Expand+How To Apply

Applications for admission to full-time undergraduate courses at Queen’s should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/...

Hide-How To Apply

Applications for admission to full-time undergraduate courses at Queen’s should normally be made through the Universities and Colleges Admissions Service (UCAS). Full information can be obtained from the UCAS website at: www.ucas.com/apply.

When to Apply

UCAS will start processing applications for entry in Autumn 2017 from 1 September 2016.

The normal closing date for the receipt of applications is 15 January 2017.

Applicants are advised to apply as early as is consistent with having made a careful and considered choice of institutions and courses.

Earlier applicants normally receive decisions more quickly, however, UCAS accepts that some applicants, especially those from outside the UK, may find this difficult. Late applications are, in practice, accepted by UCAS throughout the remainder of the application cycle, but you should understand that they are considered by institutions at their discretion, and there can be no guarantee that they will be given the same full level of consideration as applications received by the advisory closing date.

Take care to enter the details of the institutions and courses clearly and correctly on the application. For Queen's, the institution code name is QBELF and the institution code is Q75. These should be entered in the Choices section of your UCAS application. A Campus Code is not required.

Queen’s University Belfast Terms and Conditions 2017 Entry
The terms and conditions that apply when you accept an offer of a place at the University on a taught programme of study.

http://www.qub.ac.uk/Study/TermsandConditions/

Expand+In addition to the entrance requirements below, it is essential that you read the How We Choose Our Students pdf prior to submitting your UCAS application.

Entrance Requirements

A-level:
BBB including at least two from Biology, Economics and...

Hide-In addition to the entrance requirements below, it is essential that you read the How We Choose Our Students pdf prior to submitting your UCAS application.

Entrance Requirements

A-level:
BBB including at least two from Biology, Economics and Geography + GCSE Mathematics grade C
OR
ABB + GCSE Mathematics grade C.

Note: certain modules will require GCSE Mathematics grade B.

BTEC Extended Diploma:
A relevant BTEC Extended Diploma with 100 credits at Distinction and 80 credits at Merit + GCSE Mathematics grade C
OR
Any BTEC Extended Diploma with 120 credits at Distinction and 60 credits at Merit + GCSE Mathematics grade C.

Note: certain modules will require GCSE Mathematics grade B.

Irish Leaving Certificate:
H3H3H3H3H4H4/H3H3H3H3H3 including Higher Level grade H3 in at least two from Biology, Economics and Geography + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics
OR
H3H3H3H3H3H3/H2H3H3H3H3 + if not offered at Higher Level then Ordinary Level grade O4 in Mathematics.

International Students

For information on international qualification equivalents, please click on Your Country in the International Students website.

If you are an international student and you do not meet the entrance requirements, you should consider a preparation course at INTO Queen's University Belfast, which will prepare you for successful study on these degree courses. INTO at Queen's is based on the University campus and offers a range of courses including the International Foundation in Engineering and Science.

For students whose first language is not English

An IELTS score of 6.5 with a minimum of 5.5 in each test component or an equivalent acceptable qualification, details of which are available at: http://go.qub.ac.uk/EnglishLanguageReqs

If you need to improve your English language skills before you enter this course, our partner INTO Queen's University Belfast offers a range of English language courses. These intensive and flexible courses are designed to improve your English ability to entry to this degree. Please click the links below for more information:
•English for University Study - an intensive English language and study skills course for successful university study at degree level
•Pre-sessional English - a short intensive academic English course for students starting a degree programme at Queen's University Belfast and who need to improve their English

Expand+Learning and Teaching

At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic po...

Hide-Learning and Teaching

At Queen’s, we aim to deliver a high quality learning environment that embeds intellectual curiosity, innovation and best practice in learning, teaching and student support to enable students to achieve their full academic potential.

On the BSc Environmental Management we do this by providing a range of learning experiences which enable our students to engage with subject experts, develop attributes and perspectives that will equip them for life and work in a global society and make use of innovative technologies and a world class library that enhances their development as independent, lifelong learners.

