LOUGHBOROUGH UNIVERSITY. Programme Specification 2010 / 2011

Transcription

1 LOUGHBOROUGH UNIVERSITY Programme Specification 2010 / 2011 Construction Project Management (Work Based Distance Learning) For the awards of: Postgraduate Certificate (PGCert), Postgraduate Diploma (PGDip), and Master of Science (MSc) Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if full advantage is taken of the learning opportunities that are provided. More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in Module Specifications and other programme documentation and online at: The accuracy of the information in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education. Awarding body/institution; Department; Teaching institution (if different); Details of accreditation by a professional/statutory body; Name of the final award; Programme title; UCAS code; Date at which the programme specification was written or revised. Loughborough University Civil and Building Engineering The Programme is run as a joint programme with Heriot-Watt University. Successful students will graduate from: (i) the University at which they registered for the programme; or (ii) the partner University supervising their Research Project if different from (i). Postgraduate Certificate (PGCert), Postgraduate Diploma (PGDip), Master of Science (MSc) (Award depends on credits accumulated) Construction Project Management (Work-based Distance Learning) Revised 8th May Aims of the Programme: This programme aims to: i) Provide the opportunity for candidates to apply critical and reflective thinking and analysis to complex and advanced problems by valuing one s own positive achievements, developing the ability to recognize one s own strengths and weaknesses, and to develop plans for new action and self development based on previous reflection. ii) Provide an academically sound and vocationally relevant postgraduate education for those seeking to advance their career as professional project managers in the built environment within the national or international contexts through the acquisition of deep specialist knowledge. iii) Enable candidates to attain the best intellectual development and gain the maximum degree performance compatible with their abilities. 1

2 iv) Ensure that our courses are professionally relevant and provide the educational base to meet the current and future needs of industry, and continue to receive full exemption from the written examinations of the relevant professional institutions. v) Provide the opportunity for intellectual, personal and inter-personal skills development. vi) Enable candidates to maximize their academic and professional potential by developing transferable as well as core skills Benefits i) Enhanced career development for the individual who is unable to take time off work and attend full time education i.e. the programme provides flexible learning opportunities. ii) Direct and indirect benefits to employer organisations as the products of the work-based projects can be put to practical use within the organisation. iii) Better informed future Departmental programme design through feedback from industry. iv) Closing of the theory-practice gap in teaching and learning. v) Improved efficiency and higher productivity within the construction industry as a result of more qualified and competent construction managers. 2. Relevant Subject Benchmark Statements and Other External and Internal Reference Points Used to Inform Programme Outcomes: 2.1. External References The programme outcomes have been formulated with reference to the QAA benchmark statements in Engineering and Business and Management; and The Framework for Higher Education Qualifications Internal References University Learning and Teaching Strategy; and Departmental matrix of criteria for postgraduate management programmes developed from the external reference points listed above. 3. Intended Learning Outcomes: 3.1. Knowledge and Understanding On successful completion of this programme, students should be able to demonstrate knowledge and understanding of: 1. The role of the Construction Project Manager; 2. The various forms of construction procurement option available; 3. Sustainability with regard to the construction sector; 4. How to ensure construction clients obtain good value; 5. The management of the design process; 6. Project planning and control techniques; 7. Client requirements and value management; 2

3 8. The strategic challenges facing construction project organisations; 9. Management competencies and personal professional development; 10. Risk management in construction projects; 11. Application of human resource management approaches to construction projects; and 12. Application of Information Communication Technologies (ICT) in construction projects and related construction management infrastructures. Learning and Teaching, and Assessment Strategies to Enable Outcomes to Be Achieved and Demonstrated The programme has been designed around a range of work-based distance learning and teaching strategies. These have been selected to ensure that students are encouraged to question current practice, be innovative, and achieve deeper learning and reflective thinking. Knowledge and understanding are assessed by appropriate combinations of performative documentary evidence, reflective journal, assignment and examination (see Sections 3.3, 3.4 and 3.5 respectively). Module assessments require a combination of personal reflection, reading and analysis. The following will be used to develop knowledge and understanding: course notes, electronic resources, electronic presentations, interactive tutorials, and additional reference materials (such as set books) for distance learners; opportunities for distance learners to raise specific queries with respective Internal Examiners; and. detailed research and analysis of a focussed topic in a 60 credits module. Considerable attention will be given to fundamental human and organisational behaviour as these provide the building blocks from which students are expected to develop their own perspectives. Students are expected and encouraged to undertake independent reading both to supplement and consolidate on what is being taught and to broaden their knowledge and understanding of the subject. They are expected to apply this knowledge and understanding in a creative and innovative way within their working environment. Coursework assessments will encourage students to take a logical and structured approach to the applications of their knowledge and understanding Skills and Other Attributes Subject-Specific Cognitive Skills On successful completion of this programme, students should be able to: 1. Identify the skills required for a construction project manager; 2. Identify the advantages and disadvantages of different types of procurement methods; 3. Design a robust research methodology; 4. Distinguish between different data collection and analytical techniques for the investigation of particular research problems; 5. Collect data, analyse data and communicate findings of a research exercise; 6. Identify the sustainability issues to be considered on a construction project; 7. Describe the process of briefing, design and construction; 3

