Master of Urban and Regional Planning

Purpose

The qualification is designed to offer learners an opportunity to research and complete a dissertation topic, using conventional academic approaches to extended research over a one full time year or two-year part time study period. The qualification aims to produce critical thinkers and researchers who are strong conceptually, capable of undertaking research, and equipped with appropriate practical skills to engage with and contribute to academia. In addition, research learners must provide an understanding of the context in which planning and development projects take place, and the social, political and environmental influences that impact on planning process and projects.

Rationale

There is a need for learners with a research qualification to address issues of planning policy and development related research. The research aims to accommodate learners who wish to acquire a Master's Degree in planning but cannot attend one of the other full time course work programmes. Nationally, town and regional planning has been identified as profession which is a scarce resource.

Recognition of Prior Learning (RPL)

The institution accepts the principle underlying outcomes-based, source-based and life-long learning, in which considerations of articulation and mobility play a significant role, and subscribes to the view that Recognition of Prior Learning, whether acquired by formal education curricula at this or another institution or informally (by experience) is an indispensable element in deciding on admission to and awarding credits in an explicitly selected teaching-learning qualification of the institution. An applicant who falls outside of the formal qualifications system, but who can demonstrate (through the production of substantial and satisfactory evidence) experiential or work-based learning or a non-formal qualification (or a combination), may be considered for admission and/or for the Recognition of Prior Learning for the achievement of the qualification in part or in full. An applicant who after such assessment, is deemed to have sufficient potential, but is in need of further academic development, must be directed to other suitable learning qualifications prior to admission or to parallel qualifications after admission.

Entry Requirements

The minimum entry requirement for this qualification is the

• Cognate Honours Degrees National Qualifications Framework(NQF) Level 9.

This qualification consists of the following compulsory module at National Qualifications Framework Level 9 totalling 192 Credits.

Compulsory Modules, Level 9, Credits

• Dissertation 100%: Town and Regional Planning, 192 Credits.

1. Identify a meaningful research problem in Urban and Regional Planning.
2. Conduct an academic literature review in which key theoretical and empirical issues are identified and explored.
3. Demonstrate a critical understanding of research methodologies, techniques and technologies applicable to the selected area of study.
4. Present research findings and evaluate their significance.
5. Identify limitations of the research conducted.
6. Make autonomous ethical decisions which affect knowledge production.

Associated Assessment Criteria for Exit Level Outcome 1

• The research problem is clearly articulated.
• Literature, previous research and practice issues are used to justify the choice of research problem.
• The research aim and objectives are related to the research problem.
• The research study is located within an appropriate theoretical framework.

Associated Assessment Criteria for Exit Level Outcome 2

• A wide range of appropriate local and international sources are consulted.
• Literature is related to the research problem.
• Key issues are highlighted.
• Literature is synthesised and presented as a coherent whole.

Associated Assessment Criteria for Exit Level Outcome 3

• The research approach and methods of sampling, data collection and data analysis are clearly explained and their choice is justified and consistent with the theoretical framework.
• Data is collected and accurately recorded.

Associated Assessment Criteria for Exit Level Outcome 4

• Research findings are clearly and suitably presented using appropriate tables and diagrams.
• Literature and theory are used to analyse empirical results.
• Findings are related to previous research.
• Appropriate conclusions are drawn.
• Recommendations, including recommendations for further research, are supported by theory and empirical findings.

Associated Assessment Criteria for Exit Level Outcome 5

• Limitations arising from the design of the study or researcher bias are identified.
• The impact of these limitations for the interpretation of findings is discussed.

Associated Assessment Criteria for Exit Level Outcome 6

• Ethical issues relevant to the research study are discussed.
• It is evident that the research was conducted in an ethical manner.
• Sources used are correctly referenced and there is no plagiarism.

Integrated Assessment

The achievement of the learning outcomes for the qualification will be assessed through the production of a proposal and a research Dissertation in the traditional format prescribed by the institution. In this qualification, the dissertation constitutes 100% of the entire Degree. In keeping with what is expected learners must demonstrate spatial understanding, technical competence and a mastery of their chosen field of study or topic. Learners who demonstrate innovation in their research design and findings, strong critical engagement with the theoretical components of their research topic, vision and originality would fulfil the requirements for a distinction. The qualification modules are assessed by the learners through the use of the standard Quality Performance Assessment (QPA) assessment questionnaire. These are completed by the learners at the end of the teaching period.