QS UG Programme Handbook

8/6/2019 QS UG Programme Handbook

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University of Salford

Faculty of Business, Law and the Built Environment

School of the Built Environment

Combined Undergraduate DegreeProgramme Handbook

for the award of

BSc (Hons) Quantity Surveying

Academic Session 2008/09

Edition 1: September 2008



Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying 2

Table of Contents Page

Preface 3

Amendments 4

A General Information

1 Introduction and Background1.1 The University and the School 51.2 The Programmes 5

2 Philosophy and Rationale2.1 The Built Environment 62.2 Philosophy Behind the Programmes 62.3 Aims and Objectives 7

3 Curriculum Design3.1 University Credit Framework 83.2 Rationale for Programme Design and Academic Progression 8

4 Teaching and Learning Policy

4.1 Strategy 104.2 Modularity 104.3 Project based Learning 104.4 Learning Outcomes 114.5 Teaching Methods 114.6 Industrial Placement 124.7 Attendance 134.8 Personal Development and Professional Skills 13

5 Management of Programmes5.1 Roles and Responsibilities 145.2 Committees associated with the Programmes 18

6 Assessment

6.1 Strategy 196.2 Assessment Policy 196.3 Grading System 196.4 Student Support System 206.5 General Assessment Regulations 20

6.5.1 Module Assessment 206.5.2 Level Assessment 216.5.3 Progression 216.5.4 Regulations for the award of Honours Degree 21

6.6 Submission of Coursework 216.7 Plagiarism 236.8 Personal Mitigating Circumstances 23

B Student Guidance 25

C Programme Specification: 37 BSc (Hons) Quantity Surveying

D Module Specifications 46




Preface

This document has been prepared to set out the operation of the combined undergraduateprogrammes, with particular reference to the following award:

BSc (Hons) in Quantity Surveying

Three year full-time Four year thick sandwich with industrial placement Five year part-time day release

BSc (Hons) Quantity Surveying

In recent years the Quantity Surveying profession has recognised the need for surveyors to breakaway from traditional narrow roles and to provide a broader and more unified service to theconstruction industry. The modular nature of the course gives the flexibility required to meet suchdemands and the modules selected to make up the BSc (Hons) Quantity Surveying course reflectthis. Although it is a vocational degree we hope that our graduates will not only possess thenecessary technical knowledge and skill in Quantity Surveying, but will also have developed

interpersonal skills and intellectual capabilities which ensure that they have the opportunity to becometruly competent professionals.

Quantity Surveyors are involved in various aspects of the development process offering a wide range ofservices from strategic advice on development and feasibility decisions, procurement advice, costconsultancy and contractual management, to more specialist functions such as expert witness or lossadjuster. Employed by private practices, public sector agencies, building and engineering companies,specialist contractors and other industrial and commercial organisations, the Quantity Surveyor performsa diverse role offering commercial advice and management expertise at all stages of constructionprojects.

The BSc (Hons) Quantity Surveying course is designed to provide a broad-based education in the realmsof property and development. The primary themes of Law, Economics and Management require ageneral study of generic principles but soon proceed to focus on their application in the specific vocational

context. These themes are underpinned by the development of technical knowledge and skill inconstruction technology and measurement.

Given the diverse and changing nature of Quantity Surveying practice, the course seeks to focus ondeveloping competence in core areas of professional expertise together with the development ofappropriate skills. This is evident in the coverage of areas into which professional practitioners areexpanding their activity such as Project, Value, and Risk Management and by encouraging students toevaluate traditional approaches.

The BSc(Hons) Quantity Surveying programme aims to enable students to develop skills commensuratewith the requirements of a Quantity Surveying graduate. These skills will feature in all areas of thecourse and will allow the student to pursue a career as both a professionally competent QuantitySurveyor and as a capable individual.

September 2007




Amendments




A GENERAL INFORMATION

1 Introduction and Background

1.1 The University and the School

The mission of the University is to establish the University of Salford, nationally and

internationally, as a leading Enterprising University. An Enterprising University is:

• closely attuned to the needs and problems generated by business, industry, the civil andvoluntary services and the wider community;

• proactive in seeking out new ways of fulfilling this socially responsive and inclusive remit;

• focused on achieving excellence - locally, nationally and internationally - as judged byexternal standards; in certain areas the University is already pioneering new standards forthe UK.

Our 'real-world' focus is inherent to the Enterprising University concept, and part of whatmakes the University of Salford distinctive. We will therefore continue to promote it as theunderpinning value and purpose common to all our activities. There are other themes that cutacross all our activities and contribute to our distinctiveness, including multi-disciplinarity,regional and local engagement, equality and diversity, and internationalisation.

The School of the Built Environment is housed within the Faculty of Business, Law and theBuilt Environment. The School has over fifty academics and fifteen support staff. The Schoolis based in Maxwell Building.

1.2 The Programmes

The Quantity Surveying programme has its origins in the 1950’s at the then Royal TechnicalCollege. In 1968 the first full-time students were enrolled with the first output of graduates fouryears later in 1972. A degree programme for part-time students was first offered in 1988.

The Building Surveying programme was introduced in 1975 in response to a growing demandfor university programmes that catered to the needs of the building surveying profession. The

part-time building surveying programme followed in 1992.

Building programmes were offered in the University in the late sixties and early seventies, butceased after 1975. Part-time building programmes were re-introduced from 1993 and a full-time programme, the BSc in Construction Project Management, developed in 1996.

The Property Management programme commenced in 1993 for part-time students and 1994for full-time students.

The Architectural Design Technology programme commenced for the first time in 2006.




2 Philosophy and Rationale

2.1 Built Environment

The construction and property industries are major sectors of the economy with significanceat both national and international level. How they interact with each other is an importantissue, particularly for the design of educational programmes. The School’s view of therelationship between these industries is that the primary focus of the construction industry ison processes that lead to products – in that sense, the construction industry is predominantlyinterested in supply-side issues. It is the use and occupation to which these products are putthat concerns the property industry – making it a predominantly demand-side industry. Studywithin these fields must recognise the importance of process, products and use / occupation.Educational programmes should provide a balance of studies across the full range of theseissues, additionally, the need to develop the individual, particularly in relation to professionalskills. Figure 2.3 indicates the relationship between the industries.

Process

Product

Use/occupation

Innovation

Creativity

Manufacturing:

time

money/cost/resource

quality

health and safety

conflict/relationships

environment

information

organisations

design

function

facilities

assets

operation

technology

Changing

Needs

Construction industry Property industry

Supply side Demand side

Business/enterprise:

value

market

town and country planning

use and needs analysis

investment/portfolio

development

corporate/public policy

Government policy

Figure 2.1 The Relationship between the Construction and Property Industries

2.2 Philosophy behind the programmes

Programmes are designed to provide study that is both academically rigorous and providesthe specific professional expertise in students’ chosen discipline, such that graduates may

play a leading proactive role within the construction and property industries. Degreeprogrammes are developed to provide a broad yet rigorous grounding in the principles andconcepts of construction and property whilst at the same time developing the student’sabilities to be innovative and creative in solving unique problems. To this end, programmesare structured to provide four key areas of study – process, products, use / occupation andprofessional skills.

This framework for programmes offers the Salford graduate the flexibility and opportunity todevelop a wider range of mental abilities so facilitating the development of a proactive role inthe construction and property industries. The graduate will have the ability to influence andmodify the attitudes and behaviour of a client or employer by communicating ideas in acoherent and effective manner, supporting such views with relevant and adequate




documentary evidence. The programme of studies, therefore, has been designed to offer thegraduate the opportunity to operate within the existing framework of the construction andproperty business, but also to alter and effect appropriate changes. At a personal level, thegraduate will be stimulated to adopt a professional and ethical approach that will promotepersonal development, foster self-respect and improve career aspirations.

Salford graduates will be able to do the business in industry and the better graduates will beable to move the business on .

2.3 Aims and Objectives

Programmes are offered in different modes and at different levels. This mix of programmescreates an exciting environment that meets the needs of various stakeholders in highereducation including students, academics, professional bodies, industry, sponsors and societyin general. The aims are to:

develop and deliver quality programmes that are responsive to the needs of both studentsand the construction and property industries

create an academic environment that promotes learning and the pursuit of knowledge provide students with an education that allows them to fulfil their potential and prepares

them for a career in their chosen discipline create the environment for personal development and engender key skills

encourage students to recognise the value of research

The broad objectives for undergraduate programmes are that on successful completion ofundergraduate programmes students will:

have acquired the necessary academic and professional framework to fulfil their potential have knowledge and skills in technological, professional and managerial aspects

appropriate to their chosen discipline have developed their key skills of team working and communication have broadened access to employment in their chosen discipline and be able to make a

positive contribution to their place of work appreciate the value of research and the need for innovation and be able to demonstrate

a positive analytical approach to problem solving




3 Curriculum Design

3.1 University Credit Framework

The University Credit Framework is based largely on the system for Credit Accumulation andTransfer developed by the Council for National Academic Awards in 1988. The Schemerequires that programmes are modular and that for each module attained by a student there iscredit that can be used within a programme or transferred to another programme of studywhere appropriate. Modules are categorised by level of study with the level being equivalentto the year of study on a full-time programme. Therefore, there are three levels – level one,two and three which correspond to a typical three-year full-time undergraduate programme.The recommended size of a module is 20 credits. For BSc (Hons) programmes, students arenormally required to attain 360 credits, with 120 credits at each level. Transfer of creditbetween programmes is dependent upon accreditation of previous learning by the receivingprogramme.

The University Credit Framework also contains requirements that affect assessment but theseare set out in more details in the Assessment section of this document.

