We are passionate about sharing with our students the vital role they each have now and as future professionals in promoting a sustainable future for all. We believe that sustainability is not the domain of one discipline or profession. It is the responsibility of all disciplines, professions, organisations and individuals.
That is why on each of our courses within the Belfast School of Architecture and the Built Environment you will learn about the UN Sustainable Development Goals and the contribution you can make now, and as a graduate in the Built Environment.
Read the course details below to find out more.
Architectural Technology is the technical side of architecture focusing on the science and performance aspects of building design.
The BSc (Hons) Architectural Technology and Management course is based on a modular structure across two semesters and is available as a four year sandwich course (although students with the necessary industrial experience may be exempted from placement). The course is also available in a part-time mode of study which involves students taking the course over five years (there is no placement year), and attending and completing all modules alongside the full-time students. The course leads to the degree of Bachelor of Science with Honors in Architectural Technology and Management. The DPP (Diploma in Professional Practice) is awarded on successful completion of an approved industrial placement year.
There is an Associate Bachelor exit award which is awarded to students who have successfully completed all the level 5 modules but do not wish to complete the full honours degree. Graduates with this award wishing to apply for Chartered Membership with CIAT can map their learning to the CIAT matrix and satisfy most of the knowledge unit requirements. Evidence of alternative experience will be required to complete the missing units.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
In this section
The course is designed and structured to provide you with a broad knowledge of issues related to architectural technology and the design of buildings. It is essential to understand many technical aspects including materials, foundations, heating, lighting, acoustics, and statutory requirements. Graduates are also equipped with the skill and knowledge of Building Information Modelling (BIM) software as well as an understanding of the theory behind the implementation of BIM working methods.
Modules that students currently take include Introduction to the Built Environment, Creating Development, Domestic Building Technology, Digital Construction and Communication, Materials and Structures, Technical Development, Technical Design Factors, Advanced Building Technology, Structural Concepts and Servies, Advanced Technical Development, Construction Law, Building Environmental Design, Professional Practice and Management, Research Project, Technical Design Studio I, Technical Design Studio II, Conservation and Adaptation, and Green Building Design (note these modules are subject to change as the course develops).
Diploma in Professional Practice DPP
Diploma in Professional Practice International DPPI
Attendance is compulsory at all timetabled activities, such as lectures, tutorials, laboratories, practical sessions etc.
The attendance pattern for the first year is generally 3 days a week, with 2 or 3 days a week in the second and final years depending on when activities like site visits and studio work are scheduled.
Knowledge and understanding of the subjects are acquired mainly through lectures, tutorials and practical work carried out in the laboratory, field and studio, directed reading, case studies, seminars and IT based resources.
Intellectual qualities are developed through exercise classes/tutorials, coursework assignments, individual and group studio design/project work.
Professional and practice skills are gained through coursework assignments including laboratory and field work, technical design, problem solving, assignments and studio work with drawing presentations and a substantial final year project and dissertation. The placement year is also key to this aspect.
Basic IT, CAD and communication skills are taught in Year 1. These and the other skills are developed through coursework assignments including preparation of laboratory reports and fieldwork, individual studio work including hand drawing and model making, (where peer learning in the studio environment and shared experience and social and informal interaction of the students and staff is important) CAD project work and final year project and dissertation. The placement year is a key element to developing these skills. The work placement experience and report is an excellent opportunity for you to reflect upon your learning and brings added value to the final year.
Assessment Methods:
Assessment is through a wide range of methods including closed book examinations, class tests, coursework assignments consisting of reports on laboratory and field work, drawing work and the use of CAD and Building Information Modelling practices, design/technical work, problem solving, oral presentations individual and group projects, a major individual project and dissertation.
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10, 20, or 40 credit modules (more usually 20) and postgraduate courses typically 15 or 30 credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Teaching and learning activities will be in-person and/or online depending on the nature of the course. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification, the assessment timetable and the assessment brief. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study.
In Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures from the academic year 2022-2023.
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Here is a guide to the subjects studied on this course.
Courses are continually reviewed to take advantage of new teaching approaches and developments in research, industry and the professions. Please be aware that modules may change for your year of entry. The exact modules available and their order may vary depending on course updates, staff availability, timetabling and student demand. Please contact the course team for the most up to date module list.
In this section
Year: 1
Status: C
The module presents a wide-ranging overview of the impact of public & private development, statutory legislation, procurement, building design and construction on UK industry and society. It presents the background to the development of professional and industry norms and also challenges a number of orthodoxies.
