BSc(Hons) DipHE Building Studies · Intermediate award BSc Building Studies Intermediate award DipHE Building Studies ... Course codes/categories UCAS code K220 Contacts Course Leader

Page 1 of 30

s

PROGRAMME SPECIFICATION Project Management for Construction 2015 Final

PART 1: COURSE SUMMARY INFORMATION

Course summary

Final award BSc(Hons) Project Management for Construction

Intermediate award BSc Building Studies

Intermediate award DipHE Building Studies

Intermediate award CertHE Building Studies

Course status Validated

Awarding body University of Brighton

Faculty / College College of Life, Health & Physical Sciences

School Environment and Technology

Location of study/ campus Moulsecoomb

Partner institution(s)

Name of institution Host department Course status

1. SELECT

2.

3.

Admissions

Admissions agency UCAS

Page 2 of 30

Entry requirements Include any progression opportunities into the course.

A-levels: BBB (typically translates to 300 points in the UCAS tariff). Must include a science-related subject (minimum 80 points). Applicants with only two full A-levels or a double award will be considered on an individual basis. International Baccalaureate: 32 points, specified subjects. QAA-

approved access course: acceptable, subject-specific units. GCSE (minimum grade C): at least three subjects including English language and mathematics or a science. Foundation degree/HND /HNC

direct to year 2. For non-native speakers of English: IELTS 6.0 overall, 6.0 in writing. Applicants with non-standard qualifications should contact the School office at [email protected]. Applicable for 2015 entry. Check the University’s website for 2015~16 entry requirements.

Start date (mmm-yy) Normally September

Sept. 2015

Mode of study

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

Full-time 3 years 8 years

Part-time Other: 6 years 8

Sandwich 4 years 10

Distance Select Select

Course codes/categories

UCAS code K220

Contacts

Course Leader (or Course Development Leader)

Dr Philip Ashton

Admissions Tutor Dr Andreas Lampropoulos / Delia Forester

Examination and Assessment

External Examiner(s)

Name Place of work Date tenure expires

Dr Fred Sarah Sherratt

Anglia-Ruskin University

2018

Examination Board(s) (AEB/CEB)

AEB/CEB Built Environment & Civil Engineering

Approval and review

Approval date Review date

Page 3 of 30

Validation 20001 20142

Programme Specification Sept 20153 Sept 20164

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

March 2015 March 20202

Professional, Statutory and Regulatory Body 2 (if applicable):

Professional, Statutory and Regulatory Body 3 (if applicable):

PART 2: COURSE DETAILS

AIMS AND LEARNING OUTCOMES

Aims

1 Date of original validation. 2 Date of most recent periodic review (normally academic year of validation + 5 years). 3 Month and year this version of the programme specification was approved (normally September). 4 Date programme

specification will be reviewed (normally approval date + 1 year). If programme specification is applicable to a particular cohort, please state here.

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

Page 4 of 30

The aims of the programme are:

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

Educational Aims The educational aims of the course include:

1. To offer attractive scientific programmes of study in environment disciplines 2. To produce a learning environment in which students are encouraged to be active

participators in the acquisition and application of knowledge

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

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

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

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

Professional Objectives The course is designed to satisfy the aims through studies within themes focused on project management for construction.

1. To provide students with knowledge of the fundamental scientific, technological and organisational principles and their application to the analysis and solution of technical issues in construction and maintenance of both new and existing buildings.

2. To equip students with detailed technical knowledge of the fundamental principles of good design construction, maintenance and the remit that is project management for construction.

3. To expand and enhance students’ research, interpersonal, communication, and intellectual skills, and analytical abilities to enable them to accurately communicate with their communities of practice by composing professional reports, presenting ideas in verbal, visual or literary formats using different communication techniques, tools and strategies.

4. To help students develop understanding, appreciation and skills for collaborative working both with their fellow professionals and those from other disciplines in the built environment and construction industry and to appreciate the value and importance of communities and working with and for people.

5. To equip students with the knowledge to understand the importance of professionalism within their discipline.

6. To foster graduates who can work effectively, independently and as a member of a professional team

7. To provide graduates with the required foundation for continuing professional development.

Page 5 of 30

The aims of each Level are as follows: Cert HE will: Provide students with a balanced programme of study spanning topics of design, construction and environmental factors affecting the built environment; Provide students with a sound understanding of core concepts across the breadth of the subject; Introduce students to a range of geographical skills including fieldwork, laboratory and IT, together with transferable skills including oral and written communication, teamwork, interpretation and analysis of qualitative and quantitative data, critical analysis and problem-solving; Provide an opportunity for students to develop additional skills in areas such as languages, science and environmental studies.

