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Planning and Development (MA)

MA (Planning and Development)

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Course Overview

This MA prepares graduates for careers in planning, surveying, community planning, regional planning, sustainable planning futures and related geographical careers.   

Planning as a branch of geographical thought focuses on ensuring that the most suitable development occurs in the right place at the right time. This development should benefit communities and other interests such as the economy in a sustainable way. Planning is central to identifying what development is needed and where. As a discipline planning considers which areas need to be protected and which need to be enhanced, and in making these judgements it assesses the suitability of each proposed development on its own merits in relation to the context at hand. Therefore planning plays an important role in our society. 

When taking this masters programme, students will consider how planning can make the best use of our resources and examine the various contexts that allow necessary and worthwhile development to proceed. Students will consider how the environment and heritage of our towns, cities and countryside is protected.  They will be fully cognisant of global phenomena such as climate change, technological change, and migration trends, and their significance for planning.  Public participation holds a key role in planning and is a central focus of the programme. 

The programme is directed primarily at graduates from Social Sciences and related disciplines who wish to further their knowledge and expertise in planning, place making and sustainable development of our towns and cities, their hinterlands and associated communities. 

Accreditation:

Planning Dev Accreditation Logo‌


Planning and Development Surveying

The SCSI is an internationally recognised professional body that provides Surveyors with a valuable designation and a mark of excellence that is valued throughout the property and planning industry worldwide. This accreditation will mean students of the programme can become chartered members of the SCSI through their planning and development APC pathway. The SCSI is an affiliate of the Royal Institute of Chartered Surveyors (RICS) meaning graduates may apply for a globally recognised and respected professional qualification. 

James Lonergan Director of Education and CPD at SCSI, said: “SCSI wish to congratulate the programme team for achieving SCSI accreditation.  This new partnership between SCSI and University of Galway will be of great benefit to both organisations and to the profession. I very much look forward to welcoming graduates from the programme as Chartered Members with SCSI and to seeing their valuable contributions to the profession and to the wider public and local communities in years to come.”

GRADUATE ATTRIBUTES  

Graduate attributes articulate the kinds of skills, knowledge, competences and experience obtained not just through programme and module activity and content, but through other associated activities that you undertake as part of university life.  In this respect, they differ somewhat from (but are also reflected in) the programme level learning outcomes outlined above. Throughout the programme we aim to keep the student aware of their development of graduate attributes, by identifying them at relevant points in the teaching and learning process, and particularly during the development of the Research and Professional Development Portfolio (TI6141).  Students will also be encourage to become active in other aspects of university life (e.g. through joining some of its many clubs, societies or volunteering programmes), gaining additional valuable experiences and skills that all form part of a complement of graduate attributes.  The table below provides a brief outline of what the University of Galway and this programme identify as key attributes to which we will encourage our graduates to aspire to, and how these will be developed through programme-specific and other campus-related activities.  As the programme progresses our intention is to regularly review progress on the attainment of graduate attributes.  

Graduate attribute  

Programme-specific  

Programme-linked  

Other  

Subject specialists and skilled scientific researchers in the sub-discipline of planning geography  

  

Module grades, distinctions  

  

  

Effective and self-confident communicators who are digitally and technically literate  

Presentations, written work, use of digital tools and resources.  

Research portfolio and staff-student relationships  

Additional workshops/courses on skills   

Digital badging  

Experience of public speaking, writing, civic/community involvement  

Critical thinkers who apply imaginative and innovative approaches to problem-solving  

  

Programme assessments, projects.  

Additional workshops/courses on skills  

Experience from wider life and participation  

Effective team-workers, collaborators and leaders  

  

Projects, team activities  

Mentoring and peer assisted learning; clubs and societies  

Civic engagement and community involvement  

Ethically and socially aware, with a sense of a professional self, citizenship and global responsibility   

  

Activities relating to professional practice  

Clubs, societies, Workshops, placements  

Policy submissions, active citizenship  

Creative, enterprising, resourceful and flexible  

  

Project work  

Placements, volunteering.  

Other work experience, other volunteering  
 

Applications and Selections

Applications are made online via the University of Galway Postgraduate Applications System. 

