PROGRAMME SPECIFICATION Project Management for ......PROGRAMME SPECIFICATION Project Management for...

of 23

s

PROGRAMME SPECIFICATION Project Management for Construction 2017

Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc (Hons) Project Management for Construction

Intermediate award BSc Building Studies

Intermediate award Dip HE Building Studies

Intermediate award Cert HE Building Studies

Course status Validated

Awarding body University of Brighton

School Environment and Technology

Location of study/ campus Moulsecoomb.

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

of 23

Entry requirements Include any progression opportunities into the course.

Check the University’s website for current entry requirements.

A-levels or BTEC

Entry requirements are in the range of A-level BBC–CCC (112–96

UCAS Tariff points), or BTEC Extended Diploma DMM–MMM. Our

conditional offers typically fall within this range.

We will generally make you an offer if your predicted grades are at

the top of this range. If your predicted grades are towards the lower

end of this range we may still make you an offer if you have a good

GCSE (or equivalent) profile or relevant non–academic

achievements.

GCSE (minimum grade C or grade 4)

At least English language, maths and science.

International Baccalaureate

28 points, with three subjects at Higher level.

Access to HE Diploma

Pass with 60 credits overall. At least 45 credits at level 3, with 24

credits at merit or above.

Foundation degree/HND

International foundation may be considered. Applicants with an HND

or foundation degree may be considered for year 2 entry.

For non-native speakers of English

IELTS 6.0 overall, with 6.0 in writing and a minimum of 5.5 in the

other elements.

Studying part-time

Part-time students should apply direct to the university.

Applicants with non-standard qualifications should contact the School office at [email protected].

Start date (mmm-yy) Normally September

Sept. 17

Mode of study

Mode of study Duration of study (standard) Maximum registration period

Full-time 3 years 8 years

Part-time Other: 6 years 8

Sandwich 4 years 10

Distance Select Select

Course codes/categories

UCAS code K251 (Project Management)

Contacts

Course Leader (or Course Development Leader)

Dr Philip Ashton

Admissions Tutor Dr. Emmanuel Aboagye-Nimo

https://www.brighton.ac.uk/studying-here/applying-to-brighton/undergraduate/apply-direct-to-the-university/index.aspx

mailto:[email protected]

of 23

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Fred Sarah Sherratt

Anglia-Ruskin University

30 Sept. 2018

Examination Board(s) (AEB/CEB)

Built Environment and Civil Engineering

Approval and review

Approval date Review date

Validation 20001 July 2017

Programme Specification July 2017

July 2018

Professional, Statutory and Regulatory Body 1 (if applicable): Chartered Institute of Building (CIOB)

March 2015 March 20202

Professional, Statutory and Regulatory Body 2 (if

applicable): Royal Institution of Chartered Surveyors (RICS)

2016 2017

Professional, Statutory and Regulatory Body 3 (if applicable): Chartered Association of Building Engineers (CABE)

7th Nov. 2016

31st Aug. 2021

1 Date of original validation. 2 Date of most recent review by accrediting/ approving external body.

of 23

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

The aims of the programme are:

The principal aim of the course is to educate and nurture the intellectual abilities and capabilities of students, through the scientific, managerial and technological study of construction projects in preparation for professional careers in project management for construction. Arising from the principal aim is a range of subsidiary aims and objectives which are covered below grouped as ‘Educational aims’ and ‘Professional objectives’.

Educational Aims

The educational aims of the course include:

1. To offer attractive scientific programmes of study in the built environment disciplines

2. To produce a learning environment in which students are encouraged to be active participators in the acquisition and application of knowledge

3. To develop student’s awareness of scientific, managerial and technological approaches to the natural and construction environment

4. To nurture graduates to become highly adaptable to the changing demands of commercial, industrial and professional life, by allowing them to develop a wide range of personal and professional skills.

5. To provide an appropriate training in science, technology, management and professional skills which will allow graduates from the course to compete successfully for positions in research, education, industry and the professions.

6. To develop students’ abilities to analyse, model and develop systems

Learning outcomes

Knowledge and theory The following is a list of the primary outcomes of the main award.

Students should be able to:

Review and evaluate the context, procedures and the practices (including current issues and problems) within the built environment that project managers seek to control, direct and harness the forces that impact upon the built and natural environment.

Apply the tools and techniques used in project management for construction, by initially engaging with the processes, aims and objectives within the built environment and by understanding the methods that project managers use to improve and facilitate the construction process.

Demonstrate a high level of expertise in project management for construction, which they may pursue throughout their careers through future programmes of lifelong learning within a business, social and legislative context.

Skills

Includes intellectual skills (i.e. generic skills relating to academic study, problem solving, evaluation, research etc.) and professional/ practical skills.

The following is a list of the intellectual skills (i.e. those generic skills relating to academic study, problem solving, analysis, evaluation, research and so forth); including professional/practical skills.

Intellectual Skills:

On successful completion of the course the graduate will be able to:

1. Develop a reasoned and critical argument through the integration and interpretation of primary and secondary materials and demonstrate the

of 23

capability to practically and realistically apply them into actual settings;

2. Develop methodologies for appraising project requirements and provide technical and technological design and construction solutions for buildings and evaluate their proposed solutions.

3. Apply the skills of problem analysis; the preparation and presentation of solutions, and the defence of these within their peer group and invited external evaluators.

4. Develop the ability to work with peers and to contribute to group activities;

5. Expand their knowledge-base through individual research and reading, and contribute this to the knowledge pool of the cohort.

6. Generate research questions and identify and use appropriate methods in reaching and reporting conclusions.

7. Critically evaluate evidence, ideas and theoretical standpoints within a breadth of architectural design and technology solutions;

8. Undertake a deeper approach to learning and understanding;

9. Demonstrate an understanding of the constructed and dynamic nature of knowledge.

Discipline-specific skills:


1. Source, collect, interpret and synthesise different types data and information pertaining to the broader context e.g. climate, access, etc., as well as the immediate context of the building i.e. site, soil, etc., building design, technology and construction information, data and records encompassing the role of the project management for construction professional.

