Glossary of Terms

Year 1 (90 Credits)

RequiredLW217: Environmental Legislation

LW217: Environmental Legislation

Semester 1 | Credits: 5

This course treats of the legal regime regulating planning and development in Irish Law. The Irish planning code and issues of statutory interpretation and public law arising therefrom are examined. The course looks at: the institutions of planning control; the application for planning permission; participation by objectors; the appeal process and judicial review of planning decisions; and compensation for refusal of development. At the end of the module, students will have knowledge of the central principles of planning law and the structure of the system including the development plan, the concept of ‘development’, procedure for application for planning permission, rights of appeal, and enforcement of the law. In addition, special attention will be paid to specific topics such as the constitutionality of legislative restrictions on land use as well as developments in the law including the enactment of the Planning and Development (Strategic Infrastructure) Act 2006, the Planning and Development (Amendment) Act 2010, and the Environment (Miscellaneous Provisions) Act 2011.
(Language of instruction: English)

Learning Outcomes

1. Well versed in the sources of Irish planning law
2. Familiar with the Irish planning code
3. Familiar with the institutional framework of planning law
4. Able to critically discuss the planning process
5. Capable of researching planning law issues

Assessments

• Written Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  RÓNÁN KENNEDY 🖂
  
•  CARMEL FLYNN 🖂
  

Reading List

1. "Berna Grist, An Introduction to Irish Planning Law, 2nd Ed., (Dublin, Irish Planning Institute, 2013)" by n/a

RequiredTI6141: Research and Professional Development Portfolio

TI6141: 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 & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARIE MAHON 🖂
  

RequiredTI6142: Geospatial Techniques

TI6142: Geospatial Techniques

Semester 1 and Semester 2 | Credits: 10

This course focuses on core and advanced topics of Geographic Information Systems as well as techniques in spatial data analyses. Software packages including ArcGIS and QGIS will be utilised, as well as programming language (e.g., R, Python) to automate analyses.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate the practical skills of Geographic Information Systems through project design and completion.
2. Perform analyses and interpolation of spatial data sets.
3. Produce maps and other visual products of analyses and interpolation.

Assessments

• Continuous Assessment (60%)
• Oral, Audio Visual or Practical Assessment (40%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  CHRISTINA COSTELLO HAVERTY 🖂
  
•  LIAM CARR 🖂
  

Reading List

1. "An Introduction to Geographic Information Systems" by Ian Heywood, Sarah Cornelius, and Steve Carver
   ISBN: 978-027372259.
   Publisher: Longman
2. "Image Processing and GIS for Remote Sensing: Techniques and Applications" by Jian Guo Liu and Philippa J. Mason
   ISBN: 978-111872420.
   Publisher: Wiley-Blackwell
3. "Hands-On Geospatial Analysis with R and QGIS" by Shammunul Islam
   ISBN: 978-178899167.
   Publisher: Packt Publishing
4. "Discover QGIS 3.x: A Workbook for Classroom or Independent Study" by Kurt Menke
   ISBN: 978-099854776.
   Publisher: Locate Press