Who Teaches this Course

Contributions from invited speakers from relevant professional and academic fields are an important feature of this programme

researcher
Dr. Marie Mahon
PHD
Associate Professor
T: +353 91 492376
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researcher
Dr Therese Conway
BA.,MA.,PhD
Lecturer Above The Bar
School of Geography &
Archaeology
University of Galway
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researcher
Dr Maura Farrell
BA, HDip Ed, PhD
Senior Lecturer
Discipline of Geography
Arts/Science Building
University of Galway
Galway
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researcher
Dr. John McDonagh
Senior Lecturer
Dept. of Geography
Room 122 Arts Science Building
University of Galway
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Requirements and Assessment

Key Facts

Entry Requirements

A Level 8 degree, or equivalent, with a standard of H2.2 overall, with H2.1 in a relevant discipline. 

Additional Requirements

Recognition of Prior Learning (RPL)

Duration

1 year, full-time

Next start date

September 2025

A Level Grades ()

Average intake

15

QQI/FET FETAC Entry Routes

Closing Date

 Please view the offer rounds website.

NFQ level

Mode of study

ECTS weighting

Award

CAO

Course code

MA-RFPI

Course Outline

The course’s primary focus is on creating professional, qualified planning practitioners who can work in a variety of planning environments.  To achieve this, modules explore a myriad of content. These include; core modules which focus on the spatial dynamics of planning including land use planning, forward planning, planning and policy development; specialized modules that cover key planning and development and surveying relevant topics including agriculture, service provision, industry and tertiary sector dimensions including tourism planning and development.  

Certain modules also allow students to shape their own learning environment in terms of choice of module assessments based on specialist interests. Through semester three graduates also have the opportunity to work with an organisation in order to deliver a project/plan/portfolio, in a co-creation of knowledge approach.   

Overall Structure of the Programme 

Code  

ECTS 

Title and Semester  

  

  

SEMESTER 1 

TI6137  

10 

Core 

Introduction to planning: history, theory and practice  

TI6125    

10 

Core 

Research Methods and Mapping  

TI6140  

10 

Core 

Spatial planning and service provision 

  

  

SEMESTER 2 

TI6139  

10 

Core 

Spatial Planning: Principles and practices 

TI6138  

10 

Core 

Innovation and Enterprise in Planning and Development 

TI6136  

10 

Core 

Planning for Agriculture and the Multifunctional Countryside  

  

  

SEMESTER 3  

  

TI6141  

30 

Core 

Research and Professional Development Portfolio  

  

 

  

Curriculum Information

Curriculum information relates to the current academic year (in most cases).
Course and module offerings and details may be subject to change.

Glossary of Terms

Credits
You must earn a defined number of credits (aka ECTS) to complete each year of your course. You do this by taking all of its required modules as well as the correct number of optional modules to obtain that year's total number of credits.
Module
An examinable portion of a subject or course, for which you attend lectures and/or tutorials and carry out assignments. E.g. Algebra and Calculus could be modules within the subject Mathematics. Each module has a unique module code eg. MA140.
Optional
A module you may choose to study.
Required
A module that you must study if you choose this course (or subject).
Semester
Most courses have 2 semesters (aka terms) per year.

Year 1 (90 Credits)

RequiredTI6125: Research Methods and Mapping


Semester 1 | Credits: 10

This module outlines the principles of designing and implementing a holistic geographical research project: collecting representative evidence in the field, applying qualitative and quantitative research methodologies, and mapping and spatial representation using Geographic Information Systems. The aim of the module is to instil in students an ability to collect and analyse primary and secondary evidence, draw conclusions based on geographical principles and present findings in a meaningful, professional manner. Students will be required to engage multiple methodological approaches in a reflexive manner, considering issues of representation associated with the production of geographical knowledge. The module is built around ‘interdisciplinary’ Group Projects, and students will approach all aspects of the module through the lens of their semester-long projects. Group Projects will be collaborative across Masters programmes. Students will work together and learn from each other so that a holistic approach to the Research Project is obtained. Throughout the semester, students will be introduced to a broad geographical skillset that will provide a comprehensive foundation for research in Geography.
(Language of instruction: English)

Learning Outcomes
  1. Critically evaluate methodological approaches in Geography
  2. Identify measurable and representative evidence for a given research topic
  3. Develop a field-based data collection strategy and apply appropriate data analysis and methodological techniques
  4. Use GIS to analyse and display primary and secondary data
  5. Design and implement a research project from start to finish
  6. Reflect on research findings and present a critical evaluation to an audience
Assessments
  • Continuous Assessment (75%)
  • Oral, Audio Visual or Practical Assessment (20%)
  • Department-based Assessment (5%)
Teachers
Reading List
  1. "Key Methods in geography" by Clifford, N., M. Cope, T. Gillespie and S. French
  2. "Geographic Thought: A Critical Introduction" by Cresswell, T.
    Chapters: 1
  3. "Simple Statistical Tests for Geography" by McCarroll, D.
The above information outlines module TI6125: "Research Methods and Mapping" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