Examples of the opportunities provided for learning on this course are:
•Lectures: introduce basic information about new topics as a starting point for further self-directed private study/reading. Lectures also provide opportunities to ask questions, gain some feedback and advice on assessments (normally delivered in large groups to all year group peers).
•Seminars/tutorials: Significant amounts of teaching are carried out in small groups (typically 10-20 students). These provide significant opportunity for students to engage with academic staff who have specialist knowledge of the topic, to ask questions and to assess their own progress and understanding with the support of peers. Students should also expect to make presentations and other contributions to these groups.
•Self-directed study: This is an important part of life as a Queen’s student when important private reading, engagement with e-learning resources, reflection on feedback to date and assignment research and preparation work is carried out.
•E-Learning technologies: Information associated with lectures and assignments is often communicated via a Virtual Learning Environment (VLE) called Queen’s Online. A range of e-learning experiences are also embedded in the degree through, for example, online discussion forums, research methods modules involving statistics, additional learning resources, online readings, and opportunities to use IT programmes in project- based work.
•Supervised research: In final year, students will be expected to carry out a significant piece of research on a particular topic. They will receive support to guide them in terms of how to carry out their research and will be provided with feedback in person and via email.
•Personal Tutor: Undergraduates are allocated a Personal Tutor from their first day at the university. The Personal Tutor is available to meet with them and to give advice throughout their time at Queen’s, in support of their academic development and to act as an important point of contact with the School.
•Peer Mentoring:We offer a peer mentoring scheme for our BSc students, which sees specially- trained second and third year students, under the guidance of staff and the Centre for Educational Development, help first year students settle into life at Queen’s through social events, small group or one-to-one informal support and learning skills workshops.
•Work-Related learning/Field Trips/Study Tours: Study visits and field trips are integrated into several of our option modules. The purpose of these tours is to help students apply their learning to the real-work context and to exercise critical thinking and interpretation. Back in the classroom, students undertake a number of group-based tasks in workshops focused on the field trip and present their findings to classmates.
•Placement: For Environmental Management, all students are required to complete a compulsory 16-week work placement period as an integral component of Stage 2. For Environmental Management with Professional Studies, on completion of Stage 2, all students are required to undertake a compulsory 46-week period of work experience, including a project agreed between the student, the School and the employer. Placement is assessed within the module Professional Studies. Work placements take place in a wide range of organisations including Farrans, Northstone Quarries, CETA Waste Management, Ulster Wildlife Trust, DARD Countryside Management, Colin Glen, National Trust, Property developers, Property management companies, Environmental consultancies and Councils. Those students interested in teaching as a career may take part of their placement in a school. Work placement overseas is encouraged and students have worked in America, New Zealand, Australia, Spain, Portugal, Switzerland and England.

Whilst the responsibility for securing work placements rests with the student, a dedicated School Careers Advisor supports students in attaining work placement. The students who have undertaken placement have been extremely well received by the employers, with all the placement organisations indicating they would want to take students in future years.

RICS Accreditation:The course is accredited by the Royal Institution of Chartered Surveyors. This means that after completing the BSc, a student can embrace the Chartered Surveyor profession upon completion of a two year training in a RICS related business and passing an exam. Students doing the BSc Environmental Management with Professional Studies can start the two year training during the 46 week work placement at the end of Level 2.

Expand+Overview

Given the complex pressures that threaten the natural environment, how can we best manage it?

How can we reduce the impact that organisations have on the environment and design a more sustainable and prosperous society?

The growing ...

Hide-Overview

Given the complex pressures that threaten the natural environment, how can we best manage it?

How can we reduce the impact that organisations have on the environment and design a more sustainable and prosperous society?

The growing changes affecting the natural environment, and the increasing role of environmental policies affecting businesses and organisations are creating new and challenging career opportunities for those familiar with issues of sustainable development, planning and environmental protection and management.

This course explores the environmental, economic and social implications of the decisions that we make and the strategies that we use to find sustainable solutions to environmental problems.

It combines aspects of science, geography, environmental planning and management to understand the environmental systems in which we live and work, and how we can improve the way we act within them.

Key features of the course are:
•Develop knowledge, understanding and skills needed to manage environmental problems more sustainably
•Explore the complexities of natural and built environments at local, national and international level
•Investigate the interrelationships between human activities and environmental systems
•Site visits and field work
•An environmental work placement
•Develop analytical, design and systems thinking skills

Expand+Course Content (including module information)

Content Subject to Approval*

Stage 1
•Contemporary Issues in Urban and Rural Planning
•Dynamic Earth
•Environmental Change: Past, Present and Future
•Environmental Management
•Planning, Health ...