RequiredTI6152: Planning for Built and Environmental Systems

TI6152: Planning for Built and Environmental Systems

Semester 1 | Credits: 10

The aim of this module is to provide students with a comprehensive understanding of the fundamental role of planning in shaping places, the importance of planning management and control, and the importance of the actual built environment. The module introduces the history of planning, theories of planning intervention. It also covers basic planning theory. It engages with aspects of strategic design, management, and integration of physical infrastructures and natural resources to promote sustainability, efficiency, and quality of life. It highlights the importance for planning and planners to be aware of the role of related disciplines of architecture and engineering. The need for holistic approaches that consider both human-made systems (the built environment) and natural ecosystems is emphasised, aiming to ensure they function harmoniously. As part of this, students taking this module will consider ethics and values in planning, planning for the public good, and reflect on the notion of the professional planner, while also becoming informed on equality, diversity and inclusion in planning. The built environment encompasses the human-made structures and spaces where people live, work, and interact. Planning for these systems involves development management and place design (designing cities and neighbourhoods that are livable, functional, and connected). As part of this module, students will engage with relevant topics including principles of development control, the theory and practice of forward planning and area zoning, site appraisals, public realm layout and design and principles of building construction. The module also deals with the relationships to the physical systems supporting daily life (transportation, utilities), Building Systems: (e.g., residential, commercial, industrial buildings) and how planning engages with these infrastructural elements in place making. The modules retains sustainability at its core as a central dimension of proper planning. Planning for both built and environmental systems requires careful consideration of planning law, regulations, and policies; therefore, this module focuses on evidence based planning, drawing from the existence of these elements. Successful planning requires the involvement of the community in decision-making processes. Identifying and engaging with successful approaches to achieving this are central to this module. The module examines how local stakeholders, including residents, businesses, and advocacy groups, should contribute to the planning process to ensure that the built environment aligns with their needs and values. The module will consider how planning is multifaceted and how it must balance the demands of development with environmental stewardship, ensuring that human development does not come at the cost of environmental sustainability.
(Language of instruction: English)

Learning Outcomes

1. Understand the origins and history of planning and development and evidence the need to serve the common good in order to deliver proper planning and sustainable development
2. Demonstrate the need to integrate values in planning professional practice
3. Identify the nature of planning and development management interventions in built and environmental contexts and understand the critical importance of evidence based planning in developing policies and strategies
4. Recognise the impact of differing social and political agendas upon planning;
5. Critically engage with the various discourses surrounding the principles of sustainability
6. Identify of the role of the planner in considering the concept of rights, including the balance between individual and collective rights
7. Differentiate between the concepts of representative and participatory democracy and be aware of the relationship to other areas of specialisation and skills

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARIE MAHON 🖂
  
•  JOHN MCDONAGH 🖂
  
•  MAURA FARRELL 🖂
  
•  THERESE CONWAY 🖂
  

Reading List

1. "A Sense of Place: A History of Irish Planning" by O'Leary, Sean

RequiredTI6153: Economic and Social Dimensions of Spatial Planning

TI6153: Economic and Social Dimensions of Spatial Planning

Semester 1 | Credits: 10

This module will principally engage with the interrelationship between urban and rural spatial systems (e.g. labour and housing markets, energy and transport), social justice and cohesion, and economic development. In doing so the module will introduce students to both the urban and rural sociology of place while considering interlinked ideas of urban regeneration and the spatial planning of rural areas. The module will engage with the importance of evidence led, policy driven planning and placemaking. A consideration of economic and social dimensions of spatial planning puts emphasis on the ways in which land use, resource allocation, infrastructure and design are influenced by, and, in turn, impacts upon economic growth and social well-being of places (both urban and rural). Spatial planning aims to create balanced, sustainable, and inclusive communities by considering both the economic opportunities and social needs of a region. The economic dimension of spatial planning is concerned with how the use and organisation of land and resources can drive growth, productivity, and sustainable development. It integrates the location and design of economic activities with infrastructure and resource management. This module will examine how spatial planning plays a critical role in promoting local urban, rural and regional economic growth by determining the location of key economic sectors, such as industry, agriculture, services, and retail. The module will discuss the ways in which spatial planning can ensure that resources are efficiently deployed to maximize economic output while fostering innovation and development. It explores how successful spatial planning strategy must consider both economic and social dimensions and recognise that these two aspects are deeply interconnected. It reviews how successful planning must keep in mind a long-term perspective, taking into account future social needs and economic shifts, such as innovations, technological advances or demographic changes. The module places emphasis on the role of economic planning in delivering on sustainability and strategic land use. It examines the ways in which strategic, and policy informed, land use can support sustainable industries, such as agriculture, tourism, or renewable energy projects, and help ensure that natural resources are managed responsibly. It reviews how the allocation of land for various uses (residential, commercial, industrial, agricultural) directly influences the economic opportunities available in a given area. It explores how spatial planning has the potential to reduce or exacerbate regional economic disparities in this regard. The social dimension of this module will focus on the well-being and quality of life of the population, on how spatial planning can and should lead to equitable and inclusive societies. It addresses how land use can affect access to essential services, housing, social interaction, and opportunities for different groups. The module will engage with how spatial planning has a role to play in addressing housing shortages and accessibility to housing. Ensuring that people can easily access workplaces, education, and social services is crucial for social mobility. This module explores how effective spatial planning helps create an interconnected urban, rural or regional structure where people are not isolated from the opportunities they need. This module reviews the ways in which spatial planning can also address the need for resilience in the face of economic or social crises (eg pandemics) ensuring that communities are adaptable and able to respond to these shocks is part of creating a socially resilient society. This module will inform students as to the deeply interlinked elements of economic and social dimensions of spatial and their role in creating well-functioning, inclusive, and sustainable societies. By effectively integrating economic opportunities with social equity, spatial planning can ensure that urban and rural areas thrive while promoting well-being for all.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate critical understanding of the interrelationship between urban and rural spatial systems (e.g. labour and housing markets, energy and transport) and social justice and cohesion, and economic development;
2. Recognise and the role of cities and regions (territories) in balancing the interests of society as a whole and inter-generationally, with the needs and rights of disadvantaged groups and individual citizens;
3. Recognise and address in a professional planning context issues of cultural diversity and identity, including the role of social, cultural and historical heritage and character;
4. Engage in strategies that recognise the importance of involving and empowering residents, business communities and governmental bodies as well as marginalised and excluded groups in society
5. Demonstrate knowledge of systems of mobility and accessibility in promoting sustainable economic growth, social cohesion and balance in modal choices
6. Take account in the course of their work in planning the interrelationships between economic globalisation and regional specialisation and their impacts on competitive advantage, endogenous resources, sustainable economic development in an inclusive economy
7. Demonstrate awareness of the contribution of spatial planning to local economic development and engage with hoe urban economics and economic topics such as property rights and property market