3.2 Rationale for programme design and academic progression

The curriculum is designed to provide a framework for students with different entry profiles to

be brought to a consistent level of attainment point at the end of Level One where technicalcompetence is achieved. From that point the focus in Level Two is on education for capabilityand in Level Three on reflection on practice and innovation in order to be able to move the business on . This arrangement is shown in figure 3.2

Level one

Diverse entry profiles

Technical competence

Capabilitydoing the business

Reflection and innovationmoving the business on

Diverse awards

Level three

Level two

Figure 3.2 Rationale for Programme Design

Level One

In Level One the focus is on technical competence. Professionals working in the constructionand property industries require a base knowledge and set of skills in order to be able toperform their roles. The modules in this level are intended to satisfy this requirement. Entrantsto the programme will have a diverse range of academic qualifications and during Level Onethe intention is to bring all students to a similar level (see figure 3.2). There are commonmodules at level one.




Level Two

In Level Two, the main aim is to develop the students’ ability to perform in industry. Themodules in this level have a greater emphasis on the learning outcomes that are categorisedunder ‘evaluation’ and ‘innovation’. The curriculum shifts from the knowledge and skills basedapproach to one that promotes the development of a problem solving capacity.

The requirements of each discipline in terms of ‘capability’ need to be learnt by all students of

that discipline. Each programme has a different set of prescribed modules.

Level Three

Level Three provides students with an opportunity to develop into areas of specialism. Theemphasis of learning outcomes is focussed on ‘evaluation’ and ‘innovation’ and the modulesoffered reflect the research strengths of the School. Modules are prescribed to suit theprogramme but within modules specialisms are promoted.




4 Teaching and Learning Policy

4.1 Strategy

The strategy is to manage and promote learning:

by methods which are responsive to the characteristics of the student cohort within anappropriate environment

through an assessment regime that encourages student-driven learning through programmes which are responsive to the needs of stakeholders and appropriate

to the knowledge base of the discipline

The strategy views teaching, learning and assessment as complementary and interrelatedprocesses. It is implemented within a system which recognises the close inter-relationshipbetween the perceptions of students, academics and other stakeholders, the characteristicsof the student cohort of each programme, the teaching context, the student approaches tolearning, and the learning outcomes.

There are two key aspects of the programme that make a major contribution to theimplementation of the strategy – modularity and project based learning.

4.2 Modularity

Modular programmes display several factors, which when combined produce modularity.Programmes are organised into modules – self contained units of study, credit values will begiven to students who study and are awarded a pass in a particular module, and, theprogression of students, and the final award, will be governed by the credits accumulated.Modularity has certain attractions to a programme of built environment education:

1 greater student autonomy – students will be able to control the pace of learning bymoving in and out of the programme and be able to switch between modes of study.

2 wider access for students – credit will be given for previous study, which allows entryto the programme at the most advantageous point

3 commonality – areas of common interest to different disciplines can be identified anddelivered in common

4 curriculum development – by arranging study in modular form, the individual modulescan undergo curriculum development unhindered by the constraint of ‘wholeprogramme review’, producing a more reactive programme

Programmes are developed recognising the debate within higher education in relation tomodularisation, and are organised into 20 credit modules.

4.3 Project-based Learning

The learning processes employed in the programmes wherever possible embrace theprinciples of project-based learning. In particular, these principles have a significant influenceon the design of coursework.

Project-based learning has an important place in higher education because it provides a rich

set of learning experiences that more traditional forms of learning are less able to initiate. Itdoes this by giving students responsibility for making choices, and taking initiatives in howthey approach and resolve problems. This will inculcate in the students a systematic pursuit ofunderstanding, thereby developing not only specific knowledge and understanding, but alsotransferable skills and techniques. This will be achieved by engaging students in projects thatrequire them to:

extend knowledge and understanding through investigation apply concepts and skills through a mixture of thinking and doing analyse and evaluate problems, thereby demonstrating creative and innovative thinking develop problem solving skills




The necessary skills and techniques required for successful and effective completion ofprojects will be introduced to the students as they progress through the programme tocompliment the projects being set. Such skills and techniques will include:

literature searching collecting literature experimental design use of equipment

data collection (including observation techniques, interviewing, questionnaire design,measurement, automated data recording systems)

data analysis and statistical analysis data interpretation communication skills

Project-based learning also allows assessment of the process as well as the end product tobe taken into account.

4.4 Learning Outcomes

The School has developed a taxonomy of learning outcomes that support the integration ofresearch and teaching. The Module Specifications contain statements regarding the expectedlearning outcomes under the following headings:

Capability-driven outcomes

Knowledge: the knowledge a student must have in order to develop an ability or criticalawareness

Skills: practical skills and abilities associated with applying knowledge to industrial tasks

Research-driven outcomes

Evaluation: the ability to analyse and critically evaluate situations and problems bycomparison with established thinking

Innovation: the ability to solve problems by developing new solutions through creative andinnovative thinking

4.5 Teaching Methods

A variety of teaching and learning methods are employed within the programmes:

Lectures

A lecture will comprise a discourse in which the lecturer introduces new material or expoundson material already presented. Visual aids will be used as appropriate. Students will beencouraged to ask questions and to take part in short discussions within the lecture context.

Tutorials

In tutorial periods, students will work on assignments under the supervision of the lecturer.During such periods, the lecturer will give personal instruction to individual students or to theclass as a whole as appropriate. Students will be encouraged to identify problems withsubject material and to initiate ideas relating to the topic.

Seminars

In many subjects lecturers will be complimented by seminars. The aim of these is to give theopportunity for discussion of individual and of related syllabus topics. The development ofinformation researching and opinion forming skills, helps refine the decision-making ability.The seminar platform further provides a platform for the application and development ofpresentation skills through both verbal debate and written report.

CourseworkStudents will be required to undertake coursework as part of the programme. This courseworkwill fulfil two major functions:




form the basis of continuous assessment and contribute to the grade for a particularmodule

provide the basis for demonstrating integration and cohesion across subjects

Normally at the beginning of each semester, students will be given their coursework tasks anda schedule of hand-in dates. The coursework will comprise a series of tasks that are relatedto individual modules or groups of modules as appropriate. Each coursework will containtasks for all the modules on offer at that time, but students will respond to only those sections

that relate to modules that they are currently studying. The number of tasks in eachcoursework will vary from module to module and will depend on the learning strategy beingadopted.

Project Work

A feature of the programmes is the use of group project work. These periods of individual orgroup work on a prescribed topic will require students to interpret and respond to a taskbriefing, and initiate and control research and other techniques to develop a solution. Staffguidance is available throughout project work, but students are encouraged to take personalresponsibility for the learning process, thereby refining personal development and problemsolving skills.

Directed Study

A considerable emphasis is placed upon the importance of private study in the developmentof both knowledge and personal study skills, including the capacity for personal andindependent thought, and this may include the study of syllabus topics or wider relatedindustry issues.

Guest Lecturers

Throughout all years of the programme, experts in various fields will be brought in to deliverlectures.

4.6 Industrial Placement (where included as part of a programme)

Principles

For programmes that include an industrial placement, it is planned with the following broadaims in mind:

to gain insight into the practical operation of organisation in the profession to enable the development of skills and provide an opportunity to evaluate the use of

theoretical knowledge in the solution of practical problems to open up new areas of information and knowledge which are likely to be of value in

understanding the subsequent academic year to encourage students to develop their own judgement in the solution of problems, to

increase their awareness of the importance of teamwork and to prepare the students forgraduate employment

to enable the University to analyse the students response to the experience offered

Observation and Appraisal

From the foregoing, it can be seen that ideally the experience offered should give the studentan opportunity to develop their skills, put theory into practice, make decisions, solve problemsand evaluate functioning of the industry. The student is required to record observations of theexperience, paying particular attention to new routine activities encountered.Supervision of Work Experience

Academic members of staff will make visits to the students’ place of employment. The studentwill be visited normally at least once during the year. The students will be required to return tothe University for a one-day seminar to discuss their industrial experience, and the progressand preparation of their dissertation.




Report

Students will be required to produce a report on an aspect relating to their industrialexperience. Appropriate instructions are given on the compilation of the report.

4.7 Attendance

Attendance at lectures is important. If you are unable to attend a lecture you are advised to

obtain lecture notes etc. from the Blackboard virtual learning environment or another studentwho did attend. If you are likely to miss a number of lectures (through illness etc) you shouldlet your Level Tutor or Personal Tutor know. You are advised to let individual lecturers knowand make arrangements to retrieve missing notes, handouts assignments, etc. You will beasked to sign attendance registers. These will be used as a record of your attendance at theUniversity.

Attendance at tutorials/seminars is equally important as some modules have assessment byseminar/tutorial exercises. It is your responsibility to ascertain the individual modulerequirements from the lecturer. If you are likely to miss a number of tutorials/seminars(through illness etc.) you should let your Level Tutor know. You are advised to let individuallecturers know and make arrangements to retrieve missing notes, handouts, etc. and tocomplete any assessed coursework requirements.

Full-time students should undertake approximately 18 hours of directed study per weekconsisting of lectures, tutorials, seminars, laboratory and field work. In addition, you will beexpected to undertake background reading, research and complete assessed coursework etc.The time taken to complete this work wil l vary between individuals and it is recommended thatyou spend at least a further 18 hours on self-directed study.

Part-time students should undertake approximately 10 hours of directed study per weekconsisting of lectures, tutorials, seminars, laboratory and field work. In addition, you will beexpected to undertake self-directed study such as background reading, research andcomplete assessed coursework etc. The time taken to complete this work will vary betweenindividuals and it is recommended that you spend at least a further 10 hours on self-directedstudy.

Employers sponsoring students often ask for attendance records of those students. If you donot wish this information to be divulged then you MUST write to Irene McNeil at the SchoolOffice and declare that this information must not be divulged to employers. Please also informyour employer of this in order to prevent misunderstandings between the School andemployers.