RequiredTI6140: Planning and Innovation for Rural Service Provision


Semester 1 | Credits: 10

This module examines the issue of service provision, public and private, as a facilitator and driver of rural development and sustainability. It explores, for example, how technical and social innovation in service provision planning and implementation holds potential for rural places and communities to adapt to future demographic and other restructuring trends emerging at local, national and global scales.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the major concepts and theories of rural service provision
  2. Identify successful examples of rural service planning and innovation and draw on them as models of good practice in applied contexts
  3. Critically evaluate the tensions inherent in enhancing rural service delivery through innovation and futures planning to both support sustainable living and stimulate economic development of the rural
  4. Identify the way existing and potential future synergies between public and private sector service providers can be enhanced through ongoing innovation and forward planning
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "Unfolding Webs" by Jan Douwe van der Ploeg,Terry Marsden
    ISBN: 9789023244844.
    Publisher: Van Gorcum
    Chapters: Various
  2. "Rural" by Michael Woods
    ISBN: 9780415442404.
    Publisher: Routledge
    Chapters: various
The above information outlines module TI6140: "Planning and Innovation for Rural Service Provision" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

RequiredTI6141: Research and Professional Development Portfolio


15 months long | Credits: 30

This module involves completion of a relevant independent research project that enhances critical, analytical, practical and applied skills. Students may undertake a dissertation, or (as part of a possible placement), a research report/planning portfolio that forms part of a wider collection of activities. This independent research is complemented by supports that prepare students for their next career phase, particularly professional development, CV and interview preparation. It also prepares students for further research at PhD level if desired.
(Language of instruction: English)

Learning Outcomes
  1. Demonstrate the required range of key skills in designing research.
  2. Apply detailed knowledge of futures planning theory and methodologies to relevant rural problems.
  3. Research and present findings effectively and comprehensively, particularly for practice-based settings.
  4. Analyse information creatively and imaginatively in seeking innovative solutions to rural planning and sustainability problems and challenges.
  5. Propose innovative practical strategies and policy approaches to managing rural planning and sustainability challenges.
  6. Clearly identify and articulate their own acquired professional competence and skills and successful demonstrate these to prospective employers.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module TI6141: "Research and Professional Development Portfolio" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

RequiredTI6136: Rural Futures in Agriculture and the Multifunctional Countryside


Semester 2 | Credits: 10

The agricultural sector remains vital to the sustainability of rural places and communities. It evolves in response to science and technology innovation, to policies and trade agreements, and to consumer trends for food and related products. It is increasingly the focus of mitigation options for climate change such as forestry or flood control. This module examines what innovation entails for farmers and other stakeholders who regard agriculture and associated land-based activities as viable rural livelihoods. It critiques the extent to which agricultural and environmental policies support sustainable planning for agriculture as a sphere of activity that secures future economic, social and cultural dividends for the rural.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the major contemporary concepts and theories of agricultural change and multifunctionality.
  2. Explain contemporary policy approaches to agricultural development and multifunctionality, and critically evaluate these concepts from an innovation and futures planning perspective.
  3. Question the dominant paradigms in agricultural development and multifunctionality thinking.
  4. Explain the different dimensions of multifunctionality, e.g. forestry, off-farm activity, environmental quality and identify possibilities for innovation in these sectors.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module TI6136: "Rural Futures in Agriculture and the Multifunctional Countryside" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

RequiredTI6138: Rural Enterprise and Industry Innovation and Development


Semester 2 | Credits: 10

This module explores the emerging scope for development of rural enterprise and industry, as sectors other than agriculture increasingly provide the bulk of rural employment. It examines the vital role of innovation as initiated and facilitated by a range of stakeholders – individuals, community-based NGOs, government and institutional partners – to generate new economic opportunities at the local level. It also analyses how economic planning policies and strategies address the challenges of future economic development, and how these might be enhanced.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the major concepts and theories of rural enterprise and industry development
  2. Identify good examples of successful rural, agricultural and industrial based enterprise and innovations and draw on them as models of good practice in applied contexts
  3. Explain contemporary policy approaches to rural enterprise and industry development and critically evaluate them from innovation and futures planning perspectives
  4. Demonstrate an understanding of how different scales of governance impact on levels of innovation and planning for successful enterprise and industry development
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module TI6138: "Rural Enterprise and Industry Innovation and Development " and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