2. Gather and present evidence from primary and secondary sources to support and develop proposals for design, technological and ‘constructability’ solutions for buildings.

3. Prepare effective drawings and diagrams using appropriate approaches, tools, techniques and technologies and understand the application of contract administration for new build and refurbishment projects as a project management for construction /project coordinator.

4. Work and manage people safely and effectively in laboratory and field contexts in compliance with Health, Safety and Welfare regulations.

5. Understand the basic theoretical, philosophical and methodological issues relating to qualitative and quantitative research and demonstrate the ability to apply them into given contexts and problems.

6. Understand the processes of knowledge generation as well as knowledge application in the disciplines broadly pertaining to the built environment and more specifically within a Project Management for Construction context and discipline.

7. Identify built environment problems or issues through their Project Management for Construction and technology subject-specific insight and knowledge, to investigate them through appropriately planned, designed and implemented research projects, and to present the findings as project report using reasoned argument to offer technical design proposals with ‘constructability’ at the heart of the solutions based upon clear and analytical conclusions.

Transferable skills:


1. Communicate ideas and arguments effectively through written, verbal, graphical and simulated modelling.

2. Collect, record, analyse and present data of various forms using appropriate analytical tools, techniques and methods.

3. Study and learn independently, to take responsibility for the management of their independent investigation and learning, and to plan time effectively;

of 23

4. Work and communicate effectively as part of a team.

5. Demonstrate competence in the use of appropriate IT packages to find, explore, develop and present numbers, text and images, to develop solutions and to comparatively and critically analyse them.

6. Use appropriate techniques for job-seeking and information acquisition for life-long learning;

7. Appreciate the broader environmental and academic contexts of their learning.

QAA subject benchmark statement (where applicable)3

This subject benchmark statement refers to bachelor's degrees with honours in 'Land, Construction, Real Estate and Surveying'.

http://www.qaa.ac.uk/en/Publications/Documents/SBS-Land-Construction-Real-Estate-Surveying-consultation-16.pdf

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

Accredited by the Chartered Institute of Building (CIOB), having been judged to meet the CIOB Education Framework. Prospective members holding these qualifications have full academic exemption and may enter CIOB membership without the requirement for an Individual Assessment. In 2015, the modules offered as part of this course were mapped onto the CIOB Learning outcomes, the latest version of which was issued in September 2015.

Accredited by the Royal Institution of Chartered Surveyors (RICS) for the purpose of Graduate Membership. In 2016 our course also received accreditation from the Chartered Association of Building Engineers (CABE) for the purpose of Graduate Membership.

LEARNING AND TEACHING

Learning and teaching methods

Introduction

Students typically take the equivalent of 6 modules per year. A module is designed to comprise 200 hours total learning time and is typically studied over a 15 week semester. A typical 20 credit module comprises a combination of tutor-led contact sessions and guided independent study (including time spent in preparing and completing assessment tasks). A broad range of teaching methods is employed to meet the intellectual, academic and professional objectives of the course whilst ensuring a diverse need of students. These include lectures, tutorials, seminars, case studies, laboratory classes and practical classes, fieldwork, flipped learning, student-centred IT projects, workshops, computer modelling/simulation, practical classes and both individual and group project work. In addition, the multifaceted aspects of the application of construction management and technology, information technology and computing form a continuing theme throughout the course.

The general learning approach in the common first year is for individual students to be encouraged and supported to achieve their learning potential and develop their confidence through tutor-led learning. The learning progressively becomes student-centred towards the later stages of their course, whereby students are able to operate in complex and unpredictable contexts, requiring selection and application from a range of standard techniques and information sources. Furthermore, a greater choice of modules is available in the final year for the students to enable specialism in their areas of interest.



of 23

A strong theme of skills development runs throughout the Built Environment & Civil Engineering degree programmes, including a number of compulsory skills-based modules (particularly at levels 4 and 5). Level 4 introduces a range of core intellectual, discipline-specific and transferable skills including basic study skills, group work, presentation skills, IT skills, quantitative and qualitative methods, the development and communication of reasoned arguments, interpretation and synthesis of environmental/archaeological data, together with basic field and laboratory skills. These are developed and enhanced at Level 5, together with a greater emphasis on research skills, fieldwork, excavation and problem-solving with more focus on the discipline-specific, problem-based approaches to learning and teaching. A key feature of Level 5 is the development of job-seeking skills as part of the University's Careers Planning Agreement. At Level 6, the development of research skills culminates in the final year honours project in conjunction with the core architectural technology module and specialised focus on advanced information modelling and management.

Key features of our learning and teaching methodology are:

Research-led and Enquiry-led Learning - Research Informed Teaching

Experimental learning is an important, if not a crucial part, ability our students must develop throughout their learning journey. Embedded within our curriculum are the skills needed whereby students can learn from their experience, exploration, self-reflective practice and apply change(s) based on their conclusions.

The construction industry is in a constant dynamic state of flux; with new technologies, plant, labour, materials and environmental factors the need for our future graduates and those leaders in industry to understand, and challenge convention and to create new and innovative methods is crucial for mankind.

Throughout our programmes we use a variety of learnings approaches; Problem-Based Learning (PBL) / case based precedence studies are used to inform and solve, in student groups, a 'live brief' / construction scenario with environmental and legislative constraints, conflict and challenges. These projects present the opportunity for students to develop and rationalise, deliberate their choices and make a proposal. At Level 6, modules use both Problem Based Learning (PBL) experience, and an Enquiry-Based Learning (EBL) approach aimed at stimulating students to follow up interesting lines of enquiry and supports them in concentrating their efforts and further work (Kahn, P. and O’Rourke, K. 2014).

The essence of University education experience is to actively engage our students as part of the ongoing research activities within departments, Schools and the academic community. Sharing aspects of our research and the processes, techniques and action of academics undertaking our research should be designed/embedded in our curriculum to encourage our students to become willing participants in their learning and our research effort. Our research is both taught formally and imparted generally through our teaching and learning taught module programmes, however, we use laboratory / survey / field exercises and modules with experimental learning/activities to introduce students to using and testing equipment with ‘best practice’ protocols building their knowledge and experience to carry out complex and exacting precise science in the future.