Module study includes a review of the roles and responsibilities of property and construction professionals in a complex sector, as well as the nature of professionalism in an era of climate emergency.
Year: 1
Status: C
This module is designed to develop the student's understanding of the real estate, planning process and architectural design through the creation of a domestic development project. Students will be given the opportunity to think creatively and develop presentation skills through the production of feasibility and planning packages. The module embraces a broad range of factors that need to be incorporated into the design while accommodating client and end-user needs, and planning policy and context. Students will use digital technologies to record and share a presentation of their design proposals and then produce a final package of the design drawings and supporting planning report.
Year: 1
Status: C
This module provides a general introduction to construction technology with specific emphasis on the sustainable construction of small-scale, low-rise buildings.
The module also introduces the factors that affect and systems that control the internal environment of domestic buildings.
Year: 1
Status: C
The modern day built environment professional is required to communicate effectively utilising electronic tools with the rest of the project team. This has been mandated by the UK Cabinet Office Construction Strategy, by European Commission procurement regulations and is being followed across the world. This module develops an understanding of the key drivers and barriers to fully implementing Level 2 BIM and points towards the development of level 3 BIM working in the near future. The module develops the foundational skills for internationally recognised BIM Level 2 for the contemporary and future built environment professionals.
Year: 1
Status: C
This module will provide students with a basic understanding of fundamental material science and a comprehensive understanding of the composition, microstructure, and engineering behaviour of materials used in construction applications. The module will also allow students to identify and describe the form and function of various structural elements, to understand the requirements for strength, stability and performance of structures and structural materials and gives an introduction to the design of structural elements.
Year: 1
Status: C
This module aims to provide a general introduction to the technical design process for a low-rise domestic building. The module also introduces practical skills associated with undertaking a measured survey, generating drawing outputs and checking for compliance against statutory guidance.
Year: 2
Status: C
The module will explore different types of structural systems, components and building technology for a medium sized public building, and develop the student's understanding of architectural design concepts associated with these. In addition, students will develop their knowledge of site analysis and the factors influencing the planning, landscaping and servicing of a small to medium sized public building.
Year: 2
Status: C
Architectural Technologists must develop the capacity to develop technically sound designs for buildings while responding to a variety of performance criteria. This module examines the influences of technical and regulatory requirements for non-domestic construction and aims to deepen the student's knowledge through the practical application of the associated principles. It also nurtures their competencies in using industry standard software (Autodesk Revit) through the production of a building information model and associated working drawings, specification notes and details.
Year: 2
Status: C
This module defines the legal framework within which the operation and administration of building contracts is undertaken. The legal system, the law of contract and the law of tort as they relate to the production of the building project are described and examined. Statutory and regulatory legislations, contract strategy and contractual procedures are analysed and discussed. The rights, duties, liabilities and obligations of the parties to the building contract as dictated by a standard form of building contract are evaluated to enable professional contract management.
Year: 2
Status: C
The intention of this module is to help develop an appreciation of the integrative nature of technical and design decision making, along with construction techniques, for a range of non-domestic building types, and how this has evolved over time.
Year: 2
Status: C
This module highlights the challenges in providing structural solutions to non-domestic buildings and the integration of building services within such buildings for the health, safety and wellbeing of the building occupants and users.
Year: 2
Status: C
This module seeks to engender ownership of the profession amongst the students by giving them a taste of architecturally informed building design and practice. It introduces the students to building thermal modelling (BTM), thermal comfort, lighting and acoustics. Students completing this module will have an understanding of project management and be able to use BTM to improve the design of buildings, and how it can help deliver buildings with improved indoor environmental quality.
Year: 3
Status: C
This module provides undergraduate students with an opportunity to gain structured and professional work experience, in a work-based learning environment, as part of their planned programme of study. This experience allows students to develop, refine and reflect on their key personal and professional skills. The placement should significantly support the development of the student's employability skills, preparation for final year and enhance their employability journey.
Year: 4
Status: C
The module encourages reflection and evaluation, and the development of knowledge, understanding and application around the core areas of designing, managing, practising and developing (self) which, for Architectural Technology professionals, is a requirement for both professional progression and to become an accomplished industry professional.
Year: 4
Status: C
The research module provides an opportunity for personal exploration and in-depth study of an area of particular significance relating to the course of study. Students are responsible for collating the necessary information for the selection and execution of the research. They are required to critically evaluate the practicality, availability of reference material and access to individuals or records. Clear aims and objectives must be formulated leading to appropriate methods to meet these objectives. The module fosters and develops analytical and evaluation skills, logical thought, and the ability to communicate effectively using verbal, visual and written forms.