RequiredTI6139: Rural Tourism Networks - A Planning Perspective


Semester 2 | Credits: 10

Tourism Planning and Development is often not considered central to planning debate and discussion. However, tourism has a central role in the economic development potential of rural areas. Innovation suggests expanding the scope for tourism products and services through employing information technology and other forms of economic and social adaptation and transformation. Futures planning on the other hand suggests the potentially finite nature of local assets and resources, and the requirement to balance tourism development with place-based sustainability policies and strategies. Networks and networking have been used as a method of decreasing fragmentation in tourism and rural development and promoting positive communication in this regard. This course will engage with the relationships between tourism and rural areas. Particular attention will be given to the role of networks and clusters in sustainable rural tourism planning and development. This module particularly examines the power of networks of individuals, organisations, government departments and institutions who all have a stake in tourism development to collaboratively agree future planning visions and strategies.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the major contemporary concepts and theories of contemporary rural tourism
  2. Identify the value-added impacts of networking approaches to rural tourism development as an effective means to innovate within this sector
  3. Evaluate and critique contemporary policy approaches to rural tourism from an innovation and futures planning perspective
  4. Outline potential networking approaches that would enhance the development of rural tourism strategies at local and regional levels.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "The Routledge Companion to Rural Planning" by Mark Scott,Nick Gallent,Menelaos Gkartzios
    ISBN: 9781138104051.
    Publisher: Routledge
  2. "Micro-clusters and Networks" by Ewen J. Michael
    ISBN: 0080450962.
    Publisher: Elsevier
  3. "Network Analysis and Tourism" by Noel Scott,Rodolfo Baggio,Chris Cooper
    ISBN: 9781845410889.
    Publisher: Channel View Books
The above information outlines module TI6139: "Rural Tourism Networks - A Planning Perspective" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

OptionalTI6137: Innovation and Futures Planning For Rural Development and Sustainability


Semester 1 | Credits: 10

This overarching module critiques the key concepts and theoretical perspectives that reflect contemporary scholarship on rural development and sustainability perspectives, and how these can be cross-cut by research and scholarship on innovation and futures planning. It presents an overview of relevant planning theory and statutory instruments and examines pertinent dominant policy trends. It provides an organising framework within which subsequent module content and inquiry is contextualised.
(Language of instruction: English)

Learning Outcomes
  1. Discuss the major concepts and theories of contemporary rural development and sustainability
  2. Consider the role of planning theory and related statutory instruments in rural planning
  3. Identify and apply ideas from innovation and futures planning scholarship to contemporary thinking on rural development and sustainability in order to broaden perspectives on rural development planning.
  4. Explain contemporary policy approaches to rural development and sustainability and critically evaluate them from an innovation and futures planning perspective
  5. Challenge the dominant paradigms in rural development and sustainability thinking.
Assessments
  • Continuous Assessment (100%)
Teachers
Reading List
  1. "The Routledge Companion to Rural Planning" by Mark Scott,Nick Gallent,Menelaos Gkartzios
    ISBN: 9781138104051.
    Publisher: Routledge
    Chapters: various
  2. "Planning for Sustainability : Creating Livable, Equitable and Ecological Communities." by Wheeler, S.
    ISBN: 978041580989.
    Publisher: Routledge
    Chapters: various
The above information outlines module TI6137: "Innovation and Futures Planning For Rural Development and Sustainability" and is valid from 2020 onwards.
Note: Module offerings and details may be subject to change.

OptionalAR6109: Presenting Landscapes


Semester 2 | Credits: 10

This module aims to raise the student’s proficiency in interpreting and presenting landscapes. The field school element gives the students an opportunity to – in a real life situation – put into practice the wide range of practical and theoretical skills they have acquired during the course. A significant part of the field school project is its presentation in several media.
(Language of instruction: English)

Learning Outcomes
  1. Identify relevant research issues in a given situation and formulate a research design.
  2. Undertake a landscape analysis with relevant questions and methodologies.
  3. Present research outcome to both an academic and public audience.
Assessments
  • Continuous Assessment (100%)
Teachers
The above information outlines module AR6109: "Presenting Landscapes" and is valid from 2023 onwards.
Note: Module offerings and details may be subject to change.

Why Choose This Course?

