SCHOOL OF ENGINEERING AND BUILT ENVIRONMENT

MSc International Project Management Construction Management Pathway

Oil & Gas Pathway

Energy Pathway

PROGRAMME SPECIFICATION

2018-2019

GLASGOW CALEDONIAN UNIVERSITY PS1 Programme Specification Pro-forma

1. GENERAL INFORMATION 1. Programme Title: MSc International Project Management 2. Final Award: MSc International Project Management

MSc International Project Management (Construction Management) MSc International Project Management (Oil & Gas) MSc International Project Management (Energy) MSc Construction

3. Exit Awards: PgC International Project Management PgD International Project Management PgC International Project Management (Construction Management) PgD International Project Management (Construction Management) PgC International Project Management (Oil & Gas) PgD International Project Management (Oil & Gas) PgC International Project Management (Energy) PgD International Project Management (Energy) PgC Construction PgD Construction

4. Awarding Body: Glasgow Caledonian University 5. Approval Date: April 2005 6. School: Engineering and Built Environment 7. Host Division: Division of Construction and Surveying 8. UCAS Code: Not applicable 9. PSB Involvement: RICS 10. Place of Delivery: Glasgow Caledonian University and GCU London 11. Subject Benchmark Statement: Not applicable 12. Dates of PS Preparation/Revision: October 2016 Academic Rationale The main deficit in project management education identified is the lack of understanding internationally for project management as a ‘stand alone’ discipline. The MSc International Project Management programme aims to fill this gap in understanding and provides a mix of learning accessibility and relevant expertise for businesses to develop and educate their staff. The programme has proven to be popular with international students and the intake has continued to grow in recent years. It is further anticipated that the enhanced project management skills on offer from the suite of more integrated modules will prove popular with industry as CPD. These core skills remain significant components with the professional membership criteria of the programme’s accreditation bodies, namely CIOB, RICS, APM and PMI.

The programme aims to equip students and project professionals with the skills necessary to manage projects in general and specifically in the Construction, Oil & Gas and the Energy sectors both in the UK and overseas. This in turn means that both local and international students will have the opportunity to develop the abilities, frame of reference and – critically – a common understanding of the project management ‘language’ to work more effectively with international clients and organisations. The programme continues to operate in the well tried and tested format that it showcases the competencies of EBE to a significantly wider audience, both in the UK and overseas. This enhances the opportunities already available to offer CPD and consultancy to industrial organisations and, in turn, further expands the potential capacity of EBE (ergo GCU) to commercialise its research and academic output. The MSc International Project Management is targeted through its marketing on the development of distance and part-time student numbers. One of its primary selling points in this respect is the fact that its distribution channel is via the GCU Learn virtual learning environment. This has been shown in the past to be a valuable selling point for our existing distance learning students and this will remain the case for the foreseeable future. Over recent years, the School has developed substantial proven expertise in the delivery of GCU Learn modules for the programme which in turn has informed and improved teaching in other programmes.

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Programme Content This programme has successfully built on the established MSc Construction Management programme (which is now a specialist pathway) and shares a significant proportion of the staff expertise and modules offered. The programme also offers several internationalised modules that further develop the utility, opportunity and synergy with existing offerings. These modules emphasise the project management skills and international perspective visualised for a graduate from the programme. Research Methods is embedded within the core Dissertation module which is intended to give the student the skills necessary to conduct in-depth research both academically and in industry. Participation in the Dissertation Event also provides an invaluable opportunity for students to informally discuss issues of conducting research for a dissertation and to introduce them to the processes involved. The programme has at its core the following modules:

• Project Management – will provide a deeper understanding of project management in relation to both the principles of project management and the planning of projects using appropriate industry standard software and concepts.

• Construction Management, which will provide a full conceptual understanding of the construction industry from a senior management perspective. The module will also integrate some elements of the APM competencies in integration and scope management – an essential aspect of APM accreditation.

• Construction Economics and Procurement takes a macro overview of the structure of the construction sector including materials supply and relationships with the economy as a whole.

• The Management of Safety, Health and Environment Project Risks - emphasis will be on abstracting the fundamental and universal principle of sound risk management of safety, health and the environment as well as examining Safety Management Systems and the concepts of training, behavioural safety and safety culture.