Year: 4
Status: C
ARC518, Technical Design I, provides underpinning ATM teaching for medium-sized mixed use urban buildings and core life-safety, construction, sustainability, and quality of life lessons for ATM. The module covers complex technical design areas and digital/hand-developed tools for deeper understanding by ATM students for projects addressing urban site constraints and sustainable, inclusive outcomes for individual projects through RIBA Stage 3 (strategic/outline planning levels). It prepares students for this project through precedent studies and group/peer-driven learning, applying analytical, technical skills from across ATM learning to final year levels. ARC518 learning, evidenced through 100% coursework, feeds directly into separate application for tall buildings and enhanced BIM-led outputs through RIBA POW Stage 4 in ARC519, Technical Design II.
Year: 4
Status: C
ARC519, Technical Design Studio II, the final technical design studio for ATM, extends learning from the Autumn Semester ARC518 module through to more developed RIBA Stage 4 type working drawings, industry-standard reports, and process/reflective evidence of independent judgement suitable for AT graduate skills. The module differentiates and deepens expectations of applied learning to larger-scale taller urban buildings.
Design development and technical resolution will evidence understanding and application of legislative frameworks including building regulatory control in Northern Ireland, along with other international certifications such as BREEAM and WELL, and support students exploring more innovative Modern Methods of Construction (MMC) linked to global best practice and transferable skills. Work stages align to RIBA Plan of Work 2020 through Stage 4, more detailed working-contractor focused working drawings and also client-focused presentation outcomes. The student will apply prior learning in information management and BIM processes to higher levels and industry conventions suited to CIAT and Ulster University graduate skills.
Year: 4
Status: C
This module will provide the student with theoretical and practical knowledge of the processes involved in the ethical, efficient, innovative, and future-looking challenges for conservation, regeneration, conversion and adaptation of the existing built environment to preserve and enhance function, heritage, socio-cultural and economic value as well as produce robust, safe, comfortable, and sustainable buildings for future generations. Building visits and case study analysis will review design strategies, policy, and best practice for conservation, conversion and refurbishment, and adaptation and extension of buildings to focus on upgrades to existing building fabric and adding new to old, the integration of services, and use of appropriate materials and construction detailing to preserve, enhance, and extend the life and use of buildings with a lessened impact on carbon emissions and climate change.
Year: 4
Status: C
This module will allow students to understand and critically appraise the factors affecting energy consumption in buildings enabling them to explore a wide range of low energy options in both domestic and non-domestic buildings. This will enable them to reduce the auxiliary energy load of any renewable energy solutions that may be considered while appreciating the main hazards to health in modern building designs.
We recognise a range of qualifications for admission to our courses. In addition to the specific entry conditions for this course you must also meet the University’s General Entrance Requirements.
In this section
BBC including
A-Level Essential:
one from Biology, Chemistry, Physics, Mathematics, Science, Engineering, Applied Science, Life and Health Sciences (single or double award) or Technology (including Environmental Technology/Environmental Science/Technology & Design/Design & Technology).
See GCSE requirements.
Providing the subject requirement is met, applicants can satisfy the requirement for one of the A level grades (or equivalent) by substituting a combination of alternative qualifications recognised by the University.
QCF Pearson BTEC Level 3 Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DDD.
RQF (2019) Pearson BTEC Level 3 National Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile DDD
RQF (2016) Pearson BTEC Level 3 National Extended Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile DMM.
QCF Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.
RQF (2019) Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.
RQF (2016) Pearson BTEC Level 3 Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of DM plus A Level Grade B.
QCF Pearson BTEC Level 3 Subsidiary Diploma in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB
RQF (2019) Pearson BTEC Level 3 National Extended Certificate in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB
RQF (2016) Pearson BTEC Level 3 National Extended Certificate in Construction, Engineering (Land Use and Surveying or Land Administration) or Applied Science
Award profile of M plus A Level Grades BB
If A levels are being presented with QCF/RQF BTEC awards in other subjects then the A level subject requirement must be met.
Please note that OCR Nationals and Cambridge Technical Combinations do not satisfy the subject entry requirement for this course and will be accepted as grade only when presented with A levels in the required subject(s).
The subject requirement must be met.
For further information on the requirements for this course please contact the administrator as listed in the Contact details section below.