Career Opportunities

Future career prospects

Graduates of this programme will be able to consider careers in a number of areas dealing with rural innovation, development and planning, including the following sectors:

  • Government Departments.
  • Public Service Organisations.
  • Local Tourism and Heritage Organisations.
  • Local Development Organisations.
  • International Aid Organisations.

Further study opportunities

Graduates of this programme will be able to continue their studies to PhD level in a range of disciplines at University of Galway.

Who’s Suited to This Course

Learning Outcomes

Aims, objectives and learning outcomes of the programme  

This programme aims to create professional planners who will ensure that the most suitable development occurs in the right place at the right time, and that this development will benefit communities and other related interests in a sustainable way. 

The programme objectives include providing students with specialist knowledge and training that will prepare them to:  

  • Evaluate the vital importance of planning to future sustainable development. 

  • Identify current and future planning needs and challenges and respond to these challenges in a critical and reflexive way. 

  • Propose innovative and alternative practical strategies, policy narratives and theoretical perspectives to those that have tended towards reactive, predictive, and low-impact intervention in this dynamic sphere of development and change. 

  • Have confidence in their identification of professional selves in planning and surveying activities and contexts. 

  • Facilitate their development of a professional self by providing opportunities for the acquisition and recognition of a range of transferrable skills and other associated graduate attributes.

On the successful completion of this programme students will be able to:  

  • Evaluate contemporary planning issues—theory, practice, and policy - particularly from a critical geographical perspective. 
  • Competently and critically debate contemporary thinking on planning and surveying, from a theoretical, policy and practice perspective. 
  • Demonstrate detailed knowledge of futures planning theory and methodologies. 
  • Demonstrate skills in public participation and engagement in the process of innovative planning, including engagement with communities and stakeholders at local and national levels. 
  • Apply these skills and knowledge in ways that reflect a civically-engaged, ethical position on knowledge acquisition and application. 
  • Undertake an independent research project through all key design stages, demonstrating creative thinking and problem-solving skills. 
  • Demonstrate the capacity to take the lead on initiatives as part of programme-related or other externally-based activities. 
  • Apply these skills and knowledge competently in practice-based contexts. 

Critical and Technical Planning Approaches 

On graduation students will possess a solid foundation in the concepts central to planning including planning theory, planning policy, planning and spatial scales, rural development, urban development and forward planning.   

Place-Based Approaches 

Students will develop an understanding and appreciation of the diversity of spatial planning approaches. This will be achieved through a variety of place-based exercises using the west of Ireland as a living lab construct.  

Although the programme has been devised primarily for students wishing to enter the planning and surveying professions, care has also been taken to ensure that graduates on all the programmes are equipped with skills and graduate attributes which will allow graduates to engage with a wide range of job opportunities with government, local authorities, developers, and various sections of the building industry.  

Transferable Skills Employers Value

Work Placement

Study Abroad

Related Student Organisations

Course Fees

Fees: EU

€7,890 full-time; € TBC part-time (including levy) p.a. 2025/26

Fees: Tuition

€7,750 full-time; € TBC part-time p.a. 2025/26

Fees: Student levy

€140 full-time; € TBC part-time p.a. 2025/26

Fees: Non EU

€19,000 p.a. (€19,140 p.a. including levy) 2025/26


For 25/26 entrants, where the course duration is greater than 1 year, there is an inflationary increase approved of 3.4% per annum for continuing years fees.

Postgraduate students in receipt of a SUSI grant – please note an F4 grant is where SUSI will pay €4,000 towards your tuition (2025/26).  You will be liable for the remainder of the total fee.  A P1 grant is where SUSI will pay tuition up to a maximum of €6,270. SUSI will not cover the student levy of €140.

Note to non-EU students: learn about the 24-month Stayback Visa here. 

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SCSI-accredited

SCSI logo


The SCSI is an internationally recognised professional body that provides Surveyors with a valuable designation and a mark of excellence that is valued throughout the property and planning industry worldwide. This accreditation will mean students of the programme can become chartered members of the SCSI through their planning and development APC pathway. The SCSI is an affiliate of the Royal Institute of Chartered Surveyors (RICS) meaning graduates may apply for a globally recognised and respected professional qualification. 

Download the Pathway Guide here.

James Lonergan Director of Education and CPD at SCSI, said: “SCSI wish to congratulate the programme team for achieving SCSI accreditation. This new partnership between SCSI and University of Galway will be of great benefit to both organisations and to the profession. I very much look forward to welcoming graduates from the programme as Chartered Members with SCSI and to seeing their valuable contributions to the profession and to the wider public and local communities in years to come.” 

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