This course is delivered by research-active academic staff, and specialist aspects of the curriculum reflect the research interests of these staff. For example, research methods taught and reflect those used in the research of the staff who deliver the module. All final year option modules are taught by staff who are actively engaged in research and publication in their specific topic areas, and who are currently undertaking research or consultancy with leading bodies, including the Environment Agency, DEFRA and the European Union. This level of integration is particularly true for final year projects, where students spend an extended period of time undertaking research with a subject specialist, who is linked into a network of international scholars with shared interests. Throughout the course, students develop competencies enabling them to become independent researchers, with specialist skills sessions scheduled to support their development. Teaching and learning strategies for the course are developed in consultation with the UK’s Built Environment subject centre, often with support from specialists in pedagogic research, based in the University’s Centre for Learning and Teaching.

Research Informed Teaching

This course is delivered by research-active academic staff, and specialist aspects of the curriculum

of 23

reflect the research interests of these staff. All final year option modules are taught by staff who are actively engaged in research and publication in their specific topic areas, and who are currently undertaking research or consultancy with leading bodies. This level of integration is particularly true for final year projects, where students spend an extended period of time undertaking research with a subject specialist, who is linked into a network of international scholars with shared interests. Throughout the course, students develop competencies enabling them to become independent researchers, with specialist skills sessions scheduled to support their development. Teaching and learning strategies for the course are developed in consultation with the UK’s Built Environment as well as Engineering subject centres, often with support from specialists in pedagogic research, based in the University’s Centre for Learning and Teaching.

Formative Assessment and Feedback

Formative assessments play an important role within the learning and teaching on this course. Students are able to practise their learning through the formative assessments in each module, such as mock exams, online quizzes, weekly tutorial exercises with feedback, facilitated group discussions, etc, which do not count towards the final mark, but provide a safe environment for students to evaluate their strengths and areas of development through feedback received on such assessments.

Staff and Student working in Partnership

Throughout the course, staff and students work together to develop learning activities to suit the diverse need of students. Students’ feedback on the course through module and course evaluations are obtained systematically throughout the course and informs continual curriculum development and enhancement. This information also assists (at module level) to plan and design learning activities suitable for the cohort needs. Examples of these are within BE415, BE515, BE535 and BE636 whereby facilitated group discussions are used to evaluate the needs of individuals and learning activities and support is provided to fill their knowledge gaps.

Diversity, Inclusivity and Blended Learning:

Consideration of diversity and inclusivity is embedded throughout the curriculum primarily through a range of learning and teaching activities adopted at each Level, practice based learning, and group work (whereby students are provided with safe spaces to share their own interests, backgrounds and opinions). Strong emphasis on formative assessments and coursework helps to cater for the needs of students from diverse backgrounds whilst ensuring transparency and equality. As an example the following modules give scope for these activities: BE415, BE475, BE535 and BE635

Blended learning is another mean to enhance diversity and inclusivity, which is strongly embedded within the courses. All modules within the course are complemented with online digital space and is a mean to engage student peers and staff outside of contact time. Some modules are delivered through flipped learning e.g. BE475, CE412, BE515 and BE635. The blended learning provides flexibility for students to learn at their own pace and a safe environment to share their individualised views with their peers and academic staff

Visiting Lecturers

A number of research and consultancy activities provide both scholarly and direct support for the undergraduate programme. Visiting lecturers contribute to the delivery of modules such as BE415, BE515, BE535, BE556, BE635, BE636 and BE658 – where the understanding and application of professional practice from the providers opportunities and engagement with industry.

Education for Sustainable Development

Addressing issues and striving to improve the Sustainability of the Built Environment has been one of the single greatest challenges facing the construction sector in the 21st Century. Our courses embed Professional ethics, corporate social responsibility and sustainability in terms of environmental protection throughout the 'construction / constructability' life-cycle of projects. The University of Brighton is committed to the principles of sustainable development through its Education for Sustainable Development policy. The subject area of Construction and Civil Engineering provides a useful platform from which to examine the issues associated with sustainable development. BSc (Hons) Built Environment & Civil Engineering students are trained to identify and analyse current and future problems, and to critically examine the prospects for achieving a just and environmentally sound future for all. By incorporating elements of both physical, natural and social sciences, Built Environment & Civil Engineering courses provide a framework that enables understanding, assessment

of 23

of and intervention in the physical world, whilst at the same time, critically examining the prospects for and effects of intervention. Graduates in the Built Environment & Civil Engineering Division are thus equipped to make a significant contribution to ensuring that future generations not only have an equivalent quality of life, but are likely to have an improved one. Sustainability is one of the core values of the University Strategy and as such features significantly within our BE course curriculum, both in design and activities undertaken by our student body. Whilst renewable technologies, reduction, re-use, recycling, play their part; Construction still accounts for one of the greatest consumers of raw materials within the UK. Our curriculum provide opportunities for students to interrogate ethical, socio and economic values and concerns using ‘real-life’ scenarios and project about the implications of creating a more resilient and sustainable development construction strategy for the future. Whilst our BE portfolio has, temporarily, suspended the MSc Sustainability of the Built Environment, our expertise in this filed continues to be disseminated through our Undergraduate programmes and MSc optional modules in the BE MSc portfolio. A core Level 6 (UG) module BE636 Principles of Sustainable Construction probably needs no further explanation, however, this exciting module is an excellent example were core University values, combined with PSRB requirements and research interests converge to stimulate a curriculum that provides learning opportunities by engaging industry, students, staff and the wider community in questioning and responding to growing Global concerns regarding sustainable development.