112 UCAS Tariff Points to include a minimum of five subjects (four of which must be at Higher Level) to include English at H6 if studied at Higher Level or O4 if studied at Ordinary Level. This course also requires you to achieve one grade H3 subject from Biology, Chemistry, Physics, Mathematics, Technology or Engineering.
If Mathematics is not passed at H3, you will be required to achieve a minimum of H6 if studied at Higher level or O4 if studied at Ordinary Level in addition to one of the subjects above.
Grades BBCCC to include one from Biology, Chemistry, Biology, Chemistry, Mathematics, Physics or a Technology or Engineering subject. Plus GCSE Maths and a Science subject at grade C or 4.
Grades CCD to include one subject from Biology, Chemistry, Mathematics, Physics or a Technology or Engineering subject. Plus GCSE Maths and a Science subject at grade C or 4.
Overall profile of 25 points (including 12 at higher level) to include one Higher Level subject from Mathematics, Science, Physics, Chemistry, Biology. English at grade 4 ordinary level is also required. If Mathematics and Physics are not presented at Higher Level then they are both required at grade 4 ordinary level in addition to one Higher Level subject above.
Access Course (120 credit Access Course) (NI Access Course) in a Science, Mathematics, Physics or Engineering subject area with an overall mark of 63% to include 63% in each of the level 3 modules and to include 40% in NICATS level 2 Maths for Year 1 entry.
Applicants who do not have GCSE Maths grade C/4 must also achieve a Pass in NICATS Maths level 2.
Overall profile of 15 Distinctions and 30 Merits (60 credit Access Course) (GB Access Course).
For full-time study, you must satisfy the General Entrance Requirements for admission to a first degree course and hold a GCSE pass at Grade C/4 or above in English Language, Mathematics and Single/Double Award Science (we will accept grade C/4 in Physics, Chemistry or Biology in lieu of Single/Double Award Science).
Level 2 Certificate in Essential Skills - Communication will be accepted as equivalent to GCSE English.
Please note that for purposes of entry to this course the Level 2 Certificate in Essential Skills - Application of Number is NOT regarded as an acceptable alternative to GCSE Maths.
English language requirements for international applicants
The minimum requirement for this course is Academic IELTS 6.0 with no band score less than 5.5. Trinity ISE: Pass at level III also meets this requirement for Tier 4 visa purposes.
Ulster recognises a number of other English language tests and comparable IELTS equivalent scores.
HNC
Pass HNC with overall Distinction to include 75 distinctions in level 4 credits in a Architectural Technology or Construction subject area for year one entry.
HND Year 1
Pass HND in Architectural Technology. GCSE Maths Grade C/4 or an alternative Mathematics qualification acceptable to the University is also required.
HND Year 2
Pass HND in Architectural Technology with overall Merit to include 45 distinctions in level 5 credits to include Merits in Architectural Technology, Design Procedures, Structures and Computer Aided Design.
Foundation Degree Year 1
Foundation Degree in Construction/Building Technology.
Successful completion of Foundation Degree. GCSE Maths and GCSE Single/Double Award Science, Physics, Chemistry or Biology at Grade C. Module exemptions may be possible - please enquire if relevant.
Foundation Degree Year 2
Foundation Degree in Architectural Technology
Pass in Foundation Degree with an overall mark of 50% and minimum 50% in all taught level 5 modules.
For further information on the requirements for this course please contact
the administrator as listed in the Contact details section below.
Students who have completed a relevant Foundation Degree that is not in Architectural Technology may be able to apply for module exemptions. Any consideration for exemptions is considered by the course team on an individual basis.
In this section
Graduates from this course are now working for:
Due to the broad knowledge base in the area of architectural technology a broad range of employment opportunities exist. Typical employers include architectural technology practices, architectural practices, contractors, education and library boards, health and social trusts, building control and other companies in the construction industries. A highly desirable attribute of our graduates is their knowledge and skill relating to Building Information Modelling. Some graduates have obtained excellent employment internationally. Self-employment is also a popular option after a few years when graduates are sufficiently experienced and they become Chartered Architectural Technologists with CIAT.
Students receive excellent support in the form of Placement preparation classes during second year of the course. The course team gives a high level of support to students assisting them in finding placement. The course enjoys an excellent relationship with many architectural practices and related construction companies locally and opportunities further afield are also encouraged.
Students completing an approved placement in the British Isles will receive a Diploma in Professional Practice (DPP) upon graduation from the course. Students completing an approved placement internationally will receive a Diploma in Professional Practice (International) (DPP(I)) upon graduation from the course.
