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PLAN40660

Academic Year 2026/2027

Thesis (PLAN40660)

Subject:
Planning
College:
Engineering & Architecture
School:
Architecture, Plan & Env Pol
Level:
4 (Masters)
Credits:
30
Module Coordinator:
Dr Yunpeng Zhang
Credit Split by Trimester:
Autumn 6.66
Spring 6.67
Summer 16.67
Trimester:
Year-long (12 months)
Mode of Delivery:
Blended
Internship Module:
No
Module Type:
Research/Capstone Module
How will I be graded?
Letter grades

Curricular information is subject to change.

On completion of the thesis the student will:
(1) Recognise the need and value of high quality research as an essential requirement which leads to improved policy and practice.
(2) Have generated an interesting and relevant topic with coherent aims and objectives.
(3) Have conducted a search and critical review of the academic literature on the topic, and in particular to have reviewed the peer reviewed journal literature.
(4) Have developed and implemented an appropriate research methodology for the topic.
(5) Have analysed the results using relevant techniques (Quantitative and/or qualitative).
(6) Have developed conclusions which reflect on their research results and how it relates to the broader academic literature, to planning and urban design policy and to practice.

About this Module

Learning Outcomes:

On completion of the thesis the student will:
(1) Recognise the need and value of high quality research as an essential requirement which leads to improved policy and practice.
(2) Have generated an interesting and relevant topic with coherent aims and objectives.
(3) Have conducted a search and critical review of the academic literature on the topic, and in particular to have reviewed the peer reviewed journal literature.
(4) Have developed and implemented an appropriate research methodology for the topic.
(5) Have analysed the results using relevant techniques (Quantitative and/or qualitative).
(6) Have developed conclusions which reflect on their research results and how it relates to the broader academic literature, to planning and urban design policy and to practice.


Indicative Module Content:

Indicative Module Content:
Indicative titles for supporting lectures:
Understanding academic research
How to conduct a literature review
Research Methods (quantitative/qualitative)
Procedural ethics
Thesis structure
Finalising your dissertation

UNESCO highlights a set of key competencies that support individuals in their development and support society in achieving the UN Sustainable Development Goals (SDGs). UCD has adapted these competencies and is combining them with others to form a general framework of learning competencies. This module will help you develop the competencies below to the levels specified. 
Learning Competency Additional Information Level

Critical Thinking

 The ability to question norms, practices and opinions; to reflect on one’s own values, perceptions and actions. Proficient

Systems Thinking

 The ability to recognize and understand relationships; to analyse complex systems; to think of how systems are embedded within different domains and different scales; and to deal with uncertainty. Proficient

Integrated Problem Solving

 The overarching ability to apply different problem-solving frameworks to complex sustainability problems and develop viable, inclusive and equitable solution options that promote sustainable development, integrating the competencies in this list. Proficient

Self-awareness

 The ability to reflect on one’s own role in the local community and (global) society; to continually evaluate and further motivate one’s actions; and to deal with one’s feelings and desires. Proficient

Normative

 The ability to understand and reflect on the norms and values that underlie one’s actions; and to negotiate values, principles, goals, and targets, in a context of conflicts of interest and trade-offs, uncertain knowledge and contradictions. Proficient

Digital Literacy and Judgement

 The ability to access, evaluate, create and communicate information in digital environments; to engage critically, ethically and responsibly with digital technologies and digital information; to understand their opportunities, limitations, risks and impact on individual’s digital identities; and to exercise informed judgement in digital participation and decision-making. Proficient

The United Nations identified seventeen Sustainable Development Goals (SDGs) as core to the 2030 Agenda for Sustainable Development, and UCD contributes in general to SDG 4 Quality Education. Further SDGs explored within this module if relevant are listed below. A scale of 1 - 5 indicates the extent to which the SDG is covered.


 

Student Effort Hours:
Student Effort Type Hours
Autonomous Student Learning

584
Lectures

16
Total

600

Approaches to Teaching and Learning:
Lectures,supervisory meetings, independent research and learning.

Requirements, Exclusions and Recommendations

Not applicable to this module.


Module Requisites and Incompatibles
Incompatibles:
PLAN40600 - Internship


 

Assessment Strategy
Description Timing Component Scale Must Pass Component % of Final Grade Component repeat (in-module) Offered
Thesis/Dissertation: A thesis between 12,000 to 15,000 words in length (this excludes the front material and references). Week 15 Summer Standard conversion grade scale 40% No
100
 No

As part of UCD's student support, under the Additional Consideration policy, extensions may be available for the following assessments in the module: Assignment (including essay/poster), Portfolio, Reflective Assignment, Report(s), and Individual Project.


Carry forward of passed components
No
 

Remediation Type Remediation Timing
Repeat Within Two Trimesters
Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, post-assessment

How will my Feedback be Delivered?

Not yet recorded.

Blaxter, Loraine, Christina Hughes, and Malcolm Tight. 2010. How to Research. 4. ed. Open Up Study Skills. Maidenhead: Open Univ. Press.
Bryman A (2012) Social Research Methods. 4th ed. Oxford ; New York: Oxford University Press.
Creme, Phyllis, and Mary R Lea. 2008. Writing at University: A Guide for Students. Buckingham: Open University Press. http://www.dawsonera.com/depp/reader/protected/external/AbstractView/S9780335235476.
Denscombe, Martyn. 2010. Ground Rules for Social Research: Guidelines for Good Practice. 2. ed. Open Up Study Skills. Maidenhead: Open Univ. Press, McGraw-Hill.
Fairbairn, Gavin, and Christopher Winch. 1996. Reading, Writing and Reasoning: A Guide for Students. 2nd ed. Maidenhead: Open University Press.
Partridge, Eric. 2008. Usage and Abusage. Penguin.
Swetnam, Derek, and Ruth Swetnam. 2000. Writing Your Dissertation, 3rd Edition: The Bestselling Guide to Planning, Preparing and Presenting First-Class Work. Hachette UK.
Wallace, Mike, and Alison Wray. 2016. Critical Reading and Writing for Postgraduates. 3rd edition. Sage Study Skills. Thousand Oaks, CA: SAGE Publications.

Name Role
Dr Linda Fox-Rogers Lecturer / Co-Lecturer
Dr Ana Peric Momcilovic Lecturer / Co-Lecturer
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