• Risk and Value Management examines methodologies for risk identification, analysis, acceptance and transfer are vital elements to the success of a project as well as value management techniques

Over and above these core modules listed above, the programme embodies a range of potential electives/options that reinforce the professional requirements of the modern construction industry. These modules emphasise a range of skills including Construction Contracts and Disputes, Construction Financial Management, Strategic Management in Construction and Property Enterprises, Energy Audit & Energy Asset Management and the Oil & Gas Industry. Patterns of Delivery FULL TIME This mode serves the needs of fresh graduates from a range of relevant undergraduate programmes wishing to further their studies at advanced level, mature students undertaking a career change, and international students who wish to pursue further studies in Scotland. It is envisaged that students are drawn from predominantly construction related (cognate) backgrounds, with scope for accepting non-cognate first degree holders who wish to broaden their career options into the construction arena. Full-time students would normally complete the programme in one year. PART TIME This mode of study can be carried out whilst employed in the industry. All modules attached to the programme are delivered via the ‘Blackboard Virtual Learning Environment’ to provide a flexible learning means with contact time oriented around face to face ‘enhancement sessions’ designed to embed deep learning in the students. However, the proven value of the web-based delivery mode via Blackboard in providing a flexible learning means that less formal contact time is required. In accordance with current practice, it is anticipated that a total of no more than 1 day per week would be required for part-time students to be in contact with module delivery staff, but this may vary depending upon the modules selected. Part-time students would normally complete the programme in two years. DISTANCE LEARNING All of the modules forming the programme are web-enabled. This facilitates the ability for distance learners to shape their study time around the thematic elements of the delivered modules. Since web-based is the preferred mode for module delivery, full-time, part-time and distance learners all have a similar experience of the learning process. Although most of the distance learners do not wish to regularly attend the University for a variety of reasons, they are entitled to attend the scheduled enhancement activities on a voluntary basis. Experience of the distance learning mode shows that the peripatetic nature of the construction industry around the world is leveraging an ever-increasing demand for the distance learning mode. It is anticipated that the distance learning mode of study will constitute the highest demand of all of the offered modes of study. GCU LONDON This mode of study is similar to the full time mode. Students will be based on a full time basis at our London campus.

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MODE OF STUDY TIME (MONTHS)

3 6 9 12 15 18 21 24 27 30 33 36 39 42 45 48 51 54 57 60FULL TIMEPART-TIMEDISTANCE Key: Minimum period of study Maximum period of study 2. EDUCATIONAL AIMS OF THE PROGRAMME The general educational aims of the programme include the following:

• Be provided with the knowledge and skills to equip them for a career as a project manager within the construction industry in the UK and internationally

• Develop competence in a range of appropriate specialist areas • Develop the critical and analytical powers of the student in relation to the analysis of differing views on

emerging concepts and to enable them to evaluate these against a background of a constantly changing industry

• Gain the skills to adapt and respond positively to change • Develop critical, analytical problem-based learning skills and the transferable skills to prepare them for

employment as a project manager within construction • Enhance the development of their communication skills • Further develop the skills required for his/her employment • Receive a learning experience that promotes and encourages a culture of lifelong learning students for further

study in the context of his/her continuing professional development

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3. INTENDED LEARNING OUTCOMES – the programme provides opportunities for students to develop and demonstrate knowledge and understanding, skills, qualities and other attributes in the following areas. The various learning outcomes are derived from benchmark statements for construction management skills from relevant professional institution (i.e. RICS, CIOB, APM, PMI). 3A Knowledge and Understanding: A1 Principles of projects, project management, their scope and their implementation utilising the most appropriate

tools and techniques used in practice. A2 Fundamental principles and theories of systematic project management adopted. A3 The international context of projects, their objectives, strategies, their development, their phases and their

control. A4 The management of commercial considerations within a construction project context. A5 The management of the factors of production (people, money, financial and physical resources) necessary to

effectively implement projects. A6 Research methodologies and statistical techniques that facilitate a wider understanding of project management

ethos in construction. 3B Intellectual Skills: B1 Use a combination of general and specialist project management knowledge and understanding to optimise

the application of existing and emerging project management tools and techniques. B2 Ability to select and apply appropriate project management methods for controlling projects, identifying risks,

managing performance and resources in an international context. B3 Analyse projects, systems and processes requiring management and then how to structure them to facilitate

effective management. B4 Identify potential projects and opportunities, conduct appropriate research, and undertake design and

development of possible solutions. B5 Plan and implement solutions, taking a holistic approach to cost, benefits, time, sequence and quality within

the framework of responsible governance. B6 Evaluate the solutions and make improvements. 3C Professional/Practical Skills: C1 Apply appropriate theoretical and practical methods to analysis and solution of project management problems. C2 Provide commercial and managerial leadership. C3 Plan for effective project implementation. C4 Plan, budget, organise, direct and control tasks, people and resources. C5 Develop the capabilities of staff to meet the demands of changing technical and managerial requirements. C6 Bring about continuous improvement through quality management. 3D Transferable/Key Skills: D1 Critical thinking and problem solving; D2 Cognitive/intellectual skills; D3 Knowledge and understanding in the context of the subject; D4 Key life skills D5 Learning style and orientation to learning; D6 Time management (organising and planning work); D7 Independent working; D8 Planning, monitoring, reviewing and evaluating own learning and development; D9 Self-marketing marketing/presentation skills; D10 Information retrieval skills; D11 Utilising labour market information D12 Group working D13 ICT D14 Communication skills, written, oral and listening