For exact hours of attendance please refer to your timetable.

4.8 Personal Development and Professional Skills

The need for students to take responsibility for their own development and for thedevelopment of professional skills is an important aim of the undergraduate programmes.Within each level of study, the skills under development are identified at the beginning of eachsession. Every module in the programme has a learning outcome identified as ‘key skillsdevelopment’. The Key Skills Tutor will map the key skills for the Level onto the modules andprovide tutor support to students. The key skills covered will include:

communication skills written – reports, letters, presentations oral – seminars, presentations, debates meetings – debate, chairing problem-solving innovation interdisciplinary – team working, project management self management – planning, time management




5 Management of Programmes

5.1 Roles and Responsibilities

Overall responsibility for making appointments rests with the Head of School and allappointments referred to in this section are subject to Head of School’s approval.

Associate Head of School for Teaching

Purpose:

To assist the Head of School in the advancement and management of teaching in the Schoolwithin the overall policy and strategic framework set by Senate, the Faculty and the Schooland to assist the Associate Dean (Teaching) in developing and executing teaching strategyacross the Faculty.

Duties and responsibilities:

To assist the Head in the following ways working closely with the other Associate Heads ofthe School:

Team building

o To build effective relationships with relevant School, Faculty and University staff

Policy/Planning

o To develop teaching and learning strategies within the School in conjunction with theFaculty Teaching Development Group comprising the Associate Heads for Teaching,the Associate Dean (Teaching) and a representative from EDU.

o To ensure the execution of agreed University policies within the School, withparticular regard to teaching.

o To formulate, implement and manage School academic plans in relation to teachingconsonant with the mission and strategic objectives of the University

Quality Assurance

o To ensure that the School’s teaching activities are implemented in a way which isconsistent with the maintenance of high academic standards

o To ensure the operation of the University’s agreed quality assurance mechanisms, forexample with regard to course approval, course review, student evaluation ofteaching and responses to external examiners’ reports

o To develop School quality assurance systems in respect of teaching to complementUniversity systems.

Resources

o To liaise with the Head, other Associate Heads, and School staff in ensuring theeffective use of staff, financial resource and space in order to foster high qualityteaching.

Liaison and Co-ordination

o To co-ordinate the teaching activities of the School with those of other Schools withinthe Faculty of Business and Informatics to ensure their coherence with those of theUniversity as a whole.

o To represent the Head, the School and the University, internally and externally asappropriate.

o To disseminate within the School examples of best practice in teaching which havebeen successful elsewhere in the University.




o To maintain and enhance knowledge about teaching developments within the Schooland to act as a communications focal point.

Other tasks

o To undertake such other tasks commensurate with the seniority of the post as theHead of School may require

Director of Undergraduate Programmes

Purpose:

The Director of Undergraduate Studies will be appointed by the Head of School to assist inthe advancement and management of undergraduate level teaching and learning in theSchool.

Duties and Responsibilities:

To assist the Head of School on the following ways:

Team building

o To build effective relationships with relevant School, Faculty and University staff

Policy and Planning

o To lead and co-ordinate the operational management of undergraduate teaching andlearning activities

o To contribute to the development and implementation of the School Academic Planand Business Plan

Quality Assurance

o To work closely with the Associate Head for Quality, Associate Head for Teachingand the School Administrator in the development and implementation of Schoolquality assurance systems in respect of undergraduate teaching and learning

Resources

o To work closely with the School Executive to ensure the effective use of staff,financial resources and space in order to foster appropriate undergraduate teachingand learning within the School

Liaison and co-ordination

o To co-ordinate, at an operational level, the undergraduate teaching and learningactivities of the School

o To act as a communication focal point for operational matters relating to thedevelopment and co-ordination of the undergraduate education provision within theSchool

o

To maintain and enhance knowledge about the operational management ofundergraduate teaching and learning and to act as a communications focal pointo To represent the School, Faculty and University externally as appropriate

Other tasks

o To undertake such other tasks commensurate with the seniority of the post as theHead of School may require




Programme Directors

The Associate Head for Teaching will appoint the Programme Directors in consultation withthe Director of Undergraduate Programmes. Programme Directors will be involved with anentire programme and they will have overall responsibility for:

Strategic:

academic leadership for the discipline / mode of the programme contribution to the continued development of the programme course monitoring and evaluation

Operational:

assisting Level Tutors with the preparation of assessment results for ProgrammeAssessment Boards

assisting the Admissions Tutor with Open Days liasing with professional bodies / employers as appropriate

Level Tutors

The Director of Undergraduate Programmes will appoint Level Tutors in consultation withProgramme Directors and the Associate Head for Teaching. Level tutors will haveresponsibility for the day-to-day running of the Programmes, and will have operationalresponsibility for:

Pastoral care:

pastoral care of the students on the Level liaison with Module Leaders regarding individual student performance to provide

additional support to students where appropriate monitoring the attendance of students from module attendance records

Teaching and assessment:

organising a programme of Level assessment managing and co-ordinating the delivery and assessment of the Level, including co-

ordinating module results for Module Assessment Boards and ProgrammeAssessment Boards

arranging meetings of module tutors, normally one per semester, co-ordinating andsetting the agenda

co-ordinating the mentoring of part-time lecturers (in consultation with moduleleaders)

Admissions:

assisting the Admissions Tutor with admissions procedures assisting with the induction programme, registration and enrolment in consultation

with the Admissions Tutor

Professional development

assisting students with graduate employment (Level 3) contributing to the development of professional skills and assisting students with

personal profiling (all Levels)




Admissions Tutor

The Associate Head for Teaching will appoint the Admissions Tutor in consultation with theDirector of Undergraduate Programmes. The Admissions Tutor will have responsibility for:

Prospective student liaison:

undertaking school visits as appropriate

organising the response to enquires from prospective students and employers

Admissions:

receipt of and response to applications in liaison with School Office co-ordinating interviews (rota system) organising procedures for UCAS clearing developing APL procedures making formal offers to students preparing and maintaining statistics as appropriate

Induction:

organising and managing the student induction programme

writing the School student handbook

Placement Tutor

The Associate Head for Teaching will appoint the Placement Tutor in consultation with theDirector of Undergraduate Programmes. The Placement Tutor will have responsibility for:

Strategic:

assisting in the fostering and development of links with industry assisting in the development of the Professional Liaison Committee

Operational:

meeting with each student to determine placement preferences

organising student skills development (CV, interview skills etc) liasing with employers co-ordinating the assessment of work placement

Dissertation Tutor

The Associate Head for Teaching will appoint a Dissertation Tutor in consultation with theDirector of Undergraduate Programmes. The Dissertation Tutor will have responsibility for:

Strategic:

developing dissertation standards in line with School policy and procedures developing web based support for students undertaking the module

Operational:

allocating dissertation (and technician project) supervisors to students co-ordinating the assessment of the dissertation presenting dissertation results to the relevant Examination Boards

maintaining dissertation assessment statistics




Dissertation / Project Supervisors

The Associate Head for Teaching will appoint a Dissertation Supervisors in consultation withthe Director of Undergraduate Programmes. The Supervisors will have responsibility for:

Operational:

monitoring the student’s progress by arranging regular meetings and maintaining

records advising and guiding the student through the work assessing the dissertation in accordance with the agreed criteria assessing other dissertations as second markers

Module Tutors

The Associate Head for Teaching will appoint Module Tutors in consultation with the Directorof Undergraduate Programmes. The Module Tutor will have responsibility for:

Strategic:

design, maintenance and review of the Module Specification in accordance withUniversity Procedures

Operational:

delivery and assessment of the module in accordance with the details set out in theModule Specification

maintenance of records of achievement in the form appropriate for the School RecordSystem and presentation of results at Module Assessment Boards

maintenance of attendance records for all scheduled lectures etc liaison with Level Tutors regarding individual student performance, and providing

additional support to students where appropriate attendance at meetings necessary for the proper function of the programmes

5.2 Committees associated with the programmes

The University requires the School to establish certain committees and these form the SchoolCommittee structure. The School conducts certain aspects of its business through itsmanagement roles and, where appropriate, through management groups. These, togetherwith the management roles of individuals, form the School Management structure.

The Committee Structure identifies the formally constituted committees of the School. Thebusiness of these committees is set either by the University, the Faculty or the School. Eachcommittee has a constitution, terms of reference and reporting lines. The purpose of thesecommittees is to conduct formal business of the School in a way that allows a variety of viewsto be expressed an taken into account. All Committees are minuted and a record kept forinformation. Reference should also be made to the University’s current Academic QualityHandbook for details of all Committees. Committees associated with the programmes include:

School Council/Board MeetingsStaff/Student MeetingsHealth and Safety MeetingsTeaching and Learning MeetingsModule Assessment Board MeetingsAssessment and Award Board MeetingsPersonal Mitigating Circumstances Meetings




6 Assessment

6.1 Strategy

Assessment is designed to achieve two principal aims:

Summative – to judge students against standards commensurate with the requirementsof the programme, in order to ensure that students reach a level of attainment appropriatefor progression, and in the final stage for the award of the degree

Formative – to provide students with a clear indication of their strengths and weaknessesacross the curriculum, and other areas of personal development, in order that they canmodify their performance to produce improvement

Three processes are used to satisfy the assessment of these aims, namely, the assessmentpolicy, the grading system and the student support system

6.2 Assessment policy

The School operates a policy for the assessment of modules. This policy is:

the assessment of modules within a level should be consistent at level one twenty credit modules will have three assessments, with one of the three

assessments being required early in the first semester at level two and three there will be two assessments for twenty credit modules the burden of assessment should be balanced between semesters and wherever possible

strike a good balance between formative and summative assessment

6.3 Grading system

The performance of students in relation to summative and formative assessment will begraded. The grades correspond to performance criteria associated with the objectives of themodule. The grading system is designed to:

Ensure that the mark awarded reflects the performance of the student

Provide an objective description of the students’ performance, which can be used by the

students in modifying their approach to study

Provide a basis to combine individual marks to produce overall assessment outcomes

All assessed work, coursework and examinations will be awarded marks (%) which willcorrespond to the grades / criteria as shown in table 6.3.