Dip HE will additionally: Allow students to develop a deeper knowledge and understanding of concepts and principles in chosen areas of the discipline; Introduce students to the critical evaluation and application of core concepts in new contexts; Provide students with an appreciation of the processes of knowledge generation within the discipline; Introduce students to the process of research design and implementation in small groups; Provide students with an opportunity to place their subject-specific and wider learning within the context of employment opportunities and career planning.

BSc Hons will additionally: Enable students to study advanced aspects of chosen areas of the subject; Enable students to develop greater independence in their learning; Provide students with an opportunity to understand and evaluate different approaches to solving contemporary problems in chosen areas of the subject; Require students to design, implement and communicate the results of an independent specialist research study on a topic of their choice.

Learning outcomes

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

should be able to:

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

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

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

Page 6 of 30

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

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

A strong theme of skills development runs throughout the Built Environment & Civil Engineering degree programmes, including a number of compulsory skills-based modules (particularly at levels 4 and 5). Level 4 introduces a range of core intellectual, discipline-specific and transferable skills including basic study skills, group work, presentation skills, IT skills, quantitative and qualitative methods, the development and communication of reasoned

Page 7 of 30

arguments, interpretation and synthesis of environmental/archaeological data, together with basic field and laboratory skills. These are developed and enhanced at Level 5, together with a greater emphasis on research skills, fieldwork, excavation and problem-solving with more focus on the disciplinespecific, problem-based approaches to learning and teaching. A key feature of Level 5 is the development of job-seeking skills as part of the University's Careers Planning Agreement. At Level 6, the development of research skills culminates in the final year honours project in conjunction with the core architectural technology module and specialised focus on advanced information modelling and management.

Throughout the degree programme, the following intellectual, disciplinespecific and transferable skills are developed.

Intellectual Skills: On successful completion of the course the graduate will be able to: 1. Develop a reasoned and critical argument through the integration and interpretation of primary and secondary materials and demonstrate the capability to practically and realistically apply them into actual settings; 2. Develop methodologies for appraising project requirements and provide technical and technological design and construction solutions for buildings and evaluate their proposed solutions. 3. Apply the skills of problem analysis; the preparation and presentation of solutions, and the defence of these within their peer group and invited external evaluators. 4. Develop the ability to work with peers and to contribute to group activities; 5. Expand their knowledge-base through individual research and reading, and contribute this to the knowledge pool of the cohort. 6. Generate research questions and identify and use appropriate methods in reaching and reporting conclusions. 7. Critically evaluate evidence, ideas and theoretical standpoints within a

breadth of architectural design and technology solutions; 8. Undertake a

deeper approach to learning and understanding; 9. Demonstrate an understanding of the constructed and dynamic nature of knowledge.

Discipline-specific skills: On successful completion of the course the graduate will be able to: 1. Source, collect, interpret and synthesise different types data and information pertaining to the broader context e.g. climate, access, etc., as well as the immediate context of the building i.e. site, soil, etc., building design, technology and construction information, data and records encompassing the role of the project management for construction professional. 2. Gather and present evidence from primary and secondary sources to support and develop proposals for design, technological and ‘constructability’ solutions for buildings. 3. Prepare effective drawings and diagrams using appropriate approaches, tools, techniques and technologies and understand the application of contract administration for new build and refurbishment projects as a project management for construction /project coordinator. 4. Work and manage people safely and effectively in laboratory and field contexts in compliance with Health, Safety and Welfare regulations. 5. Understand the basic theoretical, philosophical and methodological issues relating to qualitative and quantitative research and demonstrate the ability to apply them into given contexts and problems. 6. Understand the processes of knowledge generation as well as knowledge application in the disciplines broadly pertaining to the built environment and

Page 8 of 30

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

Transferable skills: On successful completion of the course the graduate will be able to: 1. Communicate ideas and arguments effectively through written, verbal, graphical and simulated modelling. 2. Collect, record, analyse and present data of various forms using appropriate analytical tools, techniques and methods. 3. Study and learn independently, to take responsibility for the

management of their independent investigation and learning, and to plan time

effectively; 4. Work and communicate effectively as part of a team. 5. Demonstrate competence in the use of appropriate IT packages to find, explore, develop and present numbers, text and images, to develop solutions and to comparatively and critically analyse them. 6. Use appropriate techniques for job-seeking and information acquisition for life-long learning; 7. Appreciate the broader environmental and academic contexts of their learning.