Hide-Course Content (including module information)

Content Subject to Approval*

Stage 1
•Contemporary Issues in Urban and Rural Planning
•Dynamic Earth
•Environmental Change: Past, Present and Future
•Environmental Management
•Planning, Health and Well Being
•Processes and Principles of Physical Geography

Stage 2
•Environmental Assessment
•Geographical Research and Personal Development
•Introduction to Environmental Economics
•Landscapes and Geographical Information Systems

Optional:

One of the following for the Level 3 programme
•Planning Theory and Society
•Sustaining the Biosphere

One of the following:
•Work Placement (3-year Degree)
•1-year Professional Studies (4-year Degree)

Stage 3
•Business Innovation and Entrepreneurship
•Policies for Environmental Sustainability
•Spaces of Urbanisation in Emerging Economies and Sustainable Development

One of the following:
•Climate Change: Science, Scenarios and Impacts
•Infrastructure and Transportation Planning

One of the following:
•Environmental Management Dissertation
•Geography Dissertation

Expand+Assessment & Feedback

Assessment: The way in which students are assessed will vary according to the learning objectives of each module. Most modules are assessed through a combination of coursework and end of semester examinations. Some modules...

Hide-Assessment & Feedback

Assessment: The way in which students are assessed will vary according to the learning objectives of each module. Most modules are assessed through a combination of coursework and end of semester examinations. Some modules [e.g. final year Honours Project module (BBC3025)] are assessed solely through project work or written assignments. Details of how each module is assessed are shown in the Student Handbook which is provided to all students during their first year induction.

Feedback: As students progress through their course at Queen’s they will receive general and specific feedback about their work from a variety of sources including lecturers, module co-ordinators, placement supervisors, personal tutors, advisers of study and your peers. University students are expected to engage with reflective practice and to use this approach to improve the quality of their work. Feedback may be provided in a variety of forms including:
•Feedback provided via formal written comments and marks relating to work that students, as individuals or as part of a group, have submitted.
•Face to face comment. This may include occasions when students make use of the lecturers’ advertised “office hours” to help address a specific query.
•Placement employer comments or references.
•Online or emailed comment.
•General comments or question and answer opportunities at the end of a lecture, seminar or tutorial.
•Pre-submission advice regarding the standards you should aim for and common pitfalls to avoid. In some instances, this may be provided in the form of model answers or exemplars which students can review in their own time.
•Feedback and outcomes from practical classes.
•Comment and guidance provided by staff from specialist support services such as, Careers, Employability and Skills or the Learning Development Service.

Once students have reviewed their feedback, they are encouraged to identify and implement further improvements to the quality of their work.

Expand+Career Prospects

Careers are diverse, not only in the rural and land use industries and government services, but also in private sector industries, financial institutions and agribusiness concerns of various kinds.

Graduates will have a knowled...

Hide-Career Prospects

Careers are diverse, not only in the rural and land use industries and government services, but also in private sector industries, financial institutions and agribusiness concerns of various kinds.

Graduates will have a knowledge of the natural environment, be able to demonstrate familiarity with sustainable development, conservation and environmental protection issues, as well as an understanding of the integrated and holistic nature of land use and environmental management.

Possible careers include environmental management (private and public sectors) and include consultancy and environmental impact assessment with environmental organisations (eg RSPB, WWF). Graduates can become Chartered Surveyors. Opportunities also exist within the full range of occupations associated with graduate employment.

Further study through research (MPhil/PhD) or taught programmes, including RICS-accredited courses is also an option; see School website for further information.



CAREER INFORMATION

Queen's is a member of the Russell Group and, therefore, one of the 20 universities most-targeted by leading graduate employers. Queen's students will be advised and guided about career choice and, through the Degree Plus initiative, will have an opportunity to seek accreditation for skills development and experience gained through the wide range of extra-curricular activities on offer.



DEGREE PLUS

Recognising student diversity, as well as promoting employability enhancements and other interests, is part of the developmental experience at Queen's. Students are encouraged to plan and build their own personal skill and experiential profile through a range of activities including; recognised Queen's Certificates, placements and other work experiences (at home or overseas), Erasmus study options elsewhere in Europe, learning development opportunities and involvement in wider university life through activities, such as clubs, societies, and sports.

Queen's actively encourages this type of activity by offering students an additional qualification, the Degree Plus Award (and the related Researcher Plus Award for PhD and MPhil students). Degree Plus accredits wider experiential and skill development gained through extra-curricular activities that promote the enhancement of academic, career management, personal and employability skills in a variety of contexts. As part of the Award, students are also trained on how to reflect on the experience(s) and make the link between academic achievement, extracurricular activities, transferable skills and graduate employment. Participating students will also be trained in how to reflect on their skills and experiences and can gain an understanding of how to articulate the significance of these to others, e.g. employers.

Overall, these initiatives, and Degree Plus in particular, reward the energy, drive, determination and enthusiasm shown by students engaging in activities over-and-above the requirements of their academic studies. These qualities are amongst those valued highly by graduate employers.