Employability Skills:

Preparing students for professional life and the associated skills are an important feature of this course. These skills relate to the University of Brighton Graduate Toolkit and are embedded throughout the curriculum in various module that are mapped for each module in the Module Briefs, which are available to students through studentcentral (University of Brighton Virtual Learning Environment). Many of these skills are gained through integrated design projects at each Level of the course. The integration between taught subjects (through the integrated design modules) and practice places additional demands on the students, such as management, communication, analysis and synthesis of problems, information retrieval and design of appropriate solutions. As an example the following modules give scope for these activities: BE415 Introduction to the Built Environment, BE515 Built Environment Professional Practice, BE535 Construction Methods & Technology and core Architectural Technology, Building Surveying, Construction Management and Project Management for Construction modules (BE537, 555, 556, 637, 656 and BE658.

Module Specifications

Each module specification includes the learning and teaching strategy for that module. The strategy for each module is designed by the module team with due regards to the needs of the student and then presented and justified to the 'Area’. Each student's programme thus possesses a corporate learning and teaching approach that arises from the composition of the individual module strategies. The learning and teaching strategy for each module is reviewed and revised where necessary through a process of module review following each completion of delivery. Revisions are undertaken in response to student performance, student views, external examiners' advice and dissemination of educational research, innovative development and industrial and professional evolution.

Lectures, Tutorials and Case Studies

Formal lectures provide the essence of the required body of knowledge and to guide the students in their personal study. The lecture material is reinforced through the tutorial system in which the students are given problems to solve which address all the various aspects of theory and its application to the design process. Case study material is used across all subject disciplines to highlight particular aspects of civil engineering theory, practice, design and construction. Much of the case study material is drawn from lecturers' previous experiences in professional practice and their current activities in research and consultancy.

Laboratories

The School has well-established laboratories in which the students are given practical experience in carrying out directed fundamental experimental work to test the tenets of engineering science. In addition, students are required to undertake open-ended experimental work in which the objectives, but not the methodology, are specified, thereby encouraging personal development of the skills specified in

of 23

the intellectual objectives.

Field Courses

Fieldwork forms an integral part of the modules BE475: Land & Construction Surveying Practice and BE415: Introduction to the Built Environment. Many aspects of these subjects can only be realistically taught within the context of a field course. During the field courses, academic staff are able to teach in an environment where they are able to illustrate directly the relevance of taught material and the students thus gain valuable practical experience. A compulsory European fieldtrip or a ‘Constructionarium/Construction live type’ type applied fieldtrip experience at Levels 4 provides an opportunity for guided investigations within small groups and in environments substantially contrasting to the typical classroom/laboratory scenario. Generally, learning and teaching methods at Level 5 are designed to encourage greater analytical and applied skills and thereby making greater use of case study and workplace investigations, student-led seminars, and reflective participation in workshops.

Coursework

Many modules throughout the course have significant coursework content. The inclusion of such items as design appraisals, open-ended laboratory investigations, essays, presentations and technical reports brings variety and added relevance to the teaching of civil engineering. Well-designed coursework also promotes student involvement and enthusiasm whilst enabling the student to develop investigative and organisational capabilities.

Design Weeks/Projects Activities

The concept of devoting a period of dedicated time to an extended design, survey and construction problems motivates students and enables them to gain direct experience of the design process whilst working in small groups. These activities are carried out in special design weeks that form a part of the Core disciplinary Module(s) BE537, 555, 556, 637, 656 and BE658. Integration of various modules is enhanced through design group projects at each Level of study so that students can practise inter-disciplinary work and enhance their practical skills, independence and confidence.

Computing

This has been an area of rapid development in education as well as in many areas of the construction industry. The speed and convenience of computer software can be used to enhance and expand the understanding of fundamentals whilst also providing a medium for improving methods of design and analysis. Commercial and academic software is now used within all subject disciplines.

Student use of word processors, spreadsheets and electronic sources of information (such as networked databases and the Internet) is encouraged as their use enables them to improve their organisational and presentational skills. Open access to this software is available for students in a variety of locations throughout the University.

All Built Environment students are required to undertake the BE575 Building Information Modelling module at Level 5 of their studies. This module aims to equip students with the necessary skills in computer programming and data management and modelling skills and understanding in order to simulations common design and construction scenarios and applications to professional practice – producing 2D as and 3D solutions.

Individual Projects

All final year students are required to undertake the BE695: Honours Project module. This is equivalent to a 40-credit module, taken over two semesters, with an average allocation of 13 hours equivalent study per week. This is a substantially independent research project negotiated, designed and completed in collaboration with an academic tutor.

These projects give students a choice of subject matter. The form of study always includes a literature search and acquisition of in-depth knowledge of a specialist subject area. The study must then be extended by some combination of field studies, experimental work, computer-aided engineering, design and evaluation of practical information or theoretical developments. The culmination of the study is the preparation and submission of a formal project report detailing all aspects of the work undertaken and an oral examination of the work.

of 23

ASSESSMENT

Assessment methods

The assessment scheme is seen as an integral part of the system of teaching and learning strategies for the course. As such, its aims are to foster, develop and test knowledge, skill, understanding and personal qualities as they may apply in the context of an engineering degree. To this end, a range of techniques is employed throughout the course which may be broadly categorised as continuous or periodic.

The BE programmes provide opportunities to choose tasks from an appropriate field of different but equivalent assessment task/types; either formative and/or summative, at least once during each level of study. Offered in both core modules and optional modules this measure is designed to increase opportunities for assessment optionality, where appropriate. Modules including/offering this opportunity within their assessment regime have been highlighted in the Programme Specification. For Project Management for Construction, these modules are: BE415, BE535, BE635; further details can be found in the Module Descriptor under either the Teaching and learning activities section (for Formative Assessment) or Assessment tasks section (for Summative Assessment). This system provides opportunities for Inclusive assessment practice; providing choice for assessment to students.

A variety of forms of assessment are used across the three levels of the degree programme to demonstrate ability in a range of skills. The following definitions are included within the Built Environment & Civil Engineering Division Student Handbook issued to all students:

Examination/Test (including open book, seen and unseen examinations): a demonstration of knowledge, understanding, analytical skill and ability to apply knowledge.

Essay: a demonstration of understanding and analytical and written communication skills.