QAA subject benchmark statement (where applicable)3

This subject benchmark statement represents a revised version of the original published in 2008. The review process was overseen by the Quality Assurance Agency for Higher Education (QAA) as part of a periodic review of all subject benchmark statements published in this year. Benchmark statement. 'Construction, property and surveying'

• Construction, property and surveying is concerned with the

development and management of land, buildings and other assets. This covers a broad range of topics, including:

• measurement (including measures of area, volume, cost, value, worth, natural resource, energy etc)

• project and cost management • management of the project management for construction process • agency (including lettings, sales and acquisitions) • strategic management and value creation (including estate

management and corporate real estate management) • investment strategies (including portfolio management, securitisation

and unitisation). Programmes in construction, property and surveying are multidisciplinary, with a substantive area of specialist or technical knowledge associated with the award title and its specified learning outcomes, which may include a broad preparation for initial employment. Common specialisms are described below.

• Building surveying: the maintenance, adaptation and repair of buildings.

3 Please refer to the QAA website for details. http://www.qaa.ac.uk/en/Publications/Documents/Subject-benchmarkstatement-

Construction-property-and-surveying.pdf

Page 9 of 30

• Construction: management of the production and assembly of buildings and other infrastructure.

• Engineering services: design and coordination of mechanical and

electronic building services, including the management of energy and carbon emissions.

• Facilities management: space planning, space utilisation and cost benchmarking.

• Property development: site analysis, planning, management and development.

• Quantity surveying: cost and value management of the project management for construction’s remit.

The curricula should be underpinned by acceptable levels of numeracy and literacy; business awareness; and information and communication technologies (ICT) competence. Some professional bodies, including RICS and CIOB, have moved to a partnership system of accreditation. This involves the selection of partner universities that meet high standards in, for example, teaching, learning outcomes, entry standards, research and knowledge transfer. Additionally, instead of central audit by the professional body, the key premise of accreditation relies on the university and professional body working together to achieve acceptable standards

PROFESSIONAL, STATUTORY AND REGULATORY BODIES (where applicable)

In 2015, the modules offered as part of this course have been mapped onto the CIOB Learning outcomes, the latest version of which was issued in Feb 2015. A copy of the learning outcomes and mapping matrix are provided at the end of this document.

Page 10 of 30

LEARNING AND TEACHING

Learning and teaching methods

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about the learning and teaching methods used on the course.

The general approach is for individual students to be encouraged and supported to achieve their learning potential by developing their confidence through tutor-led learning during their common first year that becomes student-centred learning towards the later stages of their course, culminating in the final year where they have greater choice in the modules studied and undertake a dissertation.

The University of Brighton promotes awareness of and engagement in sustainable development through its learning and teaching, research and community and business engagement activities, and will work towards the principles of sustainable development in all aspects of its own activity. The course has been developed using the University’s modular structure providing flexibility for student learning and for further evolution of the course to reflect advances in the subject and the demands on project management and the construction management profession.

This course produces planners ‘fit for purpose’ who are able to take up the challenges facing the profession, push the boundaries, exercise professional judgement, and understand that planning is about peoples’ lives as well as outcomes.

Great care is taken in devising the form of assessment and detailed feedback is provided during the progress of each module so that students can learn from their experiences and both staff and students can monitor their performance.

The main features of the strategy can be summarised as:

Page 11 of 30

detailed induction procedures to introduce students to their courses; curricula that reflect overall aims and objectives and deliver an applied course and that is informed by

practice and scholarship;

formal and informal procedures for validation, delivery, monitoring and review; modules and methods of assessment designed to establish both knowledge base and transferable

skills, that are clearly based on specified learning outcomes to test knowledge and skills, are

calibrated to the level of study and are transparent and fairly applied;

progressive development of student choice and autonomy in learning.