Accredited by the Chartered Institute of Architectural Technologists (CIAT) for the purpose of exemptions from parts of the professional qualification when progressing to Chartered status.
The course attracts a large number of prizes relating to academic performance during all years of the course. Prizes include the Architectural Design Partnership First Year Award, the Keystone Group ATM Year 2 Prize, the Hays PLC Placement Prize and the CIAT Region 15 Prize. Prizes are normally presented at the annual End of Year Show.
In recent years, graduates have been successful in the International Chartered Institute of Architectural Technologists Student Awards, with at least one student awarded in each of the last five years.
Scholarship opportunities also exist.
Drawing Equipment
First years require basic drawing equipment such as a scale ruler, drawing pencils and drawing pens. All years require the use of sketch books and plotting of large scale drawings.
Computer Specification
There is ample provision of high spec computers in the CAD Labs, which are currently 24 hour access. If you purchase your own machine, ensure it can run Autodesk Revit and has a dedicated graphics card. We are happy to provide further details.
Model Making
You should anticipate the costs for model making tools, materials, adhesive, etc. Costs of individual models will vary depending on what you choose to build.
Site Visits and Personal Protective Equipment (PPE)
You will carry out field trips requiring protective footwear. You should purchase a set of safety shoes (steel toe capped boots or shoes). You may also wish to purchase your own high visibility vest and hardhat, but these can be borrowed from the University if you prefer. The University policy requires you to have this PPE and failure to have these items may result in exclusion from field trips.
European Study Trip
Annually, we have a second year study trip to a European city. Trips are typically 3 days in duration but some students choose to extend their stay. Associated costs include flights, food, trains and tickets for venues that we visit. Ensure you save sufficient funds in advance of the visit. Previous locations include Barcelona, Amsterdam and Berlin.
Further guidance for all purchases will be given by the Course Team as part of course induction.
It is important to remember that costs associated with accommodation, travel (including car parking charges) and normal living will need to be covered in addition to tuition fees.
Where a course has additional mandatory expenses (in addition to tuition fees) we make every effort to highlight them above. We aim to provide students with the learning materials needed to support their studies. Our libraries are a valuable resource with an extensive collection of books and journals, as well as first-class facilities and IT equipment. Computer suites and free Wi-Fi are also available on each of the campuses.
There are additional fees for graduation ceremonies, examination resits and library fines.
Students choosing a period of paid work placement or study abroad as a part of their course should be aware that there may be additional travel and living costs, as well as tuition fees.
See the tuition fees on our student guide for most up to date costs.
We know that choosing to study at university is a big decision, and you may not always be able to find the information you need online.
Please contact Ulster University with any queries or questions you might have about:
For any queries regarding getting help with your application, please select Admissions in the drop down below.
For queries related to course content, including modules and placements, please select Course specific information.
We look forward to hearing from you.
Brendan Gilroy, Digital Design Lead, Reddy Architecture + Urbanism
I am a Graduate of the ATM course at Ulster.
My experience since finishing university has included Residential, Commercial, High-Rise, Industrial and Logistical sectors both Architecturally and Structurally.
As the Digital Design Lead, I am responsible for overseeing the implementation and integration of the Design, BIM & Digital Standards and Methodology across the Reddy A+U Group in UK & Ireland.
Including me, Reddy A+U has employed 6 Graduate Architectural Technologists from Ulster. The company has seen the “Out of the Box” ability of the graduates, to be able to tackle complex projects straight away within the design teams. Due to the esteem that we have, we have partnered with the ATM staff and final years on a “live project” to work alongside the students by offering guidance workshops to help them, just as we would mentor young staff starting on projects.
Ulster continues to develop and support sustainability initiatives with our staff, students, and external partners across various aspects of teaching, research, professional services operations, and governance.
At Ulster every person, course, research project, and professional service area on every campus either does or can contribute in some way towards the global sustainability and climate change agenda.
We are guided by both our University Strategy People, Place and Partnerships: Delivering Sustainable Futures for All and the UN Sustainable Development Goals.
Our work in this area is already being recognised globally. Most recently by the 2024 Times Higher Education Impact rating where we were recognised as Joint 5th Globally for Outreach Activities and Joint Top 20 Globally for Sustainable Development Goal 17: Partnership for the Goals.
Visit our Sustainability at Ulster destination to learn more about how the University strategy and the activities of Ulster University support each of the Sustainable Development Goals.