Assessments

• Continuous Assessment (70%)
• Oral, Audio Visual or Practical Assessment (30%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARIE MAHON 🖂
  
•  JOHN MCDONAGH 🖂
  
•  MAURA FARRELL 🖂
  
•  THERESE CONWAY 🖂
  

RequiredLW3124: Legislation for Environmental Scientists

LW3124: Legislation for Environmental Scientists

Semester 2 | Credits: 5

This module exposes students to the considerable amount of environmental legislation that exists in Ireland. It encourages students to think about how the legislation is implemented and how it could be used in their future careers. This module will examine the legal aspects of a number of different sources of pollution including water pollution (inland and coastal), air pollution, waste, noise etc. The common law nuisance principles and the rule in Rylands v Fletcher will be examined, as well as recent case law in this area. Relevant domestic legislation (in particular the Water Pollution Act and the Air Pollution Act) as well as EU developments will be considered, particularly from the point of view of monitoring and penalties for breach. At the end of the module, students will have knowledge of the central principles of pollution control law and the structure of the system including the institutional arrangements, the role of the Environmental Protection Agency, and the development of Integrated Pollution Controls. In addition, special attention will be paid to specific topics such as wildlife protection, climate change, eco-system management, and access to information.
(Language of instruction: English)

Learning Outcomes

1. Consider both national and European legislation in the context of its impact on environmental quality
2. Deconstruct legislation with reference to the purpose of the legislation, the powers within the legislation, the offences and penalties contained in the legislation construct
3. Consider, using real life scenarios, the legislation that could be used in such scenarios for the betterment of the environment

Assessments

• Written Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  RÓNÁN KENNEDY 🖂
  
•  CARMEL FLYNN 🖂
  

Reading List

1. "Yvonne Scannell, Environmental and Land Use Law (Thomson Round Hall, 2006)" by n/a