Module Specifications

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

Students typically take the equivalent of 12 (10 credit equiv.) modules per year, six in each semester, allowing for the presence of 20 and 30 credit modules. A 10 credit module is designed to comprise 100 hours total learning time and is typically studied over a 16 (15) week semester. A typical 10 credit module comprises a combination of tutor-led contact sessions (normally two hours per week) and guided independent study (including time spent in preparing and completing assessment tasks). Students engage in a range of learning and teaching opportunities within the common core of the course (constituting 48% of learning) including lectures, personal tutorials, laboratory classes, student-centred IT projects, small group work, workshops, computer modelling/simulation, seminars, and practical classes.

The learning and teaching strategy at Level 4 is designed to facilitate student learning in their new undergraduate academic environment such that a range of small-group opportunities including workshops, seminars, practical fieldwork and drawing studio work (together accommodating approximately 64% of contact time) are used in conjunction with lectures (36% of core contact at this level). All mathematical and statistical learning in the compulsory modules at levels 4 and 5 combine lectures, workshops and tutorial methods in each week in equal measure.

A compulsory European fieldtrip or a ‘Constructionarium’ fieldtrip experience at Levels 4 provides an opportunity for guided investigations within small groups and in environments substantially contrasting to the typical classroom/laboratory scenario. Generally, learning and teaching methods at Level 5 are designed to encourage greater analytical and applied skills and thereby making greater use of case study and workplace investigations, student-led seminars, and reflective participation in workshops (comprising 70% of core contact at this level).

Learning and teaching opportunities based on student-centred learning increase further with progression to Level 6 of the course, highlighted in the core 40-credit, Independent /Dissertation Research Project. This is a substantially independent research project negotiated, designed and completed in collaboration with an individual tutor.

Learning and Teaching Method % of Student Effort

Lectures, Studio/Labs work, Field Trip, Activities 30%

Office Surgery, Tutorials 10%

Assessments, Presentations 15%

Independent study 45%

Page 12 of 30

Page 13 of 30

ASSESSMENT

Assessment methods

The information included in this section complements that found in the Key Information Set (KIS), with the programme specification providing further information about how the course is assessed.

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

• Examination/Test (including open book, seen and unseen examinations): a demonstration of

knowledge, understanding, analytical skill and ability to apply knowledge.

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

research skills and written communication skills.

• Report (including laboratory reports and field reports): a demonstration of reporting and written

communication skills. Laboratory reports additionally demonstrate laboratory skills whilst field

reports demonstrate field and group research skills.

• Seminar presentation: a demonstration of knowledge, understanding, verbal communication,

presentation skills, and ability to respond to questioning.

• Debate: a demonstration of knowledge, understanding, verbal communication, and ability

develop arguments in response to expressed views.

• Presentations / Poster presentation: a demonstration of knowledge, understanding, and

written and visual communication skills.

• Portfolio (including article reviews): a demonstration of reflective engagement in workshop

activities, reflective reading skills, and written communication skills.

• Other methods (including assessment methods such as mapping and bibliographic writing

exercises).

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

At Level 4, the distribution of assessment types within the core modules taken by all students is approximately as follows: Examination/Test 40%; Essay/Project/Report 50%; Other methods (incl. Seminar presentation, Poster presentation, Portfolio etc. 10%). The precise distribution of assessment types at this level varies with the choice of option modules.

At Level 5: Examination/Test 33-42%; Examination/Test 40%; Essay/Project/Report 45%; Other methods (incl. Seminar presentation, Poster presentation, Portfolio etc. 15%).

Greater student choice is available at Levels 6: Examination/Test 30%; Essay/Project/Report 50%; Other methods (incl. Seminar presentation, Poster presentation, Portfolio etc. 20%).

Assessment criteria Indicative criteria used for assessment and grading are shown in Appendix 1, mapped against award classification (as identified within University of Brighton General Examination and Assessment Regulations). These criteria are included within the Built Environment & Civil Engineering Division Student Handbook issued to all students electronically. Where criteria for specific items of assessment differ from these requirements, full details are published within the module hand-outs issued to students.

Page 14 of 30

Learning Outcome Assessment method

Module Number of credits

Knowledge and Understanding

Students should be able to: review and

evaluate the context, procedures and the

practices (including current issues and

problems) within the built environment that

building professionals seek to understand

including developing appreciation of

‘constructability’, life cycle of buildings and

knowledge and understanding of common

building defects and the effect of adaptation

of buildings and the development of new

projects.

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

BE108, BE134, BE141

CN117,CN123 BE225, BE229, BE253, BE255,

CN201

BE311, BE319, BE341, BE342

290

apply the tools and techniques used in

project management for construction, by

initially engaging with the processes, aims

and objectives within the built environment;

then by understanding and applying the

methods that project manages use to

facilitate the construction process.