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Teaching, learning and assessment methods used to enable outcomes to be achieved and demonstrated:

• Web-based materials through a managed learning environment (Blackboard/GCU Learn); • Tutor-led asynchronous on-line discussion tutorials; • Problem-based learning scenarios; • Industrial visits (enhancement activity for full time learners); • Individual projects; • Computer applications activities; • Discipline specific methods: • Self-directed learning facilitated by study packs; • The use of research-based teaching materials and methods; • Problem-based learning scenarios

Assessment: The programme aspires to educate to the highest level of understanding – that described in the educational taxonomy as ‘evaluation’. The Programme team believes that a coursework form of assessment best meets this aspiration and is therefore selected as the predominant form of assessment within the programme, with continuous assessment being undertaken in the form of asynchronous on-line discussion led by the module team in each case. A critical aspect of the assessment of the programme is that role of the asynchronous on-line discussion within each module. The marking criteria for both coursework and on-line discussion topics have been standardised to provide a clearer and transparent picture for providing feedback and directing the student to a more proportionate level of effort when undertaking the assessment (see Appendix B). All assessment has been designed in accordance with the University coursework loading guidelines (https://www.gcu.ac.uk/media/gcalwebv2/theuniversity/aqd/GCU_Assessment_Regulations_Handbook_2017_18.pdf) Staff within the School has considerable experience in supporting students who have/experience difficulties, and work closely with the University Student Support Services to ensure that appropriate support is provided to suit each student’s individual needs. A number of strategies have been adapted as required to allow such students to fully participate in their programme of study, including the provision of material in advance, use of scribes, signers, specialist software the like. The totality of these approaches to assessment (primarily coursework, continuous assessment and dissertation) is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programme. This approach to assessment (primarily coursework, continuous assessment and dissertation) is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programme. Methods of assessment include:

• coursework; • student oral presentations (dissertation); • asynchronous on-line discussion; • computer-based exercises; • case study analysis; • reports; • dissertation; • other discipline specific assessments

Learning, Teaching and Assessment Strategy: The development of the Programme Board’s learning, teaching and assessment strategy has been informed by Glasgow Caledonian University’s Strategy for Learning (SfL) 2013-2020 http://www.gcu.ac.uk/media/gcalwebv2/theuniversity/supportservices/SfL%20%20Senate%2014%20June%20(2)%20-%20final%20version%20approved.pdf . The balance between methods of assessment (predominantly coursework and continuously assessed asynchronous on-line discussion) is based on the appropriateness to the learning outcomes in each module and the Learning Outcomes of the Programmes. The range of learning, teaching and assessment methods are listed above. The School’s Admission Tutors endeavour to provide appropriate guidance and support to all applicants, to ensure that students entering a particular programme of study are fully aware of the core skills and knowledge required and the core activities which must be undertaken to achieve the award. Where a student highlights a need for additional support the School, in conjunction with the Disability Co-ordinator and the University Student Support Services, will determine an appropriate course of action to address the needs of the student.

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It is the experience of the Programme Team that the concepts being tested are commonly inter-related therefore an in-depth instrument of assessment is required. Coursework provides a challenging test of the student’s knowledge of the concepts and their inter-relationships. This form of assessment also gives the opportunity to test the student’s ability to apply the knowledge to workplace or hypothetical situations. In other words rather than the recall of information it encourages: Technical deepening, broadening and multidisciplinary group work. The programme aspires to educate to the highest levels of understanding – that described in the educational taxonomy as ‘evaluation’. The Programme Team believes that a coursework form of assessment best meets this aspiration and is therefore selected as the predominant form of assessment within the programme; this is further underpinned and broadened through continual assessment of on-line discussion longitudinally through each module.