Project (including individual, group work and Level 6 project): a demonstration of independent research skills and written communication skills.

Report (including laboratory reports and field reports): a demonstration of reporting and written communication skills. Laboratory reports additionally demonstrate laboratory skills whilst field reports demonstrate field and group research skills.

Seminar presentation: a demonstration of knowledge, understanding, verbal communication, presentation skills, and ability to respond to questioning.

Debate: a demonstration of knowledge, understanding, verbal communication, and ability develop arguments in response to expressed views.

Presentations / Poster presentation: a demonstration of knowledge, understanding, and written and visual communication skills.

Portfolio (including article reviews): a demonstration of reflective engagement in workshop activities, reflective reading skills, and written communication skills.

Other methods (including assessment methods such as mapping and bibliographic writing exercises).

A number of transferable skills, such as self-motivation and communication, team working is embedded within the primary modes of delivery of learning and is not necessarily separately assessed. However, satisfactory achievement of the learning outcomes requires that such skills are developed to an appropriate level.

Levels 4 and 5 Assessment

At Level 4 and Level 5 the curriculum is based around a series of core subjects in engineering. In all subjects, a combination of coursework and/or examination is designed to assess students’ appreciation of fundamental engineering principles and their application. The coursework may be based on laboratory work, literature research or integration of assignments designed to test the abilities of students to organise and work in groups.

Level 6 Assessment

At Level 6 students are required to take modules in core subjects including Design of Structures and Reinforced Concrete Design. In all subjects, a combination of coursework and/or examination is designed to assess students’ appreciation of fundamental engineering principles and their application.

of 23

The coursework may be based on laboratory work, literature research or integration of assignments designed to test the abilities of students to organise and work in groups.

Assessment criteria

The Standard University of Brighton Criteria for undergraduate programmes are used for assessment and grading. These criteria are included within the Built Environment & Civil Engineering Division Student Handbook issued to all students electronically. Where criteria for specific items of assessment differ from these requirements, full details are published within the module hand-outs issued to students.

Learning Outcome Assessment

method

Module Number

of credits

Knowledge and Understanding Students should be able to: review and evaluate the context, procedures and the practices (including current issues and problems) within the built environment that building professionals seek to understand including developing appreciation of ‘constructability’, life cycle of buildings and knowledge and understanding of common building defects and the effect of adaptation of buildings and the development of new projects.

Examination ~ coursework, portfolio, laboratory report, fieldwork reports, presentation, Final year dissertation

BE415, BE515, BE435, BE436, CE412, BE516, BE535, BE536, BE556, BE615, BE635, BE658, BE695

300

apply the tools and techniques used in project management for construction, by initially engaging with the processes, aims and objectives within the built environment; then by understanding and applying the methods that project manages use to facilitate the construction process.

Examination, coursework- portfolio, fieldwork report, presentation.

BE435, BE436, BE535, BE536, BE556, BE516, BE575 BE635, BE658

200

demonstrate a high level of expertise in the ‘constructability’ in the adaptation of buildings and the development of new projects.


BE415, BE515, BE535, BE556, BE575 BE635, BE658

140

Intellectual Skills develop a reasoned and critical argument through the integration and interpretation of primary and secondary materials;

Examination ~ coursework, portfolio, laboratory report, fieldwork reports, presentation, Final year dissertation

BE435, CE412, BE535, BE556, BE658, BE695, BE635

160

develop methodologies for appraising project requirements and to develop solutions for defects in buildings and evaluate the feasibility of change of use.

Examination ~ coursework, portfolio, laboratory report, fieldwork reports, presentation, Final year dissertation.

BE435, BE415, BE515, BE695, BE635, BE655

140

of 23

apply the skills of problem analysis; the preparation and presentation of solutions, and the defence of these within their peer group and invited external evaluators


BE415, BE515 BE535, BE556 BE635, BE658, BE695

160

to develop the ability to work with peers and to contribute to group activities;


BE415, BE515, CE412, BE535, BE556, BE635, BE658

140

expand the student’s knowledge base through individual research and reading and contribute this to the knowledge pool of the cohort.


BE415, BE515, BE535, BE556, BE635, BE658, BE695

160

generate research questions and identify and use appropriate methods in reaching and reporting conclusions;


BE535, BE556, BE635, BE658, BE695

120

critically evaluate evidence, ideas and theoretical standpoints within a breadth of Project Management for Construction contexts;


BE535, BE556, BE635, BE658, BE695

120

undertake a deeper approach to learning and understanding;


BE435, BE556, BE658, BE695

100

understand the constructed and dynamic nature of knowledge.


BE535, BE556, BE635, BE658, BE695

120

Discipline-specific skills collect, interpret and synthesize different types of site investigative information, Project Management for Construction information data and records;


BE435, BE415, BE515, CE412, BE535, BE556, BE658, BE615, BE635

200

gather and present evidence from primary and secondary sources to support and develop proposals for redial works to buildings

Examination ~ coursework, portfolio, fieldwork reports, presentation, Final

BE435, BE415, BE515, BE535, BE556, BE658, BE615, BE635

180

prepare effective drawings and diagrams Coursework ~ BE435, BE436, 260

of 23

using appropriate approaches and technologies and understand the application of contract administration for new build and refurbishment projects

portfolio, fieldwork reports, presentation.

BE415, CE412, BE515, BE535, BE536, BE516, BE556, BE615, BE635, BE658,

work safely and effectively in laboratory and field contexts and be Health, Safety and Welfare proficient;


BE415, BE435, BE436, CE412, BE515, BE535, BE556, BE658, BE615, BE695, BE635

260

understand the basic theoretical, philosophical and methodological issues relating to qualitative and quantitative research; .