RequiredTI6154: Infrastructure and Natural Resource Management

TI6154: Infrastructure and Natural Resource Management

Semester 2 | Credits: 10

Planning for infrastructure and natural resource management in an era of climate change requires a comprehensive and forward-thinking approach. Climate change presents new challenges that affect the sustainability of infrastructure systems and the management of natural resources. Rising temperatures, extreme weather events, sea level rise, and changes in precipitation patterns all necessitate adjustments in how we plan and manage our built environments and natural systems. This module will consider how infrastructure needs to be designed and adapted to withstand the impacts of climate change, ensuring it remains functional and effective under changing conditions. The module will also consider aspects such as climate-resilient infrastructure design and green and renewable infrastructure integration. Energy efficiency and the transition to renewable energy sources (such as wind, solar, and hydropower) are essential to reduce greenhouse gas emissions and limit climate change. Marine spatial planning and renewable energy will be engaged with using the west of Ireland as a living lab. The module will explore how infrastructure planning should prioritise the use of energy-efficient technologies in buildings, transport, and industry. This could involve considering aspects such as smart grids that improve energy distribution and reduce waste, electric vehicle infrastructure, such as charging stations, to support the shift away from fossil fuel-powered vehicles or retrofitting buildings with insulation and energy-efficient heating and cooling systems to reduce energy consumption. Climate change affects not only urban infrastructure but also natural resources like water, soil, forests, and biodiversity. Planning for sustainable resource management ensures that these resources are used efficiently, and protected for future generations and longterm sustainability. This module considers how rural and agricultural landscape planning and biodiversity and natural landscape heritage are central considerations for planning for climate change. It examines how biodiversity plays a crucial role in regulating ecosystems and enhancing resilience to climate change. It also examines how protecting ecosystems such as forests, wetlands, and coastal habitats can help absorb carbon, reduce flood risks, and provide habitat for wildlife. It assesses the importance of establishing protected areas and conservation corridors as part of planning policies and strategies to safeguard biodiversity and ensure ecosystem services, like pollination, water filtration, and carbon sequestration, continue to function. Adapting to climate change requires building resilience at all levels, from local communities to national infrastructure. The module will cover the importance of climate change legislation and policies, data-driven decision making, and collaboration across related sectors for successful planning and placemaking in an time of climate uncertainty.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate knowledge of sustainable development, in a time of climate change, and an ability to devise planning solutions to a range of spatial planning challenges (including an ability to produce integrated plans and policies).
2. Demonstrate knowledge of the challenges associated with climate change mitigation and adaptation and the delivery of appropriate responses in the fields of energy, building design, flood assessment and others.
3. Recognise and incorporate into policy, strategy and practice knowledge on the linkage between health, lifestyles, and the quality of life and the sustainable use of ecosystems, landscapes, natural and open spaces, and energy resources.
4. Illustrate knowledge of key approaches to maintenance, enhancement and creation of natural resources including air quality, water regimes, soil conditions, forestry, agricultural systems
5. Demonstrate detailed knowledge of the need for, and appropriate ways to, incorporate evidence based planning with regard to mitigation and adaptation to the effects of climate change
6. Incorporate Flood Risk Assessments and the impact of land use decisions on flood risk into planning strategies and decisions, together with the impact of human, societal actions and displacement of flood risk
7. Recognise key supranational legislation relevant to the national context e.g. European Directives including the underlying principles and application of the Habitats, Environmental and Water Framework Directions in the planning system and be confidant in discussing their relationships to climate change.
8. Demonstrate an ability to diagnose problems, define solutions and make decisions based on balancing a range of competing professional and stakeholder interests.
9. Demonstrate an ability to and communicate effectively verbally, graphically and through written documents/web-sites and to communicate concepts, knowledge and conclusions to peers, specialist and non-specialist audiences within an inter-disciplinary environment.