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4. PROGRAMME STRUCTURES AND REQUIREMENTS, LEVELS, MODULES, CREDITS AND AWARDS Preamble The structure of the programme is consistent with most other equivalent postgraduate degrees offered at GCU. The first part of the degree is comprised of taught modules set at the Masters (SHEM) level and allocated 15 credit points each and the latter part of the degree is comprised of a Masters dissertation worth 60 credit points. There are criteria governing which combinations of taught modules are acceptable. Given that these criteria are followed, awards may be made as follows: • University Postgraduate Certificate (PgC) for passes in 4 taught modules. Any modules (excluding the

dissertation) attached to the programme may be selected. 60 SHEM Level credits • Postgraduate Diploma (PgD) in International Project Management for passes in 8 taught modules. Module

selection criteria must be followed (see below). 120 SHEM Level credits • MSc in International Project Management for passes in 8 taught modules and a pass in the Dissertation module.

Module selection criteria must be followed (see below). 180 SHEM Level credits Selection of Taught Modules (Table on the following page) As part of the requirement for the award of PgD in International Project Management, students must achieve passes in 8 taught modules. The 8 taught modules must be selected from the modules listed in The Module Table (next page) according to the following selection criteria: • 5 core modules must be selected (This will vary depending on the pathway) • 3 elective modules must be selected (This will vary depending on the pathway) As part of the requirement for the award of MSc in International Project Management, students must achieve passes in 8 taught modules plus the Masters Dissertation module. When students have registered onto the programme, the Programme Leader will help them compile a study path through the programme, including within this the agreed study pattern for each module. The aim will be to match the learning requirements specific to the individual with the portfolio of modules on offer. Masters Dissertation All students are required to complete the 60 credit Masters Dissertation/Project module, which is based on a significant piece of individual research. The subject of the research will be an area of special interest to the student, and will be based on a proposal written by the student and submitted to the Dissertation/Project Co-ordinator. The area of research chosen should be of the required subject and intellectual depth and should provide a suitable match with previous study. This may require increased technical depth or greater breadth of subject matter relating to previous projects, case studies or dissertation undertaken by the student. The research methods module (which was previously available to all students as an option/core module) and the material contained within will be made available to all students entering the programme. This additional resource based module available through the VLE provides the student with a significant amount of material on ‘research methods’ which will aid their understanding of research methods and help to inform their approach to their dissertation. Students are also required to attend the Dissertation Away event, which is held annually. It gives everyone currently enrolled on the dissertation module an opportunity to get away from the University and spend some time without the various distractions of the city and a busy university to consider some of the bigger issues of conducting a dissertation at the Masters level. The event is run over the course of two days with a series of presentations given by staff on research matters along with discussions which will be encouraged throughout informally.

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The Module Table

* Some modules may not run for a particular Trimester, or alternatively some new modules may be introduced. Guidelines on modules that will run will be provided at the beginning of each Trimester.

Exit Award – Post Graduate Certificate (PgC) International Project Management (Any modules but excluding the dissertation module may be selected). 60

Exit Award – Post Graduate Diploma (PgD) International Project Management

(Module selection criteria must be followed, six (6) core and two (2) electives/options) 120 Exit Award – Masters (MSc) International Project Management

(Minimum of eight (8) taught modules (120 credits) and the Dissertation/Project (60 credits)) 180 The PgC/PgD/MSc Construction is an exit award intended for those who have exhausted all attempts in the core modules of their chosen pathway Exit Award – Post Graduate Certificate (PgC) Construction

(Any modules but excluding the dissertation module may be selected). 60 Exit Award – Post Graduate Diploma (PgD) Construction (Any 8 modules may be selected) 120 Exit Award – Masters (MSc) Construction (Any 8 modules may be selected (120 credits) and the Dissertation/Project (60 credits)) 180

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5. SUPPORT FOR STUDENTS AND THEIR LEARNING • Induction programme • Student handbook and module descriptors • Caledonian Library and Information Technology Centre with access to other local and national library resources • Study skills packages • Staff/student ratios for teaching of less than 1:20 • A personal tutor to assist with academic/personal issues • Personal development planning (this is badged as Professional Development (PD) in EBE) • Student e-mail • Open access to IT facilities • Open access to tutorial staff including the Programme Leader • Access to the Effective Learning Service which provides assistance and guidance • Programme of Seminars and Visiting lecturer presentations • Computer Assisted Learning facilities • Industrial links • Professional body contacts • Site visits • Student representatives on the Programme Board • Student representation on Senate and its standing Committees • Student Staff Consultative Group • Module feedback questionnaires • Reference to SHEFC Teachability project • Reference to Equal Opportunities policy