Examination, coursework- portfolio, fieldwork report, presentation.

BE108, BE134, BE225, BE229, BE253, BE255, BE256 BE311,

BE348, BE342

200

demonstrate a high level of expertise in the

‘constructability’ in the adaptation of buildings

and the development of new projects.

Examination, coursework- portfolio, fieldwork report, presentation.

BE141, BE225, BE253, BE256 CN201

BE311, BE342,

120

Intellectual Skills On successful completion of the course the

graduate should be able to:

develop a reasoned and critical argument

through the integration and interpretation of

primary and secondary materials;

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

BE108, CN117, BE225, BE253,

BE311,BE341, BE342

170

to develop methodologies for appraising

project requirements and to develop solutions

for defects in buildings and evaluate the

feasibility of change of use.

Examination ~

coursework, portfolio,

laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE108, BE141, CN123,

BE226

BE341, BE342

BE346

150

Page 15 of 30

to apply the skills of problem analysis; the

preparation and presentation of solutions,

and the defence of these within their peer

group and invited external evaluators

Examination ~


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE141

BE225, BE226

BE253

BE311, BE341, BE342

150

to develop the ability to work with peers and

to contribute to group activities;

Examination,

coursework-

portfolio, fieldwork

report, presentation.

CN117, BE225, BE250, BE253, BE309, BE311, BE342

120

to expand the student’s knowledge base

through individual research and reading and

contribute this to the knowledge pool of the

cohort.

Examination,

coursework-

portfolio, fieldwork

report, presentation.

BE141, BE225, BE226, BE253, BE311, BE341, BE342

150

generate research questions and identify and

use appropriate methods in reaching and

reporting conclusions;

Examination ~


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE225, BE226, BE253, BE311, BE341, BE342

150

critically evaluate evidence, ideas and

theoretical standpoints within a breadth of

Project Management for Construction

contexts;

Examination ~


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE225, BE253, BE311, BE341, BE342

120

undertake a deeper approach to learning and

understanding;

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

BE108, BE226, BE253, BE311, BE341

110

understand the constructed and dynamic

nature of knowledge.


BE225, BE253, BE311, BE341, BE342

120

Page 16 of 30

Discipline-specific skills On successful completion of the course the


collect, interpret and synthesize different

types of site investigative information, Project

Management for Construction information

data and records;

Examination ~


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE108, BE141, CN117, BE225, BE253, BE311, BE319, BE342

160

gather and present evidence from primary

and secondary sources to support and

develop proposals for redial works to

buildings

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

BE108, BE141, BE225, BE253, BE311, BE319, BE342

140

prepare effective drawings and diagrams using

appropriate approaches and technologies and

understand the application of contract

administration for new build and refurbishment

projects

Coursework ~ portfolio, fieldwork reports, presentation.

BE108, BE134, BE141 CN117, CN132, BE225, BE229, BE255, BE253, BE311, BE319, BE342, BE348

260

work safely and effectively in laboratory and

field contexts and be Health, Safety and Welfare proficient;

Examination ~


laboratory report,

fieldwork reports,

presentation, Final

year dissertation.

BE134, BE141, CN117, CN126, BE225, BE253, CN216, BE311, BE319, BE341, BE342

220

understand the basic theoretical, philosophical

and methodological issues relating to

qualitative and quantitative research; .


CN117, BE226, BE253, BE255, BE311, BE341

130

understand the processes of knowledge

generation in the disciplines of the built environment including


BE108, BE141, BE225, BE253, BE255, BE311, BE319, BE341, BE342

210

identify built environment problems or issues,

to investigate them through appropriately

planned, designed and implemented research

projects, and to present the findings as project

report using reasoned argument to draw clear

conclusions


BE141, CN117, BE225, BE253, BE256, BE311, BE319, BE341,BE342, BE351

180

Page 17 of 30

Transferable skills On successful completion of the course the


communicate ideas and arguments effectively

in writing, verbally, and graphically;

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

CN132, BE225, BE253, BE256, BE311, BE319, BE342, BE348

BE351

120

collect, record, analyse and present data of

various forms using appropriate analytical

techniques;


BE134, BE141, CN117, BE225, BE226, BE229,

BE253, BE255

BE311, BE341, BE342, BE351

250

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

Examination ~ coursework, portfolio, laboratory report,

BE141, BE225, BE226, BE253, BE311, BE341

150

fieldwork reports, presentation, Final year dissertation.

