GIS Databases

Program Overview

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GIS Databases

2025/26 Part-time Postgraduate Short course and CPD

Award:

Credit Bearing Module

Faculty:

Faculty of Life and Health Sciences

School:

School of Geography and Environmental Sciences

eLearning:

This course is taught online so you can study where you want, when you want.

Credit points:

15

Start date:

3 November 2025

Overview

This module examines the methods by which data can be stored, accessed and manipulated in order to provide high quality databases for GI Systems.

Summary

This module examines the role of databases within the GI industry. It aims to enable participants to appreciate the need for database skills that are used in GIS applications. The course is interactive and discussions are encouraged about spatial issues. A range of database skills are introduced which equip the participant with knowledge of the potential and scope of databases within a range of different applications. Participants will be introduced to a range of open source DBMS and GIS software including PostgreSQL, PostGIS and Quantum GIS.

This module can be taken individually or combined over a period of time towards a Postgraduate Diploma / MSc.

About this course

About

Central to the use of Geographic Information Systems (GIS) is the quality and storage of data. This short course/module examines the methods by which data can be stored, accessed and manipulated in order to provide high quality databases for GI Systems. Organisations may use a range of database systems to store data for analysis within the GIS and it is important that participants are aware of the widespread technologies deployed.

The aims of this module are to provide an understanding of the role of GIS databases and equip participants with the key concepts and skills required relating to database design, Structured Query Language and manipulation of non-spatial and spatial data. Practical exercises allow the demonstration and exploration of concepts introduced, focusing on MySQL, PostgreSQL and PostGIS.

Linked programmes

• PgDip/MSc Geographic Information Systems
• PgCertPD Postgraduate Certificate of Professional Development

Assessment

• 100% Coursework

Attendance

• This course is delivered online for 6 weeks starting Monday November 3rd 2025 with no on-campus attendance requirements

Entry requirements

• Applicants are generally expected to have a minimum 2.2 honours degree with a substantial component of geography, environmental science or computing
• Applicants with qualifications in other relevant disciplines or with academic qualifications below 2.2 honours will also be considered on individual merit
• In such cases, previous experience of GIS and competence in day-to-day computing will be an advantage, and should be explained in detail on the application form

English Language Requirements

• Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years)
• Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5
• Trinity ISE: Pass at level III also meets this requirement

Start dates

• 3 November 2025

Teaching, Learning and Assessment

Attendance and Independent Study

• 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%

Calculation of the Final Award

• 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

Fees and funding

Prices

• International Fees: £1,484.10

Fees information

• Information about how to pay for a course including different payment options is available at [insert URL]
• Tuition fee rates 2025/26:
• Fees illustrated are based on academic year 25/26 entry and are subject to an annual increase

Annual Increase Disclaimer

• Important Notice: Annual Fees Increase
• Fees illustrated are based on academic year 25/26 entry and are subject to an annual increase
• If your study continues into future academic years your fees are subject to an annual increase
• Please take this into consideration when you estimate your total fees for a degree

Additional mandatory costs

• 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

Academic profile

• 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

Sustainability at Ulster

• 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

Faculty of Life and Health Sciences – Sustainability in Focus

Learning and Teaching

• Our Faculty is dedicated to integrating sustainability across our curriculum, preparing students to address global environmental challenges
• The UN Sustainable Development Goals (SDG’s) have been incorporated throughout each course within the Faculty and each module outlines how and where they meet these SDG’s
• Subject specific guidance on sustainability has been provided in the QAA benchmarks statements for Biomedical Science and Biomedical Sciences; Biosciences; Chemistry; Optometry; Psychology; Earth Sciences; Veterinary Nursing; Agriculture; Rural –Environmental Sciences; Animal Studies; Consumer Science; Forestry, Food Horticulture –and –Human Nutrition; Health Studies; Earth Sciences and Geography

Research and Knowledge Exchange

• Our Faculty has key centres of research excellence within all Schools and our interdisciplinary approach brings together researchers from diverse fields to develop impactful solutions
• By advancing knowledge in various fields within the faculty, we aim to identify sustainable approaches to:
  • Health promotion
  • Achieving food security improved nutrition and promoting sustainable agriculture
  • Ensuring healthy lives and promote wellbeing
  • Promoting lifelong learning opportunities for all
  • Achieving gender equality and empowering all women and girls
  • Ensuring availability and sustainable management of water and sanitation for all
  • Taking urgent action to combat climate change and its impacts
  • Conserving and sustainably using the oceans, seas and marine resources for sustainable development
  • Promoting sustainable use of terrestrial ecosystems
  • Promoting peaceful and inclusive societies for sustainable development
  • Implementation and revitalisation of the Global Partnership for Sustainable Development

External Partnerships

• Collaboration is key to driving sustainability
• Our Faculty partners with external stakeholders including professional bodies and learned societies to enhance the sustainability journey for all our students and to promote sustainable practices
• External partnerships enable us to apply research and innovation to real-world challenges
• We drive meaningful change in local communities, industries, and global ecosystems, fostering a more sustainable society through impactful projects and community engagement