Table 6.3 sets out the guidelines for criteria grading of work, it is intended to aid tutors in theformulation of coursework and examinations, and students will find it useful when consideringthe results of a particular piece of assessed work.

The example criteria given in table 6.3 are organised under the headings of the principallearning outcomes of the modules. A full description of these grades is provided within theUniversity Quality Assurance handbook.




Pass Fail

GradeAward

%

A1

70-100

B2.1

60-69

C2.2

50-59

D3

40-49

E

30-39

F

0-29

Outcome/

Ability

Very good

toOutstanding ability to…

Good ability

to…

Fair ability

to…

Adequate

ability to…

Unsatisfactory

ability to…

Poor

ability to…

Knowledge ExplainSelect

DefineInvestigate

RecogniseDescribe

IllustrateIdentify

Skills SolveCompute

ConstructDesign

OrganiseComm’cate

CompileDem’strate

Evaluate AppraiseAssess

AnalyseContrast

CriticiseInterpret

SynthesiseQuestion

Innovation CreateInvent

DevelopDevise

PredictImagine

FormulateTheorise

Table 6.3 Guidelines for criteria grading

6.4 Student support system

The student support system is designed to achieve two aims:

provide pastoral care for students

act as an early warning system when students are encountering difficulties with theirstudies

The system is operated by the Level Tutors for the programmes, working under the directionof the Director of Undergraduate Programmes

6.5 General assessment regulations

The Modules at Level 1, 2, 3 and their credit value are stated in the Programme Specification.All learning activities that are essential for the award are incorporated within the modules.

Assessment will be conducted in accordance with the general regulations and ordinances ofthe University and with the regulations set out in this Handbook. Notwithstanding theregulations set out in this Handbook, the Assessment Board has the discretion to considereach case on its merits and take whatever action is deemed appropriate. The ModuleAssessment Board considers the assessment of modules and the Programme AssessmentBoard considers progression and award issues.

6.5.1 Module assessment

To obtain a pass and be credited with the module credit value a student must normally:

achieve a minimum mark for the module of 40%

The mark awarded for the module will be the combination of the marks awarded for individualcomponents of assessment (referred to as component marks) aggregated in accordance withthe weighting set out in the module specification.

Students who do not satisfy the above requirement may be required to be re-assessed whichwill involve them in resubmission of coursework and / or re-examination as determined by the




Programme Assessment Board. After satisfactory re-assessment, a student will be awarded amaximum module mark, capped at 40%.

Students who do not present themselves for re-assessment, or who do not satisfy the aboverequirements after re-assessment will have a fail recorded for the module.

6.5.2 Level assessment

The Level mark represents a summary of the student’s performance at that level. It is derivedfrom the Module marks at that level and is calculated as the weighted average of the Modulemarks.

6.5.3 Progression

In order to progress from Level One to Level Two, a student must:

accumulate a minimum of 120 credits at Level One

In order to progress from Level Two to Level Three, a students must normally:

accumulate a minimum of 240 credits, not more than 120 of which have been awarded atLevel One

If a student does not achieve 40% in a module they may be eligible for automaticcompensation. University Academic Regulations for Taught programmes will determine therules that trigger automatic compensation. Exceptionally students may be entitled todiscretionary compensation. Examination Boards will interpret the rules for discretionarycompensation on a case-by-case basis as specified in the Academic Regulations for TaughtProgrammes.

Students who do not satisfy the above requirement after reassessment will not be allowed toprogress to the next level of study until they have passed outstanding modules.

6.5.4 Regulations for the award of honours degree

In order to be awarded the degree of Bachelor of Science with Honours a student must

normally:

have accumulated 360 credits, not more than 120 of which are credited at level one andnot less than 120 of which are credited at level three, and

additionally, where the degree is awarded with industrial placement:

have produced a satisfactory report in accordance with 4.6 above

The Programme Mark represents a summary of the student’s performance on theprogramme. The classification of the degree will be determined by a unified mark thatconsists of:

25% of all level two modules

75% of all level three modules

6.6 Submission of coursework

The School considers that given the practical disciplines that need to be acquired by students,and the reliance within the programme on project work, it is important that there is a clearpolicy on the submission of coursework.

Coursework will normally be marked and returned three weeks (of term time) after the hand-indate. The regulations that apply to the submission of coursework are:




students will be issued with a schedule of coursework and the corresponding hand-indates at the start of the assessment period

students who submit work late will be penalised in accordance with the University penaltysystem for late submission.

The purpose of these regulations is to encourage students to have a professional approach tothe organisation and management of their time.

You MUST keep a copy of the coursework that you hand in for assessment. In the event ofcoursework going missing then this copy, together with the signed and dated yellow colouredcopy of Assessed Coursework Form (AC1) will be required as proof that you have completedthe work.

6.6.1 Please note the following steps in the procedure for handing in coursework:

• When submitting coursework you must fill in an Assessment Coursework Formand a Declaration on Conduct of Assessed Work (Academic Good Conduct)form.

• All coursework is to be handed in to the School Reception on the 4th

floor ofMaxwell Building between 10.00am – 2.45 pm. Please note that although workcan be handed in during the week, the Friday of the specified submission week isthe official deadline. When the School reception is closed, coursework and

completed Assessed Coursework Forms can be posted in the green box situatedoutside the School reception.

• After 2.45pm coursework should be placed into the green box outside the schoolreception. At 4.00pm the box will be emptied and the work will be marked asreceived on time. After 4.00pm work will be marked late, see penalty systembelow.

• A completed Assessed Coursework Form must accompany all items ofcoursework being handed in. You will be handed the Yellow copy as a receipt.This is your proof of submission and you are advised to keep it safe until afteryou have received your Student Profile at the end of the semester.

• Supplies of Assessed Coursework Forms and Declaration on Conduct ofAssessed Work (Academic Good Conduct) form are held in the Maxwell Studio.Prior completion of forms helps to avoid queues at the School reception.

• During teaching weeks, marked coursework and feedback will be returned to you.

Where a module has 2 coursework assessments, the 2nd coursework mark willonly be made available to you after the Examinations Board.

• Your marked coursework and feedback will be available from the Schoolreception. Your Module Tutor will notify you when your work is ready forcollection.

• Some coursework is needed for scrutiny by external examiners. If yourcoursework needs to be kept you will receive a photocopy of your original.

• Where coursework is available for collection from the School Office afterExaminations Boards, you will be informed via notice boards / email. Anyuncollected coursework will be destroyed

A penalty system operates for late submission:

Late up to 7 calendar days - 10 marks deducted down to a mark of 40 or a pass

gradeLate between 8 & 14 calendar days - 20 marks deducted down to a mark of 40 or apass gradeMore than 14 calendar days – The work is regarded as a non-submission

• The Examinations Board will take into account any personal mitigatingcircumstances

• If your work is identified as being plagiarised, or a non-authorised collaborationeffort, then all students who have submitted the piece of work will be awarded a




zero mark. This is a very serious disciplinary matter and University DisciplinaryProcedures will be commenced.

6.7 Plagiarism

Unless you are given specific instructions otherwise, ALL assessed coursework should beyour own, unaided work.

PLAGIARISM must be avoided. Plagiarism is the inclusion of portions of any other person’soriginal work without acknowledgement and/or without significant alteration andreorganisation of the substance.

You should never attempt to rephrase sources of material without citing the reference. If youhave to ask the question “How much do I have to alter to be sure of not plagiarising?” thenyou are probably plagiarising!

Some examples of unacceptable practices are:

• Lack of cited references

• Patchwork plagiarism - combining two sources to create a new passage

• Close paraphrasing - simply changing one word for another, without altering any

other structure• Unauthorised Collaboration - using the results of another student’s efforts,

literature searches, drafts or final submission etc.

• Mutual Support - agreeing to share your efforts with another student. (e.g.lending a piece of work to someone else just before a submission deadline.)

If you are suspected of plagiarism, the School, will take action. Plagiarism in all itsforms is a serious disciplinary matter. It may lead to your expulsion from theUniversity.

The University Policy and Guidelines on Plagiarism can be found on the University’s web site,URL: http://policies.salford.ac.uk/

To avoid problems with plagiarism:

• All marks given to students before examination boards are provisional. Examinationboards determine the final marks or grades and the profile sent out to students will reflectthe final mark or grade agreed by the examination board.

• The School operates a moderation procedure. Moderation ensures consistency andquality of marks or grades. Students have no right of appeal regarding the academic judgement that determines marks or grades awarded.

6.8 Personal Mitigating Circumstances (PMC)

You must keep your Level Tutor or Personal Tutor informed of any illness or other personalcircumstances, which affect your attendance and academic performance at the University.

The University has a procedure for submitting personal mitigating circumstances and youmust obtain a copy of the Personal Mitigating Circumstances (PMC) form from the SchoolOffice. The procedure applies to exceptional circumstances in which you may be absent froman examination or you consider that your performance in an assessment may have beenadversely affected in a significant way due to illness or other circumstances. In all cases PMCforms must be accompanied by third party evidence of the circumstances, for examplemedical evidence. PMC forms and accompanying evidence must be submitted prior to themeeting of the PMC panel. PMC panel meetings will take place shortly before examinationboards. PMC applications must:




• Be made by the student, stating the reasons and the modules and assessmentswithin the modules affected.