BE351 BE342, BE351

work and communicate effectively as part of a

team;

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

BE141, BE225, BE253, CN201 BE311, BE342

130

demonstrate competence in the use of

appropriate IT packages to find, explore,

develop and present numbers, text and

images;

Coursework, portfolio, fieldwork

reports, poster

presentations, verbal

presentation.

BE108, BE134, BE141, BE225, BE229, BE253,

BE255, BE256

BE311, BE319, BE342, BE351, BE348

230

use appropriate techniques for job-seeking and

information acquisition for life-long learning;


reports, poster


presentation.

BE141, BE226 BE253 CN201 BE311 BE341, BE351

140

appreciate the broader environmental and

academic contexts of their learning.


reports, poster


presentation.

BE141, BE225, BE229, BE253, BE255, CN201 BE311, BE319, BE341, BE342, BE351

230

SUPPORT AND INFORMATION

Page 18 of 30

Institutional/ University All students benefit from: University induction week Student Handbook: the University and you Course Handbook Extensive library facilities E-mail address ~ whilst as a UoB student Welfare advice: Student Services: counselling, student advice, careers and employability, enterprise, support for international students, disability and dyslexia, chaplaincy, childcare health advice and information. http://www.brighton.ac.uk/studentlife> Personal

tutor for advice and guidance

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

In addition, students on this course benefit from: Handbooks and Guidance Notes • Built Environment & Civil Engineering Division Skills Handbook (Elect.) • Project Handbook (BE341) - including guidance on research ethics • Guidance Notes for Fieldwork and Laboratory Safety • Placement Guidelines G

Page 19 of 30

Academic and Administrative Support

• Course Leader who monitors academic and personal progress of

students on the course

• Personal Tutors for personal and academic support • School of Environment & Technology Student Support and Guidance

Tutor (SSGT) service that provides confidential and non-judgemental

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

financial and other issues. Provides direct support through informal

drop in sessions and one-to-one meetings and guidance on accessing

further help.

• studentcentral that hosts supplementary learning resources in support

of modules as well as providing links to additional resources

• School administrative support for module registration • The Built Environment & Civil Engineering Division Placement Support

officer

• Students on Placement during their Sandwich year [Supervised Work

Experience (SWE)] receive several planned visits from a designated

Placement Tutor to support learning and progress in the workplace

• Information Adviser who works with staff and students to facilitate

access to learning resources available through the Online Library and

in Aldrich Library.

• Learning Technology Adviser who works with staff and students to

enable access to, and use of, Information Technology facilities

Specialist Facilities Computing and Laboratory Facilities

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

• Concrete Laboratory with curing and testing facilities • Geotechnical Laboratory with drying ovens, sediment sieving facilities, top pan balances, tri-axial testing and shear box equipment, ring sheer apparatus and a dedicated creep laboratory. • Geotechnical Centrifuge for simulating ground changes through time.

• Materials Testing Laboratory that includes three hydraulically powered actuators capable of delivering loads in both compression and tension up to 200kN. • Structural Dynamics Laboratory which includes shakers, model

hammer acquisition systems and a 0.5 x 0.5 m shake table. • A drawing studio with 50 drawing tables • A modelling laboratory for the preparation of scale models. • Environment & Public Health Laboratory, seating up to 10, equipped with bench top spectrophotometers for basic water chemistry, membrane filtration equipment, balances, incubators, centrifuge, UV cabinet and sterilisation equipment for public health microbiology procedures

Page 20 of 30

• Dedicated Geology Laboratories, with 3 Nikon research-quality petrological microscopes (1 with Nikon SLR camera, 2 with Nikon video camera attachments and monitors), 38 petrological teaching microscopes,

Page 21 of 30

extensive rock and fossil samples, extensive teaching thin-section collection, and 4 computer terminals, • Hydraulics Laboratories, with 16m x 0.5m wave flume, Armfield 10m x 0.4m recirculating wave flume, Gunt 10m x 0.4m sediment flume, Armfield 5m x 0.3m flume and two Gunt 2.5m x 0.1m narrow flumes with plate weirs • Environmental Simulation Laboratory with 6m x 4m hydraulic stream table. • Access to 3D scanners, laser cutters and 3D printers. • Extensive range of Surveying equipment including automatic levels,

total stations, dGPS and environmental monitoring equipment.