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6. CRITERIA FOR ADMISSION Candidates must be able to satisfy the general admissions requirements of Glasgow Caledonian University. In addition the following requirements apply: General Requirements: This programme is intended to be accessible to applicants from a range of backgrounds. The normal entry qualification is an Honours degree (2:2 and above) or an equivalent overseas qualification, plus a minimum of an IELTS of 6.0 or TOEFL rating of 550 for international candidates. Candidates with corporate membership of a chartered built environment professional institution (eg. MRICS MCIOB ARIBA MICE, MAPM etc). A third Class/Ordinary Degree with a minimum of 5 years senior level built environment experience in a relevant managerial or professional occupation or a Higher Diploma or equivalent with 10 years senior level built environment managerial experience may also be considered. Non-cognate Honours degree (min 2.1) applicant with approx. 1 year's full-time employment in a people / logistics management role could also apply. It is expected that part-time and distance learning students completing the programme would be in employment in a post relevant to the content of the degree. Mature and overseas students: Entry requirements for overseas applicants will be as indicated above, including normal proof of qualification requirements as per university procedural norms. An interview with each student may be arranged to ensure that overseas students are able to attend the University when necessary. Entry requirements for mature candidates will be subject to their having relevant experience and previous qualification. Candidates with suitable APL and APEL will be actively considered and encouraged to apply. Additional requirements: It is anticipated that many students may request an interview prior to beginning the programme, however each student will be formally interviewed on beginning the programme in order to establish the suitability of the various modules to suit the individual’s professional requirements and personal career development plan. All students are encouraged to join the programme in Week 0 to ensure they can fully participate in cohort induction activities. However, the School would normally also accept late entry no later than the end of Week 2 of the semester, provided there are justified, evidence-based extenuating circumstances.

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7. METHODS FOR EVALUATING AND IMPROVING THE QUALITY AND STANDARDS OF

TEACHING AND LEARNING Mechanisms for review and evaluation of teaching, learning, assessment, the curriculum and outcome standards: • Annual Module Operation Review (MOR) • Annual Programme Analysis (APA) • Programme Management Group (PMG) • School Quality Advisory Committee (SQAC) • External Assessor reports • Programme Board • Review events • RICS continued programme accreditation Committees with responsibility for monitoring and evaluating quality and standards: • Student-Staff Consultative Group (SSCG) • Programme Board • Programme Management Group (PMG) • School Quality Advisory Committee (SQAC) • School Board • Academic Practice Committee and Learning and Teaching Subcommittee • Assessment Boards Mechanisms for gaining student feedback on the quality of teaching and their learning experience: • Student-Staff Consultative Group • Student representation on Programme Boards • Student representation on Senate Standing Committees • University’s Module Feedback Questionnaire • Open access to Module Leaders/Programme Leader/personal tutors Staff development priorities include: • Learning & Teaching in Higher Education (LTHE) programme • Discipline-based Continuous Profession Development • Staff Development and Performance Review • Peer support for teaching • Mentoring scheme • Seminar programme with visiting lecturers • Conference presentations • RAE submission • Institutional learning and teaching workshops • Membership of the Higher Education Academy • Membership of professional bodies (RICS, CIOB, APM, etc)

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8. ASSESSMENT REGULATIONS Assessment rules: The University Assessment Regulations apply to the Programme of studies in all respects. The MSc International Project Management does not have any programme specific regulations that deviate from the standard University Assessment Regulations. The Programme’s structure, progression and credit award framework is wholly consistent with the GCU Qualifications Framework. An overview of assessment details are provided in the Student Handbook and the full assessment regulations are available from the Assessment Regulations section of the Glasgow Caledonian University web-site. Awards: For the awards of Postgraduate Certificate (PgC), Postgraduate Diploma (PgD) and Masters Degree:

• Minimum pass mark is 50% for each element within the module • Minimum pass mark is 50% for the Masters Dissertation module • To qualify for an award of Postgraduate Certificate students must complete all the programme requirements

according to the programme structure and obtain a minimum of 60 SHEM credits • To qualify for an award of Postgraduate Diploma students must complete all the programme requirements

according to the programme structure and obtain a minimum of 120 SHEM credits • To qualify for an award of Masters degree, students must complete all the programme requirements

according to the programme structure and obtain a minimum of 180 SHEM credits Regulations for Distinction: The programme complies with the University Assessment Regulations in respect of the award of distinction. To be awarded a PgD with Distinction, students must obtain an overall average of 70% or more across the PgD stage modules with no individual module mark below 55% at the first attempt. To be awarded a Masters degree with Distinction, students must obtain a mark of 70% or more in the dissertation at the first attempt. ADDITIONALLY, they must have an overall average mark of 70% or higher in the eight level M modules with no individual module mark below 55% at the first attempt. Role of External Assessor: External Assessors are appointed to the Assessment Board (AB) by Senate on the basis of nominations from Schools. The duties of an External Assessor will include the following: • To moderate the work of the Internal Assessors in respect of the assessments under his/her jurisdiction • To attend Assessment Boards at which the results of a final stage assessment will be determined • To satisfy himself/herself that the work and decisions of the Assessment Board(s) are consistent with the policies

and regulations of the University and best practice in higher education • To ensure that students are assessed within the regulations approved by the University for the programme and to

inform the University on any matter which, in his/her view, militates against the maintenance of proper academic standards