• Have third party evidence attached for example a doctors note or a death certificate• State whether the case is for lateness or standard of performance, but not both.

• Be submitted at least two weeks before an examination board so that a special PMCpanel can decide whether the PMC is accepted.

If PMCs are accepted then there are two possible outcomes:

• The penalty for late submission is removed

• The student is given the opportunity to improve the standard of the work, normally bytaking a resit coursework or examination

If PMCs are not accepted then penalties for late submission remain and students are notgiven the opportunity to improve their performance.

Coursework handed in over two weeks late is considered a non-submission. Normally if acohort of students’ work is marked and handed back no further work can be accepted. In thiscase students who have a PMC accepted will take the resit coursework and there will be nopenalty applied.




B STUDENT GUIDANCE

Blackboard Virtual Learning Environment (VLE)The University and the School support the use of a virtual learning environment (VLE). The VLE hasmany purposes, some of which are to:

• Allow lecture notes, assignments and presentations to be posted

• Let the tutor post messages or send e mails to all module participants• To hold discussion groups

• To have on-line assessments

• To allow students to submit assignments

You will be given instructions on how to use the VLE and module tutors will tell you what it will beused for.

Car ParkingThere is a charge for parking in all University car parks, via a daily or annual fee. Not all University carparks are made available for students. Please familiarise yourself with fees and access beforedeciding how you travel to the University. Car parking is dealt with from the ground floor of CrescentHouse, see details at: http://www.estates.salford.ac.uk/facilities/carparking.php

Communication

Student / School Communication

It is of the utmost importance that you keep in regular contact with the School during your time withus. Likewise, it is important that the School is able to contact you as and when necessary.

Mail and telephone contact details

At some time during enrolment and/or induction periods you will have been asked to complete either aFull Time or Part Time Student Details Form (whichever is applicable) which records name, homeaddress, term time address (if different from home), home/term telephone number, mobile number,

employers telephone number, etc. It is very important that we have this data on record. The datarecorded on the profile is used by various academic and administrative staff on a regular basis foremergency phone contacts, mailing addresses, etc. and as such it is important for daily and weeklycommunication requirements. It is also important that any changes, for example moving house, arenotified to the School Office as soon as possible.

Email Communications

At times there is a need for a fast and reliable means of achieving mass communication to students.For example to send out a message that a lecturer is ill and their lecture has been cancelled. At timesthere may be only a day or two’s notice about such difficulties and normal land mail is not then anoption. The School believes that email messages are an ideal media for mass communicationswith students but it can only be successful if students access their messages on a regularbasis. When you attend induction week you will receive a student user name and password foraccess to the vast array of software packages available within the university. Access will also begiven to the internet and the university email facility.

It is very important that you access your university email messages on a regular basis. TheSchool is well aware that you will have other email accounts with providers such as ‘Hotmail’,‘Freeserve’, ‘AOL’, etc., but we will only send out messages to your Salford University account. Thecomplex logistics of setting up links to individual email accounts (which students frequently change)prohibit alternative approaches. You are provided with a free university email address and this is theaddress we will use to send messages. Where another email provider allows downloading ofmessages from the Salford server to its own server then you may of course take advantage of thisfacility but it is your responsibility to do this. School technicians can give some advice on this.




Notice BoardsThe School entrance will have notice boards that will be used to communicate much information tostudents. All courses and levels of study have their own areas which will be populated with items suchas timetables. There are also areas for correspondence from potential employers and professionalinstitutions. There is also an important message board that will be used for specific notices forindividuals or groups.

IntranetThe School has set up a student intranet, URL: http://intranet.scpm.salford.ac.uk/studentintranet/

The purpose of the intranet is to communicate with our students better and provide all students with arepository of help and information. Notices will be posted on the intranet and there is a section whereprospective employers register their interest in employees.

Please use the intranet and continue to monitor its development.

Key School Communication PolicyIt is your responsibility to:

• keep the School up to date with all address and telephone contact details,

• keep the School up to date with any enforced absence,

• regularly access your university email account for important messages

• regularly access the student intranet to check information and any updates

It is the School’s responsibility to:

• provide you with a functional university email address for communication purposes

Personal Communications with Academic Staff

Using email is one means of communicating with academic staff, to highlight problems withcoursework or lectures for example, and as lecturers are not frequently available to take phone callsperhaps email is a good way to make initial contact. However, staff do not have the time to providedetailed replies by email on an individual basis. Thirty minutes typing a two-page response to astudent query would equate to a five minute face to face chat. Therefore, students are encouraged toask for a short meeting with Level Tutors or module tutors for all but the briefest of requests, i.e.where a yes/no answer is all that is needed.

Do not forget that fellow students may well have the answer you are looking for and you areencouraged to discuss aspects of understanding and interpretation of lectures, handouts, textbooksand personal research with them. This is one aspect of reflective learning and is a proven method ofenhancing your studies. However, please be aware of the differences between ‘Reflection’ and‘Plagiarism’ (see section 6.7 on Plagiarism (above)).

ComplaintsStudents are encouraged to resolve complaints at a local level and as close to the source of theproblem as possible. Level Tutors can assist you to resolve any concerns that you may have. It isexpected that most complaints will be resolved before any formal complaint is necessary. However

formal complaint procedures are in-place, that can be accessed via the student intranet, see URLabove.

ComputingSee entries under Information Services and Learning Resource Centre.




Degree ClassificationThe Examination Board, taking into account the overall average mark, will determine the honoursdegree classification in accordance with the regulations for the specific programme. For generalguidance, the boundaries for the honours classes will be as follows:

First class: 68.5% or above

Second Class, Division One: above 59.0% and below 68.5%

Second Class, Division Two: above 49.5% and below 59.0%

Third Class: above 40% and below 49.5%

In order to be awarded the degree of Bachelor of Science with Honours a student must normally:

• have accumulated 360 credits, not more than 120 of which are credited at level one and not lessthan 120 of which are credited at level three, and

Additionally, where the degree is awarded with industrial placement:

• have produced a satisfactory industrial experience report.

All honours degree classifications awarded offer full exemption from the examinations of theappropriate Division of The Royal Institution of Chartered Surveyors, Chartered Institute of Buildingand the British Institute of Architectural Technologists.

DissertationFor undergraduate programmes you are required to present a research-based dissertation before thecommencement of the final year examinations. The broad aims of the production of this dissertationare to introduce you to identifying and developing appropriate problem statements and researchquestions and these to be investigated through orderly analysis, synthesis, and editing and finalpresentation of information in a coherent and appropriate manner.

This is a major piece of work based upon a particular aspect of your studies. You will be assigned to amember of the academic staff who will act as your dissertation supervisor. The supervisor will guide

you in defining the scope of the study; they will monitor your work throughout the year, and advise inthe structuring and presentation of the project.

Your supervisor will not lead this process, it is your responsibility to uti lise their services.

You have to suggest a research topic and achieve acceptance of it by the School. It can be any topicthat has an acceptable theme appropriate for your course of study. Your supervisor must find thetopic appropriate as well as acceptable for their supervision.

The dissertation is submitted shortly before the final examinations and marked by two or moremembers of the academic staff using a standard marking scheme so as to arrive at a consensusmark.

All information including guidance, supervisor allocation and submission deadlines can be found on

the dissertation website which is linked from the student intranet at:http://intranet.scpm.salford.ac.uk/studentintranet/

Examination ArrangementsA course calendar that details the teaching weeks, revision, examination and holidays is posted onthe student intranet. Please do not book holidays during teaching or examination weeks.

Details of examinations are provided to you via the School Office and the timetables are clearlydisplayed on the notice boards in Maxwell building and posted on the student intranet. It is yourresponsibility to obtain the details of the examination dates and venues. If you have a genuine reasonfor missing assessment times then you must inform your Level Tutor or Personal Tutor as soon as




possible. The number and type of examination papers each year reflect the nature and extent of thesubject matter studied, and is therefore not consistent throughout the programme. Normallyexaminations are either of two or three hour’s duration. The weighting of individual questions andother instructions are clearly stated on the front of each examination paper and will be explained bymodule tutors.

You MUST bring your student ID with you to all examinations.

Financial Queries or DifficultiesFinancial difficulties can affect us all and the contacts below offer specific financial advice.

Student Assistance Office (information and advice on all University Support Services + StudentLoan Company and LEA queries + International Student queries)Humphrey Booth Househttp://www.isite.salford.ac.uk/sa/

Hardship Fund Office (information on Hardship Fund Grants, Hardship Loans, Bursaries)Humphrey Booth Househttp://www.isite.salford.ac.uk/sa/

Undergraduate Student Records (information on tuition fees and council tax exemption)Humphrey Booth Househttp://www.academic.salford.ac.uk/student_administration/student_records/

Graduate EmploymentA number of prospective employers contact the School and the University regularly during the year.Please consult the School notice board and the student intranet for up-to-date employmentopportunities. In addition, a number of employers will be afforded the opportunity to speak directly toyou. Notices will be posted to keep you informed of the names etc. of the firms who will be coming tospeak to you. The success of such a programme depends entirely on your support and therefore weexpect all full-time final year students and students considering a placement year to attend thesepresentations.

The Careers Advisory Service offers workshops and a wide range of help and guidance on education

and employment for students including vacancies for part-time, casual and vacation work, placementsand graduate jobs. For further information contact Christine Blaymire at the Careers Office on 0161295 4437. and see the careers service web site at:http://www.careers.salford.ac.uk/

GraduationThe University holds its summer graduation ceremony for our School during the second or third weekin July. The University, nearer the time, will provide details about graduation day events . If you wishto attend the graduation ceremony you must keep both these July weeks free until you knowthe precise date. The ceremony is held at the Lowry Centre on Salford Quays. You will receiveinformation direct from the University Graduation Office and you must respond to requests from them,otherwise for example, you will not receive tickets and may not be able to attend the ceremony. TheSchool organises an after- ceremony celebration for all graduates. The School Office is the main

contact point for this.