In addition, students on this course benefit from: Research Informed Teaching This course is delivered by research-active academic staff, and specialist aspects of the curriculum reflect the research interests of these staff. For example, research methods taught in BE226 reflect those used in the research of the staff who deliver the module. All final year option modules are taught by staff who are actively engaged in research and publication in their specific topic areas, and who are currently undertaking research or consultancy with leading bodies, including the Environment Agency, DEFRA and the European Union. This level of integration is particularly true for final year projects, where students spend an extended period of time undertaking research with a subject specialist, who is linked into a network of international scholars with shared interests. Throughout the course, students develop competencies enabling them to become independent researchers, with specialist skills sessions scheduled to support their development. Teaching and learning strategies for the course are developed in consultation with the UK’s Built Environment subject centre, often with support from specialists in pedagogic research, based in the University’s Centre for Learning and Teaching.

Education for Sustainable Development The University of Brighton is committed to the principles of sustainable development through its Education for Sustainable Development policy. The subject area of Construction and Civil Engineering provides a useful platform from which to examine the issues associated with sustainable development. BSc (Hons) Built Environment & Civil Engineering students are trained to identify and analyse current and future problems, and to critically examine the prospects for achieving a just and environmentally sound future for all. By incorporating elements of both physical, natural and social sciences, Built Environment & Civil Engineering courses provide a framework that enables understanding, assessment of and intervention in the physical world, whilst at the same time, critically examining the prospects for and effects of intervention. Graduates in the Built Environment & Civil Engineering Division are thus equipped to make a significant contribution to ensuring that future generations not only have an equivalent quality of life, but are likely to have an improved one.

PART 3: COURSE SPECIFIC REGULATIONS

COURSE STRUCTURE

Page 22 of 30

Page 23 of 30

The full time course is studied over 3 years of 32 (31) weeks per year. The academic year is divided into two semesters, of either fifteen or sixteen weeks. An optional Sandwich year (normally 48 weeks of study) may be undertaken between Levels 5 and 6 (Years 2 and 3 for full time study). Study is undertaken at Levels 4, 5 and 6 of the national qualifications framework, and is divided into modules. The standard value of a single module is 10 credits (equivalent to 100 hours learning) and the structure allows the use of multiples of this (for example the Level 6 project module is awarded 40 credits/400 hours). Full-time students study for 120 credits (12 module equivalents) each year, beginning at Level 4 and progressing through Levels 5 and 6. A student must obtain 120 credits at each level before progressing to the next.

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

Programmes Of Study - Programmes of study are divided into Levels Four, Five and Six (equivalent to the years of a traditional full-time Honours Degree) with students being required to study a combination of 10 credit and 20 credit modules up to 120 credits per level. A programme of study for the Honours Degree consists of a set of modules to the value of 360 credits, which meet the requirement as regards content, sequencing and level for the Course. In addition students may study up to 120 credits of Foundation Level modules in preparation for Level Four. Students should normally complete Level Four within three years of being admitted to the course and Level Six within five years of entering Level Five.

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

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

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

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

120 points at Level 4 or above Level Four modules provide students with a thorough grounding in the areas of knowledge fundamental to architectural and construction studies and to develop those personal skills which are essential for their later studies and future careers.

The basic principles underlying building technology, information technology, construction materials, the built environment professions, law, mathematics and economics are established with the option of language studies. An overseas study visit will form part of European studies.

All modules at this level will be studied with students from other disciplines such Architectural Technology, Construction Management, Project Management, Building Surveying and Building Studies offering the opportunity for cross-course transfer following successful completion of level 1.

Page 24 of 30

Page 25 of 30

Level Five Studies: 240 points including at least 120 points at Level 5 (including all compulsory modules). Level Five modules further develop students' analytical, problem solving and communication skills and prepare them for the industrial placement and the final year. The learning methods are similar to those of earlier semesters, although moving significantly towards case-study work.

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

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

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

Level Six Studies: 360 points including at least 100 points at Level 6 (including all compulsory modules plus the Honours Project)

Level Six studies are characterised by the analysis, synthesis and optimisation of the whole design process. Many of the modules are delivered through case studies supported by workshops, seminars and individual and group coursework activities. The wider range of optional modules at Level Six allows each student to take greater control of the direction of the course by studying a greater number of business or environmental or management subjects.