CE412, BE556, BE516, BE658, BE695

120

understand the processes of knowledge generation in the disciplines of the built environment including


BE415, BE435, BE515, BE535, BE556, BE516, BE658, BE615, BE695, BE635

240

identify built environment problems or issues, to investigate them through appropriately planned, designed and implemented research projects, and to present the findings as project report using reasoned argument to draw clear conclusions


BE415, BE515, CE412, BE535, BE556, BE575, BE658, BE615, BE695, BE635, BE636

240

Transferable skills On successful completion of the course the graduate should be able to: communicate ideas and arguments effectively in writing, verbally, and graphically;

Examination ~ coursework, portfolio, laboratory report, fieldwork reports, presentation,

BE535, BE556, BE575, BE658, BE615, BE635, BE636

140

collect, record, analyse and present data of various forms using appropriate analytical techniques;


BE436, BE415, BE515, CE412, BE535, BE536, BE556, BE516 BE635, BE636, BE658, BE695,

260

learn and study independently, to take responsibility for the management of independent investigation and learning, and to plan time effectively;


BE415, BE515, BE535, BE556, BE635, BE636 BE658, BE695

180

work and communicate effectively as part of a team;

Coursework, portfolio, laboratory report, fieldwork reports, presentation.

BE415, BE515, BE535, BE556, BE658, BE635

120

demonstrate competence in the use of appropriate IT packages to find, explore, develop and present numbers, text and

Coursework, portfolio, fieldwork reports, poster

BE435, BE436, BE415, BE515, BE535, BE536,

280

of 23

images;

presentations, verbal presentation.

BE556, BE516, BE575 BE658, BE615, BE635, BE636,

use appropriate techniques for job-seeking and information acquisition for life-long learning;

Coursework, portfolio, fieldwork reports, poster presentations, verbal presentation.

BE415, BE515, BE556 BE636, BE658 BE695

140

appreciate the broader environmental and academic contexts of their learning.

Coursework, portfolio, fieldwork reports, poster presentations, verbal presentation.

BE415, BE515, BE535, BE536, BE556, BE516, BE615, BE635, BE636, BE658, BE695

240

SUPPORT AND INFORMATION

Institutional/ University All students benefit from:

University Welcome Week

The University of Brighton Student Contract:

https://www.brighton.ac.uk/studying-here/student-contract.aspx

Extensive library facilities, which include:

Extended opening hours (until 2am each day during the Autumn

term and 24 hours during Spring and Summer terms)

Help Desk - enquiries, IT support

Information Adviser, Joyce Storey and Edward Boyden Assistant

Information Adviser who support the School

The Online Library web portal providing access to thousands of

full text electronic journals, databases and e-books which are

accessible 24/7

Resource discovery tools - OneSearch, library catalogue

Individual study spaces, equipped with network points for

personal laptops, and bookable group study rooms

Wireless access throughout the whole library

Open access PCs, loanable laptops, colour and black and white

networked printing, scanning and photocopying facilities

High-specification PCs providing access to more specialised

software

PC Booking System

Computer pool rooms (including workstations and network points for personal PCs in the Aldrich library). All are linked to the University network and SuperJANET services and have daily user support help desk.

Email, file storage, studentcentral (virtual learning environment), UniCard and free access to Microsoft Office 365 for the duration of studies

Student Services, which includes:

Chaplaincy

Childcare facilities

Counselling service

Disability and Dyslexia Team

Student Advice Service (finance, immigration, international

student support)

https://www.brighton.ac.uk/studying-here/student-contract.aspx

of 23

Student Support and Guidance Tutor

A service that provides confidential and non-judgmental support

and advice to students across a range of academic, personal,

financial and other issues. Provides direct support through

informal drop in sessions and one-to-one meetings and guidance

on accessing further help

Personal Academic Tutor Accommodation Office Careers Service (including Graduate Toolkit, Active Student volunteering, Work Placements) Student Charter (relationship between the university, the students union and students)

Course-specific

Additional support, specifically where courses have non-traditional patterns of delivery (e.g. distance learning and work-based learning) include:

In addition, students on this course benefit from:

Handbooks and Guidance Notes

Built Environment & Civil Engineering Division Skills Handbook (Elect.)

Project Handbook (BE695) - including guidance on research ethics

Guidance Notes for Fieldwork and Laboratory Safety

Placement Guidelines

Academic and Administrative Support

Course Leader who monitors academic and personal progress of students on the course

Personal Tutors for personal and academic support

studentcentral that hosts supplementary learning resources in support of modules as well as providing links to additional resources

School administrative support for module registration

The Built Environment Placement Support officer

Students on Placement during their Sandwich year [Supervised Work Experience (SWE)] receive several planned visits from a designated Placement Tutor to support learning and progress in the workplace

Information Adviser who works with staff and students to facilitate access to learning resources available through the Online Library and in Aldrich Library.

Learning Technology Adviser who works with staff and students to enable access to, and use of, Information Technology facilities

Specialist Facilities

School of Environment and Technology Computer Suites containing 165 networked terminals running software suite for computer aided drafting and design (Autodesk AutoCAD Architecture, ArchiCAD), building information modelling (Autodesk Revit, Navis Works), structural analysis and design (SAP2000), rock mechanics (including the programs: Phase2, Dips, Unwedge, Rocfall, Rockplane, Slide, Swedge, Rocksupport, Rocdata, Examine2d), CRISP (FE analysis), GIS (ArcView 3.2), energy analysis and CFD (IES, ANSYS Fluent, EnergyPlus) and other software (Matlab, Power Project, Oasis, Hevacomp, ASTA, Adobe Photoshop, Dreamweaver, Microsoft Office, Rhino, Solidworks).

Concrete Laboratory with curing and testing facilities

Geotechnical Laboratory with drying ovens, sediment sieving facilities, top pan balances, tri-axial testing and shear box equipment, ring sheer apparatus and a dedicated creep laboratory.

Geotechnical Centrifuge for simulating ground changes through time.

of 23

Materials Testing Laboratory that includes three hydraulically powered actuators capable of delivering loads in both compression and tension up to 200kN.

Structural Dynamics Laboratory which includes shakers, model hammer acquisition systems and a 0.5 x 0.5 m shake table.

A drawing studio with 50 drawing tables

A modelling laboratory for the preparation of scale models.