Health CentreIt is University policy that all full-time students register with a local medical practitioner. You canregister with one of the university medical centres or one closer to where you live. The universityhealth centres are based in Maxwell Building and Allerton Building. The services are run by local NHSmedical practices. In emergencies the service is available to all students and staff whether or not theyare registered with that practice for GP services. Both male and female doctors are available at eachcentre. In addition in every University building there is at least one trained first aider.




See the services provided, times open etc. at URL:http://www.isite.salford.ac.uk/sa/healthcare/medical_centres.php

Help!We all have problems, questions and queries. The main contact point is the Student Assistance Officeand details of this are given below.

Student Assistance Office (if you don’t know the answer to something, however simple)Humphrey Booth House0161 295 0467http://www.isite.salford.ac.uk/getready/support/

This Office offers assistance with all sorts of issues. They are open Monday to Friday 8.30 am – 4.30pm, and can be found on the ground floor, Humphrey Booth House. Telephone 0161 295 0467 Emailmailto:[email protected] The Office provides:

Advice and information on all University Support Services such as:

• I’m having problems with my finances

• I’ve lost my ID card, where do I get a new one?

• I don’t like my course, can I transfer to another one?

• I can’t cope with the amount of work I have to do

Depending on the type of query or problem, it may be necessary to refer you to the many specialistsupport services around the University, but contact student assistance and they will help.

They also have an International Student Advisor for assistance on issues like:

• Life in the UK

• Culture shock

• Visas and Immigration

• Finances

• Employment

• Host scheme (short stays with British families)

• Contact with different communities in the area

Student Union Advisors (help and advice on academic, legal and personal issues)

Student Union Advice CentreUniversity Househttp://www.salfordstudents.com/

For other University Advice Centres, please refer to the specific part of this guide under:

• Finance

• Health

• Level Tutors

• Mathematics

• Study Skills

ID Card

This will be issued to you during University Registration and it needs to be updated every year. Yourcard serves as proof of membership of the University and is needed for access to and use of libraryand computing services. Replacements for lost cards can be obtained from the Undergraduate Officeat Humphrey Booth House, there will be a charge for this service.

Information Services DivisionThe University’s Information Services Division (ISD) offer integrated campus-wide library andcomputing facilities to support coursework and research needs. These include libraries, computing,printing and photocopying. Training and instruction is offered to students on all aspects of the service




that ISD provides. Seminars are available on information searching or specific topics and associatedelectronic databases accessible via the network. See ISD web site at: http://www.isd.salford.ac.uk/

Telephone enquiries should be via the enquiry line on 295 2444.

Our ISD liaison officer is Maggie Smart. Maggie’s email address is: [email protected]

Learning Resource Centre – Maxwell 341Computing and Technical Information support can be obtained from the School’s Learning ResourceCentre Manager, Chet Narsih. Chet is based in the Learning Resource Centre in Room 341, MaxwellBuilding.

It is essential that all students register with Information Services Division (based at the CliffordWhitworth library) and obtain a unique username and password. Instructions will be given during yourinduction programme.

The Learning Resource Centre is open Monday – Thursday between 08:30 – 16:30 and on Fridaybetween 08.30 – 16.00. The learning resource centre is for students and staff of the School of theBuilt Environment only.

Level TutorsThe Director of Undergraduate Programmes carries out the day-to-day administration of theprogramme and is supported by Level Tutors.

Student welfare and progress is dealt with in the first instance by your Level Tutor. All matters relatingto personal welfare and progress along with day-to-day programme issues should be brought to theirattention. Where issues cannot be resolved or involve matters of principle, you should approach theDirector of Undergraduate Programmes who will either action the matter or bring it forward to the StaffStudent or Teaching and Learning Committee. Issues affecting the whole School are referred to theSchool Board for wider discussion.

Your Level Tutor is there to help you with any problems you might have, but it is up to you to makeand maintain that contact. However, you are reminded that you should inform your Level Tutor of anyproblems that might affect your academic performance as soon as they occur. It is very difficult for the

University to take account of mitigating circumstances in assessing your work if we are unaware ofthe problem. Level tutors are:

Technician Alan Lomax and Andy BowdenConstruction Management Andy TurnerAll Level One Studies David Dowdle, Angela Lee and Bingu IngirigeAll Level Two Studies Jon Sanderson, Eric Stokes and Gerard WoodAll Level Three Studies David Horsfall and Mark Shepherd

Management of your ProgrammeThe Head of School, Professor Mel Lees is responsible for the proper organisation of all programmeswithin the School, advised by the committee structure and governance requirements of the School,

the Faculty and the University. Professor Chris Fortune is the Associate Head of Teaching in theSchool.

A Programme Director is responsible for the academic development of the programme you arestudying. They are responsible for initiating proposals to change the content and balance of the taughtmaterial to reflect the dynamic nature of the programme and to reflect the position of your vocationwithin the property and construction industry. A Level Tutor is responsible for day-to-day managementof your programme and for personal tutoring and support.




Maths helpYou are not required to have ‘A’ level maths as a condition of entry to programmes, but some subjectareas require a high level of maths knowledge. If you do not have ‘A’ level maths or feel that youwould benefit from further tuition then you should join the additional maths class (Mathscope). Whilstnot compulsory, we encourage all non-A level maths students to take this programme. No account istaken of the previous level of maths attainment in setting or marking examination papers, the mathslevel is set as that appropriate for the subject material and level of this programme.

One to one mathematics support is available from sympathetic tutors in Mathscope, open 5 days aweek in Room G12 Cockroft Building. You can telephone with your problems or just drop in to talk tosomeone. No appointment is necessary – however its first come – first served! Telephone 0161 2954787. Email [email protected]. Website: http://www.mathscope.salford.ac.uk/homepage.htm

Opportunities for Additional Student SupportThe University has a team of Advisers to co-ordinate guidance and support for students withdisabilities and specific learning difficulties. The University undertakes to respond to individualrequirements within the resources available and will offer advice to students on the support availableto facilitate study.

Special arrangements are made to assist students with disabilities and specific learning difficultieswith their studies. These arrangements apply to permanent or temporary disabilities and are unique toindividuals. If these arrangements should apply to you, you should contact your Level Tutor orPersonal Tutor immediately.

The Equalities and Diversity Office provides support, information and advice to both staff and studentson equality and diversity issues including disability and specific learning difficulties. See web site,URL: http://www.equality.salford.ac.uk/

Initial screenings and formal assessments for dyslexia can also be arranged. For further informationcontact 0161 295 9000 or Email: [email protected]

PasskeyThe Faculty are introducing a support initiative, particularly for new students, called the Passkey

project. Additional staff, resources and activities will be introduced to help new students through theinitial phase of their study programmes. More details will be given out at induction.

Personal Development Planning (PDP)PDP is defined as a structured and supported process undertaken by students to reflect upon theirlearning, performance and/or achievement and to plan for their personal, educational and careerdevelopment. The primary objective for PDP is to improve the capacity of students to understandwhat and how they are learning, and to review, plan and take responsibility for their own learning. Thisis intended to help students:

• become more effective, independent and confident self-directed learners

• understand how they are learning and relate their learning to a wider context

• improve their general skills for study and career management

• articulate personal goals and evaluate progress towards their achievement

• encourage a positive attitude to learning throughout life

QAA (2001) recognised that in order to support effective PDP students also needed to take ownershipof their learning and produce a personal development record. Universities also need to record theperformance of students’ achievements and produce a record of their performance via a transcript.You will receive a transcript when you complete or terminate your studies. See PDP at:http://www.edu.salford.ac.uk/scd/progfile/




• Numeracy: the ability to collect, analyse, manipulate, interpret and present data. Opportunities willinclude researching and collecting data, devising a research strategy, calculations, interpretationand conclusions, presentation of data in tabular, graphical and chart format.

Reading ListsReading lists are detailed on the reverse of the module sheets, all available on the student intranetand on Blackboard VLE. The reading lists are intended only to provide a guide to the scope of the

literature relevant to the programme. They are not intended to be exhaustive and have been compiledfor easy reference. Journals and similar publications are not listed but will, of course, be usedfrequently.

For each year and subject, the lecturers concerned have the academic freedom to specifyrecommended texts, to express their own preference or to reflect new publications that becomeavailable. You should verify the standard texts with individual lecturers at the start of each subject andyear. You are recommended to discuss the reading matter with individual lecturers for each subjectmodule.

The reading list is structured by level, subject area and lecture subject. Many texts are relevant tomore than one subject, but generally they are only listed once, but will be used for other subjectmodules. Occasionally major texts may be listed under more than one area heading. This is usuallywhen it is a highly recommended text. Similarly texts used in earlier years may be relevant to later

years.

References and Bibliography

When writing a piece of work you will need to refer in your text to material written or produced byothers. This procedure is called citing or quoting references. Consistency and accuracy areimportant to enable readers and assessors to identify and locate the material used by you to underpinyour arguments and solutions.

Briefly, references need to be cited in two different places:

• Firstly at the point at which a document is referred to in the text of the work;

• Secondly in two lists at the end of your work - the reference list and bibliography.

The same set of rules should be followed every time you cite a reference. The system universallyadopted by the School of Construction and Property Management is the Harvard System. Studentsare strongly encouraged to read, understand, and use this formal referencing and bibliographysystem. Level 1 students will receive instructions for referencing in the Construction and PropertySkills module. Technician students will receive separate tuition.

