT work, traditional lectures, tutorials and seminars, field trips and direct practitioner involvement. Research methods training is also provided and personal supervision for the dissertation. In addition, each student is allocated a personal tutor which performs academic and pastoral mentoring for the duration of the student’s study period.
Specific:
i)  Core modules develop a comparative outlook to international systems and processes and urban issues via lectures and seminars
ii)  Case studies and project-based learning are incorporated into core and specialist module design (individual and group)
iii)  Self-motivated study via dissertation work and suite of Specialist modules which support individual research and career interests
/ Assessment:
Through a combination of individual and group work, essays, and exam, project work and other skills-based practical work. Emphasis is placed on the demonstration of student abilities to acquire and synthesise new knowledge in a scholarly and professional way.

B: Skills and other attributes

Intellectual (thinking) skills:
i)  Ability to identify and understand how planning (and more generally urban) problems are defined, prescriptions for reform formulated and policies and regulations implemented in a variety of international contexts
ii)  Demonstration of critical thinking through engagement with key debates international planning policy and practice (ability to structure balanced and comprehensive arguments, sensitive to the contexts in question but informed by academic literature)
iii)  Ability to translate comparative analysis into pragmatic lessons for particular contexts and urban issues / Teaching/learning methods and strategies:
General:
The means of teaching are diverse but balanced with a combination of individual and group project work, skills-based practical and IT work, traditional lectures, tutorials and seminars, field trips and direct practitioner involvement. The focus on critical debates in contemporary (and sometimes historical) academic literature is crucial to facilitating a deeper engagement with theory and practice in a variety of geographical contexts. Students learn from discussing the various applications and implications of selected themes/issues in their respective homelands. The field trip and associated group project facilitates a collective hands-on experience, with problem identification and normative analyses for improvement central to the tasks.
Specific:
i)-iii) Are facilitated through issue-based lectures and readings-based seminars/tutorials and practical ‘live-project’ group work; student-led seminars and group presentations and the coordination of effective dissertation guidance and supervision.
/ Assessment:
A combination of individual and group work, essays, an exam, project work and other skills-based practical work.

C: Skills and other attributes

Practical skills (able to):
i)  Prepare high quality written and visual reports, essays, plans and briefs
ii)  Communicate effectively across personal and professional barriers (i.e. language, culture, knowledge, skills)
iii)  Facilitate and lead a critical and comparative assessment of planning-related problems or issues (in a variety of professional contexts)
iv)  Synthesise critical lessons drawn from a variety of complex urban phenomena and social/political/economic trends (i.e. international and interdisciplinary scope encouraged) / Teaching/learning methods and strategies:
General:
Teaching is based on a combination of individual and group project work (particularly International Planning: Project), skills-based practical and IT work, traditional lectures, tutorials and seminars, field trips and direct practitioner involvement. The introduction (2012) of an evening seminar programme geared exclusively to MSc IP and MSc SP students has further encouraged students to learn directly from practitioners in the field(s) and to reflect insights gained in their own coursework.
/ 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 (such as presentations, posters and reports or briefs).

D: Skills and other attributes

Transferable skills (able to):
i)  Research and critical writing and presentation skills that reflect an ability to analyse macro and micro social processes, issues and outcomes
ii)  Effective group work and project management (particularly meeting deadlines and equitable work-load distribution)
iii)  Comparative perspective on problems, issues and normative prescriptions
iv)  Effective use of introductory design (and other IT) software and its various applications in planning relevant contexts / Teaching/learning methods and strategies:
General:
The balance of group-individual and lecture-practice orientated learning methods and strategies is achieved across the programme. Lectures, workshops, seminars and group projects are used throughout.
Specific:
Transferable skills i) and iii) are exemplified by core staff and guest speakers via lectures and research-based seminars and debates and reinforced through assessment. Students are also encouraged to seek work-place experiences to enhance skills ii) and iv).
/ 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 (such as presentations, posters and reports or briefs).
The following reference points were used in designing the programme:
·  the Framework for Higher Education Qualifications (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A1.aspx;
·  the relevant Subject Benchmark Statements (http://www.qaa.ac.uk/Publications/InformationAndGuidance/Pages/quality-code-A2.aspx);
·  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) Name(s):
/ Dr. Susan Moore
Date of Production: / September 2008
Date of Review: / December 2012
Date approved by Head of Department: / September 2008
Date approved by Chair of Departmental Teaching Committee:
Date approved by Faculty Teaching Committee