Environment & Public Health Laboratory, seating up to 10, equipped with bench top spectrophotometers for basic water chemistry, membrane filtration equipment, balances, incubators, centrifuge, UV cabinet and sterilisation equipment for public health microbiology procedures

Dedicated Geology Laboratories, with 3 Nikon research-quality petrological microscopes (1 with Nikon SLR camera, 2 with Nikon video camera attachments and monitors), 38 petrological teaching microscopes, extensive rock and fossil samples, extensive teaching thin-section collection, and 4 computer terminals,

Hydraulics Laboratories, with 16m x 0.5m wave flume, Armfield 10m x 0.4m recirculating wave flume, Gunt 10m x 0.4m sediment flume, Armfield 5m x 0.3m flume and two Gunt 2.5m x 0.1m narrow flumes with plate weirs

Environmental Simulation Laboratory with 6m x 4m hydraulic stream table.

Access to 3D scanners, laser cutters and 3D printers.

Extensive range of Surveying equipment including automatic levels, total stations, dGPS and environmental monitoring equipment.

PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

The full time course is studied over 3 years of 31 weeks per year. The academic year is divided into two semesters, of fifteen or sixteen weeks. An optional Sandwich year (normally 48 weeks of study) may be undertaken between Levels 5 and 6 (Years 2 and 3 for full time study). Study is undertaken at Levels 4, 5 and 6 of the national qualifications framework, and is divided into modules. The standard value of a module is 20 credits (equivalent to 200 hours learning) and the structure allows the use of multiples of this (for example the Level 6 individual project module is awarded 40 credits/400 hours). Full-time students study for 120 credits (6 module equivalents) each year, beginning at Level 4 and progressing through Levels 5 and 6. A student must obtain 120 credits at each level before progressing to the next Level.

The Course conforms to the University's modular framework. Students may graduate after three years of full-time study or its equivalent in other modes of attendance. A Foundation Year is offered for entrants who require further preparation for Level Four studies. Intermediate exit points exist at certificate level (equivalent to one year of full-time study), and diploma level (two years full-time study). A supervised work experience may be undertaken during a placement year in industry leading to an award 'in the sandwich mode'

The aims of each Level are as follows:

Cert HE will:

of 23

Provide students with a balanced programme of study spanning topics of design, construction and environmental factors affecting the built environment;

Provide students with a sound understanding of core concepts across the breadth of the subject;

Introduce students to a range of geographical skills including fieldwork, laboratory and IT, together with transferable skills including oral and written communication, teamwork, interpretation and analysis of qualitative and quantitative data, critical analysis and problem-solving;

Provide an opportunity for students to develop additional skills in areas such as languages, science and environmental studies.

Dip HE will additionally:

Allow students to develop a deeper knowledge and understanding of concepts and principles in chosen areas of the discipline;

Introduce students to the critical evaluation and application of core concepts in new contexts;

Provide students with an appreciation of the processes of knowledge generation within the discipline;

Introduce students to the process of research design and implementation in small groups;

Provide students with an opportunity to place their subject-specific and wider learning within the context of employment opportunities and career planning.

BSc Hons will additionally:

Enable students to study advanced aspects of chosen areas of the subject;

Enable students to develop greater independence in their learning;

Provide students with an opportunity to understand and evaluate different approaches to solving contemporary problems in chosen areas of the subject;

Require students to design, implement and communicate the results of an independent specialist research study on a topic of their choice.

Programmes Of Study - Programmes of study are divided into Levels Four, Five and Six (equivalent to the years of a traditional full-time Honours Degree) with students being required to study a combination of 20 credit and 40 credit modules up to 120 credits per level. A programme of study for the Honours Degree consists of a set of modules to the value of 360 credits, which meet the requirement as regards content, sequencing and level for the Course. In addition students may study up to 120 credits of Foundation Level modules in preparation for Level Four. Students should normally complete Level Four within three years of being admitted to the course and Level Six within five years of entering Level Five.

New or revised modules may be included after being validated on an individual basis. The listing of a module as optional/acceptable does not guarantee its availability to an individual student; this will depend on time-tabling logistics and viable class size. All Compulsory Modules will be available to students.

Modes of attendance - The University's standard academic year is divided into two equal semesters. Each module is expected to require six hours of study per week which when combined with a notional 36 hour-week, means that six modules can be studied at any time in the full-time mode.

Level Four Studies:

Normally; Part-time students study three modules per semester. Completion of three/four modules per year by part-time study offers the expectation of the completion of a degree programme in six years, requiring a reasonably long-term commitment to study. Students wishing to pursue less than six modules per year will be counselled on their expectations. Part-time study may require attendance at the university on more than one day per week

The course permits students to study in a mixed mode of attendance. For example, a student may enter as a full-time student and due to personal circumstances, or the requirement to repeat modules, may become part-time for some or all of the remainder of the programme.

120 credits at Level 4 or above

Level Four modules provide students with a thorough grounding in the areas of knowledge fundamental

of 23

to architectural and construction studies and to develop those personal skills which are essential for their later studies and future careers.

The basic principles underlying building technology, information technology, construction materials, the built environment professions, law, mathematics and economics are established with the option of language studies.

All modules at this level will be studied with students from other disciplines such Architectural Technology, Building Surveying, Construction Management and Project Management for Construction offering the opportunity for cross-course transfer following successful completion of Level Four.

Level Five Studies:

240 credits including at least 120 credits at Level 5 (including all compulsory modules).

Level Five modules further develop students' analytical, problem solving and communication skills and prepare them for the industrial placement and the final year. The learning methods are similar to those of earlier semesters, although moving significantly towards case-study work.

Modules further develop the students' understanding in the areas of building technology, surveying, and engineering and scientific design and construction of buildings. A particular feature is the development of skills in the modelling, planning, construction information, technology, and control of human and other resources. Other modules further develop understanding of design and construction and continue the study of law and management. All compulsory modules require students to use information technology for data analysis and communication.

The programme contains modules which are I.T. based and designed specifically to introduce students to current industrial practice and for preparing for work experience and further advance studies in the area of CAD

Some modules at this level will be studied with students from other disciplines such as Architectural Technology, Construction Management, Project Management, Building Surveying and Building Studies offering the opportunity for cross-fertilisation which should enrich the experiences of all students.