Assessments

• Continuous Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARIE MAHON 🖂
  
•  JOHN MCDONAGH 🖂
  
•  MAURA FARRELL 🖂
  
•  THERESE CONWAY 🖂
  

RequiredTI6155: Urban Design and Placemaking

TI6155: Urban Design and Placemaking

Semester 2 | Credits: 10

Urban Design and Placemaking are two closely related concepts that shape the development and transformation of urban spaces, focusing on creating environments that are functional, aesthetically pleasing, and community focused. Urban design is the process of planning and organising the physical, social, and environmental aspects of cities or urban areas. It involves the arrangement of buildings, streets, parks, transportation systems, and public spaces to ensure that a city is both liveable and sustainable. Students taking this module will study dimensions of urban design including the layout of streets, public squares, green spaces, and buildings to create a coherent, navigable urban environment. They will consider how spaces are designed, to be comfortable and accessible for people. This includes things like the width of sidewalks, the scale of buildings, and the placement of street furniture. The module will examine dimensions of functionality and practical needs such as traffic flow, accessibility, public transportation, and amenities like lighting and waste disposal. Beyond functionality, urban design also considers the beauty and harmony of the built environment, using materials, colour, and architectural styles that contribute to a sense of place. As with all modules of the MA Planning and Development, sustainability will hold a core focus, with students being informed on sustainable urban design and how it can emphasis energy efficiency, water conservation, green building practices, and the reduction of carbon footprints. Placemaking, is the community/people focused elements of the planning, design, and management of creating public spaces. The goal is to create vibrant, welcoming places that foster community engagement, social interaction, and a sense of ownership. Placemaking focuses on making spaces meaningful and enjoyable for the people who use them. The module will engage with public space design and the importance for planning to create spaces that are accessible, safe, and inviting for everyone. Central dimensions of Identity and character and flexibility and adoptability of placemaking will also be engaged across the module. Students of this module will learn about the importance of community engagement and the importance of involving local residents and stakeholders in the design process to ensure the space reflects their needs, values, and aspirations. Creating environments where people can interact, whether through formal or informal gatherings, events, or casual encounters will be considered. This module offers students the opportunity to develop a critical knowledge of the interlinked elements of design and place. While urban design focuses on the physical structure of urban spaces, placemaking more strongly emphasises the social and cultural life within those spaces. It explores how both dimensions work together to create vibrant, functional environments. It demonstrates how urban design provides the framework and physical environment that facilitates placemaking and how Placemaking emphasizes the human experience within those spaces, ensuring they serve the needs of the people who use them. The module explores how successful urban design supports effective placemaking by creating spaces that encourage interaction, accessibility, and engagement, and how placemaking ensures that those spaces are used in meaningful ways by the community.
(Language of instruction: English)

Learning Outcomes

1. Demonstrate theoretical and practical knowledge of the principles and processes of design in creating high quality places and enhancing the public realm for the benefit of all in society and understand the role of urban design and management to deliver places which are inclusive, safe, healthy and accessible to all
2. Demonstrate knowledge of the principles of design assessment and review; and the potential of master-planning and strategic urban design;
3. Recognise and demonstrate knowledge of the implications of climate change for design; and understand the challenges of designing in/for historic environments and be informed of the principles of building conservation
4. Demonstrate the ability to cooperate and to use the knowledge and experience from the related spatial-based fields (e.g. transport, mapping and data communal infrastructure management)
5. Demonstrate skills in place making and demonstrate an understanding of mediation to create conditions favourable to good urban health (inclusion, safety, attractiveness etc.).
6. Demonstrate an ability to diagnose problems, define solutions and make decisions based on balancing a range of competing professional and stakeholder interests
7. Identify means of engaging a wide range of groups and individuals in spatial planning processes
8. Demonstrate an ability to and communicate effectively verbally, graphically and through written documents/web-sites and to communicate concepts, knowledge and conclusions to peers, specialist and non-specialist audiences within an inter-disciplinary environment.
9. Work effectively as part of a team in an interdisciplinary context

Assessments

• Oral, Audio Visual or Practical Assessment (100%)

Teachers & Administrators

Click a name to search for their researcher profile. Note: Only teachers publish research profiles.

•  MARIE MAHON 🖂
  
•  JOHN MCDONAGH 🖂
  
•  MAURA FARRELL 🖂
  
•  THERESE CONWAY 🖂
  

OptionalEX005: Previous Yr Exemption

EX005: Previous Yr Exemption

Not applicable | Credits: 5

Assessments

OptionalEX010: Previous Yr Exemption

EX010: Previous Yr Exemption

Not applicable | Credits: 10

Assessments

OptionalEX030: Previous Yr Exemption

EX030: Previous Yr Exemption

Unknown | Credits: 30

Assessments