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

Classification of the BSc (Hons) award The algorithm for Honours Degree classification includes a total of 240 Credits at Levels Five and Six, and includes all compulsory modules. At least 100 of these 240 must be at Level Six (including the Honours project) The Course Examination Board will use the formulae in Table 2 to calculate the final mark to two decimal places (maximum = 100). A conventional scale is used to relate the final mark to the Honours classification (Table 3).

Page 26 of 30

Page 27 of 30

Table 2 : Calculation of final mark

Calculation of final mark

Sum of 75% 25%

Level six credits (120credits) Level five credits (120credits)

Table 3: Determining the class of award

Final mark Award

70 to 100 First Class Honours

60 to 69 Second Class Honours (Upper Division)

50 to 59 Second Class Honours (Lower Division)

40 to 49 Third Class Honours

39 and below Degree, or referral for a Degree, or outright failure at the discretion of the Course Examination Board

Level4

Module code

Status Module title Credit

4 BE108

C Building Technology and Design

30

4 BE141 C Introduction to the Built Environment 20

4 BE134 C Building Services & Indoor Environment 20

4 CN123 C Structural Form and Behaviour 10

4 CN117 C Construction Materials 20

4 CN126 C Surveying Practice (Land Surveying) 10

4 CN132 C Computer Aided Design Practice 10

4 FR/GE/ SP4xx

O French, German or Spanish Language Modules at Level 4; - See Appendix 2 10

5 BE211 O Property Law 10

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

corresponds with the learning outcomes of each module.

Page 28 of 30

5 BE225 C Construction Methods and Technology 20

5 BE226 C Research Methodology 10

5 BE229 C Indoor Environment and Building Services 2 20

5 BE246 O I.T. Construction Graphics 2 10

5 BE253 C Project Management for Construction 2 20

5 BE255 C Construction Cost and Contract Administration 20

5 BE256 C Building Info. Modelling (BIM) 1 10

5 CN201 C Design Without Boarders 10

5 CN216 O Construction Surveying 10

5 FR/GE /SP5xx

O French, German or Spanish Language Modules at Level 5; - See Appendix 2 10

6 BE311 M Project Management for Construction 3 20

6 BE319 O Building Performance and Design Configuration. 20

6 BE341 C Honours Project 40

6 BE342 C Project Planning and Analysis 20

6 BE346 O Building Pathology and Life Care 20

6 BE348 O Advanced Building Information Modelling (BIM) 10

6 BE351 C Principles of Sustainable Construction 20

6 CN306

O Civil Engineering Design of Renewable Technologies 10

6 GY335 O Environmental Impact Assessment 10

6 GY341 O Waste Management 10

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

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

O = Optional (optional modules) A = Additional (modules which must be taken to be eligible for an award accredited by a professional, statutory or regulatory body, including any non-credit bearing modules)

AWARD AND CLASSIFICATION

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

Total credits5 Minimum credits9 Ratio of marks10: Class of award

Final BSc (Hons)

Construction Management 6 Total credit 360 Minimum credit at level of award 90

Level 6 and level 5 marks in ratio 75:25

Honours degree

Intermediate BSc Building Studies 6 Total credit 300 Minimum credit at level of award 60

Level 6 and level 5 marks in ratio 75:25

degree

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

Level 5 marks Not applicable

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

Level 4 marks Not applicable

*Foundation degrees only Progression routes from award:

Award classifications Mark/ band % Foundation degree Honours degree Postgraduate11 degree (excludes PGCE and BM BS)

70% - 100% Distinction First (1) Distinction

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

50% - 59.99% Pass

Lower second (2:2) Pass

40% - 49.99% Third (3)

EXAMINATION AND ASSESSMENT REGULATIONS

5 Total number of credits required to be eligible for the award. 9 Minimum number of credits required, at level of award, to be eligible for the award. 10 Algorithm used to determine the classification of the final award (all marks are credit-weighted). For a Master’s degree, the mark for the final element (e.g, dissertation) must be in the corresponding class of award. 11 Refers to taught provision: PG Cert, PG Dip, Masters.

Page 20 of 21

Please refer to the Course Approval and Review Handbook when completing this section. The examination and assessment regulations for the course should be in accordance with the University’s General Examination and Assessment Regulations for Taught Courses (available from staffcentral or studentcentral ).

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

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

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

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

Document template revised: 2010 Page 21 of 21