Level Six Studies:

360 credits including at least 100 credits at Level 6 (including all compulsory modules plus the Honours Project)

Level Six studies are characterised by the analysis, synthesis and optimisation of the whole design process. Many of the modules are delivered through case studies supported by workshops, seminars and individual and group coursework activities.

The wider range of optional modules at Level Six allows each student to take greater control of the direction of the course by studying a greater number of business or environmental or management subjects.

The Honours Project allows each student to pursue a construction-related topic in depth. The topic may be associated with any of the compulsory modules studied on the course, although students are encouraged to pursue their projects in areas akin to the research areas of staff. A student must make a well argued case for approval by the Course Leader if he or she wishes to follow a topic which is not strongly related to the modules on the course.

Classification of the BSc (Hons) award The algorithm for Honours Degree classification includes a total of 240 Credits at Levels Five and Six, and includes all compulsory modules. At least 100 of these 240 must be at Level Six (including the Honours project)

of 23

The Course Examination Board will use the formulae in Table 2 to calculate the final mark to two decimal places (maximum = 100). A conventional scale is used to relate the final mark to the Honours classification.

Table 1: Project Management for Construction 2017

Level 4

Sem 1

BE415

Introduction to the Built Environment

BE435

Building Technology and Design

BE436

Indoor Environment & Building Services 1

BE475

Land and Construction Surveying

CE412

Construction Materials

Sem 2

Level 5

Sem 1

BE516

Cost & Contract Administration

BE535

Construction Methods & Technology

BE536

Indoor Environment & Building Services 2

BE575

Building Information Modelling

BE515

Built Environment Professional Practice

Sem 2

BE556

Construction Project Management

Level 6 (P)

Sem

42 weeks

Optional Placement Year

BE 675 Industrial Placement Year (for Sandwich mode)

Level 6

Sem 1

BE695 Dissertation Honours Project (40 credits)

BE635

Project Planning & Analysis

Optional One of:

BE615 Building Performance

& Design Configuration

BE655 Building Pathology &

Life Care

Sem 2

BE636

Sustainable Construction

OR

GY631 Environmental Impact Assessment

BE658

Project Management for Construction

Level4

Module code

Status Module title Credit

4 BE415 C Introduction to the Built Environment 20

4 BE435 C Building Technology and Design

40

4 All modules have learning outcomes commensurate with the FHEQ levels 0, 4, 5, 6, 7 and 8. List the level which corresponds with the learning outcomes of each module.

of 23

4 BE436 C Indoor Environment & Building Services 1 20

4 BE475 C Land & Construction Surveying 20

4 CE412 C Construction Materials 20

5 BE515 C Built Environment Professional Practice 20

5 BE516 C Cost and Contract Administration 20

5 BE535 C Construction Methods and Technology 20

5 BE536 C Indoor Environment and Building Services 2 20

5 BE556 C Construction Project Management 20

5 BE575 C Building Information Modelling (BIM) 20

6 (P) BE675 O Industrial Placement Year 0

6 BE615 O Building Performance and Design Configuration. 20

6 BE635 C Project Planning and Analysis 20

6 BE636 C Sustainable Construction 20

6 BE655 O Building Pathology and Life Care 20

6 BE658 M Project Management for Construction 20

6 BE695 M Honours Project 40

6 GY631 O Environmental Impact Assessment 20

Status:

M = Mandatory (modules which must be taken and passed to be eligible for the award)

C = Compulsory (modules which must be taken to be eligible for the award)

O = Optional modules listed are indicative only and may be subject to change, depending on

timetabling and staff availability

A = Additional (modules which must be taken to be eligible for an award accredited by a

professional, statutory or regulatory body, including any non-credit bearing modules)

of 23

AWARD AND CLASSIFICATION

Award type Award* Title Level Eligibility for award Classification of award

Total credits5 Minimum credits6 Ratio of marks7: Class of award

Final BSc (Hons)

Project Management for Construction

6 Total credit 360 Minimum credit at level of award 90

Level 6 and level 5 marks in ratio 75:25

Honours degree

Final BSc (Hons)

Project Management for Construction (Sandwich)

6 Total credit 360 Minimum credit at level of award 90


Honours degree (Sandwich mode)

Intermediate BSc Building Studies 6 Total credit 300 Minimum credit at level of award 90


Degree

Intermediate DipHE Building Studies 5 Total credit 240 Minimum credit at level of award 90

Level 5 marks Not applicable

Intermediate CertHE Building Studies 4 Total credit 120 Minimum credit at level of award 90

Level 4 marks Not applicable

*Foundation degrees only

Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate8 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

60% - 69.99% Merit Upper second (2:1) Merit

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

5 Total number of credits required to be eligible for the award. 6 Minimum number of credits required, at level of award, to be eligible for the award. 7 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Master’s degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 8 Refers to taught provision: PG Cert, PG Dip, Masters.

Document template revised: 2010 of 23

EXAMINATION AND ASSESSMENT REGULATIONS

Please refer to the Course Approval and Review Handbook when completing this section.

The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral ).

Specific regulations which materially affect assessment, progression and award on the course e.g. Where referrals or repeat of modules are not permitted in line with the University’s General Examination and Assessment Regulations for Taught Courses.

In line with the University of Brighton General Examination and Assessment Regulations (GEAR).

Students may be permitted to study up to ONE module, usually other than those which are a normal component of the course, either one Level above or one Level below current Level of study. Students would not be permitted to include a Level 4 module in a Level 6 programme, except in the exceptional case of a L4 language module being part of a language course that a student is continuing at L6.

Exceptions required by PSRB These require the approval of the Chair of the Academic Board

PROGRAMME SPECIFICATION Project Management for ......PROGRAMME SPECIFICATION Project Management for...

Documents

Transcript of PROGRAMME SPECIFICATION Project Management for ......PROGRAMME SPECIFICATION Project Management for...