• To report annually to the Clerk of Senate on the standards attained by students on the programme and on any other matters which may seem appropriate for report

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9. INDICATORS OF QUALITY AND STANDARDS • MSc Programme is accredited by RICS, CIOB, APM and PMI • Annual Module Operation and Review • Annual Programme Analysis • QAA (or equivalent) subject reviews • Annual External Assessor Reports 10. INFORMATION ABOUT THE PROGRAMME This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning assessment methods of each module can be found in the Module Descriptors and the Supplementary Documentation produced for the approval event. The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. Key information about the programme can be found in: Supplementary Documentation produced for the Re-Approval Event March 2016 Programme Guide Student Handbook University Web Site University Prospectus Module Catalogue School publications Managed Learning Environment (GCU Learn) A curriculum map is attached showing how the outcomes are being developed and assessed within the programme. This relates the modules from Section 4 to the outcomes in Section 3.

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Appendix A: Curriculum Map for MSc in International Project Management PSMAP The curriculum map links the modules (Section 4) to the Outcomes listed in Section 3 This map provides both a design aid to help academic staff identify where the programme outcomes are being developed and assessed within the course. It also provides a check list for quality assurance purposes and could be used in approval, accreditation and external examining processes. This also helps students monitor their own learning, and their personal and professional development as the course progresses. The map shows only the main measurable learning outcomes which are assessed. There are additional learning outcomes (eg attitudes and behaviour) detailed in the module descriptors which are developed but do not lend themselves to direct measurement Modules - Programme outcomes Code Title A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 D11 D12 D13 D14

MMK221197 Construction Economics and Procurement

X X X X X X X X X X X X X X X X X X X X X X X X X X

MMK221199 Construction Management X X X X X X X X X X X X X X X X X X X X X X X X X X X

MMK224023 Design Economics & Cost Planning

X X X X X X X X X X X X X X X X X X X X X X X X X

MMK222309 Sustainable Design and Construction

X X X X X X X X X X X X X X X X X X X X X X

MMK221205

The Management of Health, Safety & Environmental Project Risks

X X X X X X X X X X X X X X X X X X X X X X

MMK221900 Construction Contracts and Disputes

X X X X X X X X X X X X X X X X X X

MMN221951 Risk and Value Management X X X X X X X X X X X X X X X X X X X X X X X X X X

MMN221207 Project Management X X X X X X X X X X X X X X X X X X X X X X X X X X X

MMK221247

Strategic Management in Construction and Property

X X X X X X X X X X X X X X X X X X X X X X X X X X X X

MMN322308 International Construction Project Finance

X X X X X X X X X X X X X X X X X X X X X X X X X

MMK222415 Building Information Modelling for Management of Construction

X X X X X X X X X X X X X X X X X X X X X X X X X X

MMK224001 Construction Technology X X X X X X X X X X X X X X X X X X X X X

MMK221254 Masters' Dissertation X X X X X X X X X X X X X X X X X X X X X

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Modules - Programme outcomes (continued) Code Title A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6 D1 D2 D3 D4 D5 D6 D7 D8 D9 D10 D11 D12 D13 D14

MMH122108 The Oil and Gas Industry X X X X X X X X X X X X X X X X X X X X X

MMH223840 Energy Audit and Energy Asset Management

X X X X X X X X X X X X X X X X X X X X X X

MMK222109 Oil and Gas Contracts and Disputes

X X X X X X X X X X X X X X X X X X

MMJ924007 Renewable Energy Technologies

X X X X X X X X X X X X X X X X X

Knowledge and understanding A1 Principles of projects, project management, their scope and their implementation utilising the most

appropriate tools and techniques used in practice. A2 Fundamental principles and theories of systematic project management adopted. A3 The international context of projects, their objectives, strategies, their development, their phases and their

control. A4 The management of commercial considerations within a construction project context. A5 The management of the factors of production (people, money, financial and physical resources)

necessary to effectively implement projects. A6 Research methodologies and statistical techniques that facilitate a wider understanding of project

management ethos in construction.