Submissions of coursework, projects or dissertations containing poor or no references or bibliographyappropriate to the Level of study being undertaken will result in the work being classified asacademically unsound and it will be rejected. Submitted work containing inadequate referencing andbibliography sections will receive a maximum mark of 40% - provided it meets with all otherassessment criteria.

Students in any doubt as to the meaning of the above rules should contact their Module Tutors orLevel Tutors as a matter of urgency.

Resit ExaminationsResit examinations are normally held during the last week of August and first two weeks ofSeptember (for full details refer to the course calendar). You must not organise holidays etc. at thattime, as alterations to these arrangements cannot be made. Resubmission of assessed coursework isusually required in August, the School office will advise on the exact date. You should consider theserequirements in making arrangements for holidays etc.




ResearchYour programme of study, as it progresses through the levels, will require an increasing need to carryout research. You need to research every subject you study in order to enhance your understandingof the module being studied. Throughout your programme of study you will be given tuition onresearch techniques and these are transferable skills that you will need not only for your studies butalso to enhance your own personal skills.

Sources of information are many and varied and all research must be acknowledged and referencedcorrectly in your work, see sections on referencing and plagiarism. Increasingly students useelectronic search methods to find information. Databases and other on-line resources are provided byInformation Services Division and the School. Internet sites that provide information are often asuperficial, unauthorised and poor source of information. Be very careful to verify the quality ofresearch material, particularly if sourced from the internet.

Results from ExaminationsThe University Examinations office publishes end of year results. Your individual results profile will beposted to you following the Examination Board.

Examinations and assessed coursework completed in semester 1 are only confirmed at the Semester2 Examination Board. An achievement coach may contact you if you appear to be having difficulty

with meeting the appropriate assessment standards after the completion of semester 1. An informalmeeting will then be arranged to discuss appropriate support and guidance as required. Students whodo not obtain passes in all modules must contact the Level Tutor to ascertain their results and, ifapplicable, to discuss the implications of and requirements for completing the Level.

If you fail to achieve the required pass mark in individual modules you may be required to resit theexamination and/or complete further work at the discretion of the Examination Board. Failure to satisfythe Examination Board in either resit examinations or completion of further work in modules will leadto you not being allowed to proceed to the next year of the programme. This is a very serious situationand could affect both your honours award and Professional Institution exemptions. All students in thisposition are requested to attend a counselling session with the Level Tutor who will explain thesituation and offer advice.

The Examination Board has the absolute right to amend the foregoing requirements when presented

with information relevant to your performance. For example, such information may be documentedillness occurring prior or during the examination periods or family bereavements etc. If anycircumstance arises that may affect or has affected your performance, then it should be broughtimmediately to the attention of your Level Tutor. It is your responsibility to bring such matters to theattention of your Level Tutor.

School OfficeThe Office is in Maxwell Building and is open to enquirers from 8.00am – 5.00pm. School Office staffare:

Irene McNeil – Office ManagerNikki Carter – ReceptionistAndrea Coates – Assessment and general enquires on undergraduate and technician programmesMichelle Jones – Timetabling and general enquires & assistance for the technician programmes

Craig Brown - Postgraduate taught programme enquiriesJenny Bowden – Postgraduate taught programme enquiriesSheila Walker – Academic Quality, plagiarism and appeals

Student RepresentativesThe student group from each programme will nominate student representatives. The StudentRepresentatives will act as a voice for the students on issues that concern the whole group, and willbring these concerns to the Staff / Student Committee. If there are immediate concerns that should




not wait until a staff student meeting, student representatives should encourage individual students toraise concerns with their Level Tutors.

Student Self ServiceStudent self service allows students to view, amend and update the information the University holdsabout you. This allows students to ensure that data held is accurate and also helps to speed upprocesses such as registration.

Year–out placement (for full time students only)Note: the Placement Tutor is John Hudson who is contactable on 0161 295 3426 or [email protected], there is a Blackboard virtual learning environment set up to support studentsseeking placements, see: http://vle.salford.ac.uk/webapps/portal/frameset.jsp

Nature of the work experienceThe third year of the thick sandwich programme is spent with a company, who provide you with aminimum of 48 weeks supervised work experience. The supervised work experience is an importantpart of the programme. You are prepared for work during a series of workshops / seminars in thesecond year. During your final year studies you are required to submit a supervised work experiencereport on a feature of your industrial placement.

This period of work experience usually counts towards the training requirements of the RoyalInstitution of Chartered Surveyors or the Chartered Institute of Building. You would normally beexpected to have enrolled with the Royal Institution of Chartered Surveyors or the Chartered Instituteof Building prior to commencement of the work experience. Details can be obtained from your LevelTutor. Completion of the Royal Institution of Chartered Surveyors or Chartered Institute of Buildingrequirements are not essential for the award of your degree, but you are strongly advised to enrol. Ifyou are in doubt, then you should discuss the matter with your Level Tutor.

Staff members are pleased to offer advice on training. In all cases companies are reminded of theirobligation with respect to training toward the Royal Institution of Chartered Surveyors Assessment ofProfessional Competence (APC) or the Chartered Institute of Building (PDP). At the commencementof each period of supervised work experience a copy of the latest edition of Employers guide to theAssessment of Professional Competence in Surveying or the CIOB code as appropriate, is sent to

each company, together with a copy of the Schools guide to industrial training.

Other periods of paid employment, during vacations may be available; this is valuable training but isnot a requirement for the thick sandwich degree.

Part-time students do not have a supervised work experience requirement, since they are usually infull-time relevant employment. Occasionally problems occur, and in these instances you should seekadvice and guidance from your Level Tutor.

Placement tutor responsibilitiesA Placement Tutor is responsible for co-ordinating year-out placement opportunities and will brief youearly in your second year. Although we endeavour to assist you in obtaining a placement, it is yourresponsibility to arrange a placement for yourself. All overseas students should discuss with thePlacement Tutor the availability and/or suitability of both UK and home country based placements.

You will be required to complete a standard CV form, which can be sent to prospective employers fortheir consideration. It should be noted that the University does not interfere in the interview processestablished by any organisation, nor does it involve itself in the negotiations over salary and workingconditions. The University is primarily interested in the quality of training you will be given during theyear-out. PLEASE COMMENCE APPLYING FOR YEAR-OUT EMPLOYMENT AS SOON AS YOUCOMMENCE YOUR SECOND YEAR OF THIS PROGRAMME.




Quality Control Mechanism of Supervised Work ExperienceThe placement tutor will allocate you a ‘visiting’ tutor; normally this will be a full-time academic staffmember from within the School. Occasionally an alternative visiting tutor will be appointed, if forexample you are employed overseas.

Normally the first contact between your visiting tutor and yourself will be by telephone within the firsteight weeks of the first semester. If you have not been contacted by the end of November, or at anyother time you need to speak to someone about your work experience, then you should inform the

Placement Tutor.

During this ‘telephone visit’ your visiting tutor will make enquiries of you and your immediate linemanager / supervisor. This visit will ascertain the appropriateness of the training you are receiving atthat point in time. If you have any problems with regards to your placement this is the time to let yourvisiting tutor try to resolve them.

You should then be contacted by telephone at intervals until you receive a physical visit at your placeof work. The visit will normally take place before the end of May. The purpose of these real andtelephone visits is:

i) To ensure that you are receiving suitable work experienceii) To provide valuable feedback into the programme curriculum;iii) To enhance employer / University liaison.

You will also be required to attend a ‘day-in’ at Salford during your work experience period. This isusually some time in November. This ‘day-in’ has a number of purposes related to your final year, butalso allows you to compare your training experience with other students on the programme. Theemploying company, you and the tutor will be required to report on the supervised work experience.You are also required to keep a diary recording in detail the work undertaken.

Supervised Work Experience ReportBased upon an agreed aspect of the work experience from the year-out placement, you will produce aresearched report, the format of which will be identical to the requirements of the Royal Institution ofChartered Surveyors APC or the CIOB. The Placement Tutor will provide further guidelines on theformat and presentation of the report.




C PROGRAMME SPECIFICATION

PROGRAMME SPECIFICATION

1 Awarding institution/body University of Salford

2 Taught at University of Salford

3 Faculty and School(s)responsible for theprogramme

School of the Built EnvironmentFaculty of Business, Law, and the BuiltEnvironment

4 Links with partnerinstitutions

None

5 Programme accredited by Royal Institution of Chartered Surveyors

6 Final Award BSc (Hons)

7 The FHEQ (Framework forHigher Education) level ofthe qualification

Level H

8 Programme title BSc (Hons) Quantity SurveyingBSc (Hons) Quantity Surveying with IndustrialExperience

9 Length of programme (ineach mode)

3 Years Full Time (6 Semesters)4 Years Full Time including Industrial Placement(6 semesters + 3 semesters on placement)5 Years Part Time (10 Semesters)

10 Mode(s) ofattendance/delivery

Full TimePart Time Day Release

11 Year of commencement 2008(Amended: August 2008. To take effect fromSept 09.)

12 Funded by HEFCEFee-paying students

13 JACS (Joint AcademicCoding System) code andany other relevant code

14 Relevant SubjectBenchmarking statements(and any other referencepoints)

FHEQ Benchmark statement: Building andSurveying

RICS Education and Training Dept – Policy andguidance on university partnerships (2005)

RICS APC Requirements and Competencies(2006)




The Core Skills & Knowledge Base of theQuantity Surveyor - RICS (1992)

15 Aims of programme • Provide students with knowledge andunderstanding of the principles and theorythat underlie the Quantity Surveying

profession’s unique skill-base whichcomprises procurement and costmanagement

• Develop capability in quantity surveyingpractice and procedure including theassociated skills and techniques necessary inapplication

• Enthuse and stimulate curiosity withinstudents to engender deep learning bybringing topics alive via carefully craftedassessments that simulate problemsencountered in professional practice where

possible• Develop the opportunity for students to

investigate and apply significant innovationsand ideas arising from within the industry

• Encourage students to develop transferableskills through the application of knowledgeand understanding

• Introduce students to the standards andprofessionalism expected from a charteredquantity surveyor

• Enable students to become student membersof the Royal Institution of CharteredSurveyors (RICS) Quantity Surveying andConstruction Faculty

16 Entrance requirements For Level 1 entry:

• 280 UCAS Tariff points

• ND at Distinction Merit Merit

• NC at Distinction Distinction

• Other acceptable equivalents

For Level 2 Advanced Entry:

• HND/HNC or equivalent in cognate subjectwith average Merit grade in Year 2

• Foundation Degree in cognate subject at60% or more

• Degree in cognate subject

• Other acceptable equivalents

Appropriately experienced applicants will beconsidered in line with the University’s




Accreditation of Prior Learning (APL) procedure.