Intellectual skills B1 Use a combination of general and specialist project management knowledge and understanding to

optimise the application of existing and emerging project management tools and techniques. B2 Ability to select and apply appropriate project management methods for controlling projects, identifying

risks, managing performance and resources in an international context. B3 Analyse projects, systems and processes requiring management and then how to structure them to

facilitate effective management. B4 Identify potential projects and opportunities, conduct appropriate research, and undertake design and

development of possible solutions. B5 Plan and implement solutions, taking a holistic approach to cost, benefits, time, sequence and quality

within the framework of responsible governance. B6 Evaluate the solutions and make improvements.

Professional practical skills C1 Apply appropriate theoretical and practical methods to analysis and solution of project management

problems. C2 Provide commercial and managerial leadership. C3 Plan for effective project implementation. C4 Plan, budget, organise, direct and control tasks, people and resources. C5 Develop the capabilities of staff to meet the demands of changing technical and managerial requirements. C6 Bring about continuous improvement through quality management.

Transferable/ key skills D1 Critical thinking and problem solving; D2 Cognitive/intellectual skills; D3 Knowledge and understanding in the context of the subject; D4 Key life skills D5 Learning style and orientation to learning; D6 Time management (organising and planning work); D7 Independent working; D8 Planning, monitoring, reviewing and evaluating own learning and development; D9 Self-marketing marketing/presentation skills; D10 Information retrieval skills; D11 Utilising labour market information D12 Group working D13 IT Skills (including GCU Certificate in Basic ICT Competency) D14 Communication skills, written, oral and listening

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Appendix B Standardised Marking Criteria for Coursework & Online Discussions Introduction

A new standardised (‘generic’) system of measurement and assessment for all course-works, including online discussions, has been adopted for the Session 2006-07 onwards. It is designed to give students a clear guide to the standard of work which they have submitted. It combines brevity and ease of completion to give them, in the shortest possible time, a clear idea of how their work was assessed and how to improve their future score. Each Module Tutor will adapt the format to suit the relevant exercise and the standard (generic) template is provided below to illustrate how marks are awarded, weighed, aggregated and reported for two types of exercise: (i) a coursework report and (ii) an online discussion theme. Students will know in advance any weightings being applied whenever possible but clearly work may be rejected outright where a single aspect is seriously ignored. An example is where e.g. references don’t meet the minimum required standard indicated elsewhere with respect to plagiarism. The format is adaptable to the requirements of the particular theme or exercise being set by the Tutor.

The idea is to be able to tick boxes according to the impression of the component parts of the coursework (i.e. introduction, literature review, structure etc), but without allocating prescriptive weightings as per the dissertation. This will make the marking as flexible as possible to take into account the academic judgement of the lecturer concerned. Over and above this grid of ticks, the student will get an overall mark and there is also space of a written piece of specific feedback to their piece of work. Generally, where one of the standard five elements in the overall marking is not required (e.g a graph or calculation) the marks will be reallocated between the remaining four standard elements in their work. In other exercises tables, graphs and calculations may have much greater significance and be weighted accordingly. The general advice in all such matters is: whenever there is doubt about what is required ask well in advance and not on the eve of a submission date. Understandably many mature students grapple with the task of fitting everything into a tight timetable. Time management skills are essential to ensure students can get help well in advance of final submission.

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Coursework Feedback Form Student name: Module Title: Module Code: Date: Grade (see Indicative Mark Feedback o/leaf) Element weight A B C D E F Introduction 10% Literature review / relevant background research

15%

Analysis / discussion 40% Conclusions / recommendations

15%

Structure / grammar 10% Referencing / citations 10% Overall Impression of Work

Additional Comments Name of member of staff: Signed: Date:

Allocated Coursework Mark:

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Coursework – Indicative Marks Indicative Grade Quality

Mark

Commentary

A 80% & above (EXCEL PASS)

This is graded at an excellent standard. Besides attributes listed in 70-79% category, work in 80+% category is exceptionally clear, well structured and theoretically informed. Standard of English will be excellent, with an extensive use of sources (over and above the reading list) and consistent use of appropriate quotations from text; the student displays exceptionally acute powers of analysis and interpretation.

B 70-79% (VERY GOOD PASS)

Generally of a very good standard, confidently and clearly written, displaying a thorough understanding of the issues and theories pertinent to the topic. Submissions in this category will focus very clearly on the question and will demonstrate extensive reading, systematic use of evidence and supporting arguments in building a sound analysis. The work shows both soundness of judgment and a grasp of the complexity of the arguments involved. Coursework submissions in this category provide carefully and coherently reasoned statement of the advantages and disadvantages of different theoretical evidence supported where relevant by empirical evidence. There is room for improvement however, one or two of these attributes will be missing or there may be room for a sharper analysis.

C 60-69% (GOOD PASS)

Work graded in this category is generally of a good, solid pieces of work which answer the question, show evidence of familiarity with available texts; reach a clear conclusion in a generally focused and well written manner, making good use of citations, quotations and references. There is room for improvement in breadth of reading, depth of analysis and ability to frame and develop a coherent argument using evidence to support the case.

D 50-59% (PASS)

Adequate standard but exhibits a number of characteristics which indicate that there is substantial room for improvement, e.g. in terms of the standard of written English, the sharpness of focus on the questions set, the sophistication of the analysis provided and the use of correctly referenced sources.

E 40-49% (FAIL)

Work in this category normally displays some (though limited) potential to be of MSc standard but falls down in at least one of the categories indicated above, to the extent that the work as a whole falls below the required standard.

F Below 30% (BAD FAIL)

Work in this category is very weak and well short of MSc level, failing to address coursework question set; fails to identify the issues accurately; fails to understand and use core concepts; fails to distinguish between important and unimportant facts and theories; fails to understand or interpret the main arguments in the literature; fails to cite sources; fails to provide proper references; fails to develop reasoned argument; absence of coherent structure to the submission; poor grammar & spelling.

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Online Discussion – Feedback Form Student name: Module Title: Module Code: Date: Grade (see Indicative Grade Quality o/leaf) Element weight A B C D E F Evidence of engagement with this theme

10%

Use of available literature and other authoritative sources.

20%

Development of any arguments advanced.

20%

Personal contribution to the development of the discussion theme.

40%

Structure, grammar referencing & citations

10%

Overall Impression of Work

Additional Comments Name of member of staff: Signed: Date:

Theme…….. Allocated mark %:

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Key to Indicative Grade & Overall Mark Indicative Grade Quality

Mark

Commentary

A 80% & above (EXCEL PASS)

This is graded at an excellent standard with high level of participation in discussion. Very substantial development of argument and discussion, potentially leading the remainder of the cohort in new lines of discussion and debate. Besides attributes listed in 70-79% category, work in 80+% category is exceptionally clear, well structured and theoretically informed. Standard of English will be excellent, with an extensive use of sources (over and above the reading list) and consistent use of appropriate quotations from text; the student displays exceptionally acute powers of analysis and interpretation.

B 70-79% (VERY GOOD PASS)

Generally of a very good standard with significant and worthwhile engagement with the discussion board and engagement with other students. Confidently and clearly written and will display a thorough understanding of the issues and theories pertinent to the topic. Submissions in this category will focus very clearly on the question and will demonstrate extensive reading, systematic use of evidence and supporting arguments in building a sound analysis. The work shows both soundness of judgment and a grasp of the complexity of the arguments involved. On-line submissions as a whole provide carefully and coherently reasoned statement of the advantages and disadvantages of different theoretical evidence supported where relevant by empirical evidence. There is room for improvement however, one or two of these attributes will be missing or there may be room for a sharper analysis.

C 60-69% (GOOD PASS)

Work graded in this category is generally of a good standard with good level of participation. On-line discussion submissions in this grade are solid pieces of work which answer the question, show evidence of familiarity with available texts; reach a clear conclusion in a generally focused and well written manner, making good use of citations, quotations and references. Demonstrates significant engagement with other students, however, there is room for improvement in breadth of reading, depth of analysis and ability to frame and develop a coherent argument using evidence to support the case.

D 50-59% (PASS)

Adequate participation on the discussion board and engagement with other students. Adequate standard but exhibits a number of characteristics which indicate that there is substantial room for improvement, e.g. in terms of the standard of written English, the sharpness of focus on the questions set, the sophistication of the analysis provided and the use of correctly referenced sources.

E 40-49% (FAIL)

Minimal participation on the discussion board or engagement with other students . Work in this category will normally display some potential to be of MSc standard but it will fall down in at least one of the categories indicated above, to the extent that the work as a whole falls below the required standard.

F Below 30% (BAD FAIL)

No participation on the discussion board or engagement with other students. Work in this category is very weak and well short of MSc level, failing to address question set; fails to identify the issues accurately; fails to understand and use core concepts; fails to distinguish between important and unimportant facts and theories; failure to understand or interpret the main arguments in the literature; failure to cite sources; failure to provide proper references; failure to develop a reasoned argument; absence of coherent structure to the submission; poor grammar and spelling.

NB: No ‘attached files’ will be considered for marking by lecturers. All submissions to the discussion board should be made through the standard discussion thread interface supported by Blackboard.

How the marks are aggregated

Theme 1 Theme 2 Theme 3 Theme 4 Theme 5 Overall Mark

U % V % X % Y % Z % AVG %

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