17 For programmes not wholly'owned' by one School theallocation of responsibilityfor the administration of theprogramme

Not applicable

18 Programme structure

Full-Time

Year 1

Semester 1 Semester 2

Introduction to Law &Regulatory Framework

(20 Credits)

Economics & Management(20 Credits)

Technology 1(20 Credits)

Env Science &Services

(20 Credits)

L E V E L

1

Discipline Project 1(20 Credits)

Multi-disciplinaryProject 1

(20 Credits)

Year 2



Procurement &Admin

(20 Credits)

Construction

ProcessManagement(20 Credits)

Construction

Economics(20 Credits)

L E V E

L

2



(20 Credits)




Year 3


Risk & ValueManagement(20 Credits)

Construction Law &Dispute Resolution

(20 Credits)

Option A(20 Credits)

Option B(20 Credits)

L E V E L

3


(20 Credits)

Discipline ResearchProject

(20 Credits)

Options (A) Options (B)

Project Management

Civil Engineering

SurveyingIntroduction toUrban Regeneration

Production & HRManagement

ProfessionalPractice

Sustainable Design &Construction

Building PathologyPropertyDevelopment

Part-Time (see note below)

Year 1Semester 1 Semester 2

Introduction to Law &Regulatory Framework

(20 Credits)


Env Science &Services

(20 Credits)

Year 2 L E V E L

1


Economics & Management(20 Credits)

Technology 1 Multi-disciplinary




(20 Credits) Project 1(20 Credits)

Year 3



Procurement &Admin

(20 Credits)

ConstructionProcess

Management(20 Credits)

ConstructionEconomics(20 Credits)

L E V E L

2

Year 4




(20 Credits)

Risk & ValueManagement

(20 Credits)

Construction Law &Dispute Resolution

(20 Credits)

Year 5

Semester 1 Semester 2 L E V E L

3

Option A(20 Credits)

Option B(20 Credits)

Multi-disciplinary

Project 3(20 Credits)

Discipline Research

Project(20 Credits)

Options (A)ProjectManagementIntroduction toUrban RegenerationProfessional

Options (B)Civil EngineeringSurveyingProduction & HRManagementSustainable Design




PracticeBuilding Pathology

& ConstructionPropertyDevelopment

19 Programme content See attached module specifications

20 Intended learning

outcomes

On successful completion students will be able

to:

Knowledge and understanding

• Comprehend and apply the technologyrelating to both the product and process ofconstruction activity

• Identify and employ sources of relevantdata for a variety of purposes, dataretrieval and manipulation, and thetechniques and methods used in themanagement of data

• Critically review economic, business andfinancial environments within whichquantity surveying services are offered

• Identify and evaluate the cultural,organisational and legal frameworksaffecting the construction and propertymarkets

• Understand the concepts of and applycost, value and risk management, andprocurement management

On successful completion the student will have

had the opportunity to :

• Present written, numerical and verbalinformation to a professional standard

• Reflect on accepted practices/values• Synthesise professional practice issues• Critically evaluate/analyse, identify and

apply appropriate research techniques to atopic

• Generate logical conclusions fromresearch

• Reflect/theorise possible scenarios from

findings • Plan activities with others including

working effectively in teams in disciplineand multi-disciplinary project activitieswhich simulate, as far as is appropriate,professional and industrial practice

• Learn to operate effectively in theworkplace environment




21 Teaching, learning andassessment strategies

The strategies for the design and delivery of thisprogramme have been derived from a number ofinfluential sources including extensiveexperience of delivering a similar programme, anawareness of the demands and expectations ofthe professional role, and feedback fromemployers and professional institutions.

The programme content represents the diversityand breadth of subjects which make up thediscipline and which form the platform ofknowledge, competencies, and expertise whichare to be acquired by a student intending to bean effective practitioner.

The programme is one of a suite of relatedprogrammes within the construction andproperty sector and benefits from the

opportunities to exploit inter-disciplinarylearning and collaborative activities.There is extensive selective sharing of moduleswith other programmes in addition to certainmodules which are exclusive to this programmeand which provide it with its distinctive identity.

The programme is based on a modular structureover three levels with each module representinga discrete package of learning and appropriateskill development consistent with the positioningof each module in the overall structure and

complementary to the other modules at eachlevel.. Lectures and tutorials form the basis ofthe teaching delivery mechanism and will be theprimary means of knowledge transfer. Studentswill be actively encouraged to enlarge andextend their knowledge by further reading andinvestigation of alternative information sources.

Other teaching and learning events such asguest lectures, site visits, and integratedprojects will be provided as appropriate to enrichthe learning experience.

Personal development of each student will beencouraged at each level of the programme byappropriate structured activities and processes.Significant in this will be the development ofresearch skills to enable each student to practiceself-directed research as a feature of the learningprocess. This will conclude with the conduct andexecution of a major discipline research project




on a research topic of the students choice and ina form of output of the student’s choosing.

The mix of assessment will be determined by itsappropriateness to meet the desired learningoutcomes and achieve the attainment of themodule learning outcomes. A carefullyconsidered mix of coursework assessments andexaminations will be conducted in order toestablish a credible, balanced, and rigorousassessment diet which will appropriatelychallenge the student cohort and effectivelydiscriminate between performance outcomes.

Extensive use will be made of the UniversityVirtual Learning Environment (VLE) to enhancethe learning experience and provide efficienciesof delivery.

22 Assessed professionalexperience

Each Full Time student on the programme isprovided with the opportunity to undertake anIndustrial Placement Year in the form of paidemployment with an appropriate employer drawnfrom the construction, design, or propertysectors. This occurs between Levels 2 and 3

This is an optional element of the programmealthough all students are actively encouraged toundertake suchan experience as the benefits in terms of

personal development, enhancement of careerprospects, and meaningful first hand experienceof the profession and industry, are several andsubstantial. These placements can beundertaken in any geographical location,including overseas, and with a broad and diverserange of employers, the emphasis being uponthe relevance and value of the proposedexperience.

All student placements are managed by aPlacement Tutor and each student is allocated a

Visiting Tutor who maintains contact with thestudent and their employer, including making apersonal visit to the workplace. During the yearthe Placement Students are invited to return tothe School for a day to collectively review theirexperiences and to be briefed on issues affectingtheir Final Level studies.

The placement student prepares an end-of-




placement report on their experience and this isassessed by the Visiting Tutor. Successfulcompletion of this, together with the satisfactoryconclusion of the industrial placement, will resultin the student being eligible for the award of thedegree “with Industrial Experience”.

The time spent on placement and the experiencegained can contribute towards meeting therequirements of the Assessment of ProfessionalCompetence of the Royal Institution of CharteredSurveyors

23 Special features ofprogramme

See note on placement learning in section 22,above.

As some modules of the programme are sharedwith other built environment programmes within

the School there will be the opportunity toactively and beneficially engage with studentsfrom other disciplines which is consistent withthe contemporary manner of operating found inthe construction and property industries andprofessions

Of particular significance is the role of projectactivity which occurs at all levels of theprogramme. This takes two forms:

Discipline project – students collaborate with

others from the same programme tocollaboratively address a project challengebased upon a distinctive topic which is ofsignificance to the professional discipline.

Multi-disciplinary project – students engage withothers from the other programmes in the Schoolin meeting the requirements of a practice relatedproject task which requires cross-disciplinarycollaboration, the ability to operate in a teamstructure, and to meet challenging performancecriteria which are closely related to professional

practice

The Level 3 Discipline Research Project providesthe opportunity for students to undertakestructured research on a subject of theirchoosing within the boundaries of theirprofessional discipline. The alternative potentialoutputs from this research are several and couldinclude, amongst others, a text based



dissertation, a design analysis, an innovativeproduct or process development, etc.

24 Requirements forprogression at each level,plus the criteria on whichthe final award is based

Requirements for progression are governed bythe University credit framework. The final awardwill be based on the University DegreeClassification Guidelines

25 Arrangements for studentsupport

The University has a wide range of studentsupport services, including a Health Service,Nursing, Chaplaincy, Student Advice Centre,Student Assistance Office, Tutor AdvisorScheme, study skills support and CareersService. All students have access to a memberof staff who can provide personal guidance andsuggest other sources of help

Date of completion of this version of programme specification ……12 August 2008Date of approval by PARSC: August 2008

Note on programme structure for Part-time Programme:Due to some re-alignment of module delivery to part-time students inacademic year 2008/09 there will be a slightly revised version of this structureposted following Faculty approval during w/c 6 October 2008.

D MODULE SPECIFICATIONS

7 Modules

Full details of all the modules can be found on the student intranet:http://intranet.scpm.salford.ac.uk/studentintranet/

QS UG Programme Handbook

Documents

Transcript of QS UG Programme Handbook