4 8. Use process mapping techniques for design, analyse and optimise the design process, develop design plans; and 9. Determine the economic viability of a project based on whole life costs; evaluate different investment scenarios; challenge simulated construction design and management proposals; and formulate innovative and creative alternative design and management options. Learning and Teaching, and Assessment Strategies to Enable Outcomes to Be Achieved and Demonstrated Cognitive skills will be developed through work-based learning and coursework assignments. The key specific practical skills are assessed through a combination of the reflective journal, portfolio, coursework assignments and examination (see Sections 3.3, 3.4 and 3.5 respectively). Research skills are developed through coursework activities and a major individual project. Prior to their commencement of the major research project, students will undertake a detailed personal research design exercise based on knowledge and skills learned within a distinct research, innovation and communication module. The Final Project is assessed by written report Subject-specific Practical Skills On successful completion of this programme, students should be able to: 1. Identify the most appropriate procurement methods for a specific project; 2. Conduct a literature search and present its findings; 3. Identify the impact of construction projects on the environment; 4. Select and use evaluation and decision support tools and techniques and appropriate change management techniques; 5. Apply design planning and management methodologies; 6. Develop cost plans; 7. Analyse clients' requirements and develop appropriate change strategies; 8. Apply Total Quality Management tools to develop appropriate change strategies; 9. Identify techniques for optimising team and leadership performance; 10. Develop a range of technical, managerial and practical skills; 11. Distinguish between construction contract forms used in industry and evaluate contract provisions in relation to common law; 12. Assess current and future information technologies relating to the construction environment and plan the implementation of a new system; 13. Produce a construction programme; 14. Evaluate the effectiveness of HRM tools and techniques applied within a construction project context; and 15. Model information flows within organisations. Learning and Teaching, and Assessment Strategies to Enable Outcomes to Be Achieved and Demonstrated The subject specific practical skills will be developed through work-based learning and coursework assignments. The key specific practical skills are assessed through a combination of the reflective journal, portfolio, coursework assignments and examination (see Sections 3.3, 3.4 and 3.5 respectively). 4

5 Key/transferable Skills On successful completion of this programme, students should be able to: 1. Communicate effectively and professionally using written skills; 2. Apply critical reasoning; 3. Collect and record research data; 4. Utilise appropriate investigative and research methods; 5. Effectively present research findings; 6. Use IT appropriately and effectively; 7. Solve problems in a logical and systematic manner; 8. Manage workloads and time effectively; 9. Work independently; 10. Work in a team environment; 11. Lead and facilitate team activities; 12. Identify relevant sources of information; 13. Work with limited and / or contradictory information; 14. Recognise teamwork and leadership skills; and 15. Apply reflective and life-long learning skills. Learning and Teaching, and Assessment Strategies to Enable Outcomes to Be Achieved and Demonstrated The development of key transferable skills is seen as critical to successful student learning on the programme. These key transferable skills will provide students adaptability in their future career and are an important foundation off which further learning is founded. The aims of modules such as: Management and Professional Development; and Research, Innovation and Communication are to improve students' key transferable skills. In addition: individual coursework assignments, especially the individual research project, are used to improve and assess key transferable skills such as working independently, and communication; experiential learning is achieved through coursework designed to specifically assess students' achievement with respect to all of the stated key transferable skills; the University's Professional Development unit also provides a wide range of material to support students' development of key transferable skills; life-long learning skills are developed throughout the programme through the portfolio and reflective journal which encourage students to develop a reflective approach to their learning; and some of the key transferable skills are assessed through an end of semester examination Record of Achievement Candidates will be expected to maintain a Record of Achievement as a tool to help facilitate both theoretical and practice based learning. This gives the candidate opportunity to record significant experiences and to reflect upon thoughts and feelings that enable learning and encourage introduction of changes within their work practices. This record of achievement shall be maintained throughout the course of the study. Aspects that relate directly to the learning outcomes of individual models shall be extracted and submitted as Performative Documentary Evidence and a Reflective Journal contained within module portfolios 5

6 It is anticipated that by regularly and consistently writing and maintaining the record of achievement, candidates will be able to identify their learning needs through their experiences, and be able to effectively evaluate their performance and achievements. The record of achievement should be maintained weekly Portfolio Developing a module Portfolio requires the individual candidate to collect evidence that demonstrates the progressive acquisition of knowledge, skills, attitudes, achievements and understanding in relation to module learning outcomes. The portfolio is a framework for the candidate to identify and reflect on their experiences in order to know what has been learnt and needs to be learnt further, and to evaluate their contribution toward improvements in the workplace a life long learning process. A comprehensive Portfolio Compilation and Assessment Guide is provided to help candidates develop their portfolios for each module; that demonstrates that the candidate has attained the learning outcomes and has produced evidence of achievement. Generally, the portfolio will contain a title page and contents list, the purpose and rationale, reflection on past learning experience and identifying skills and knowledge gained. Depending upon the module learning outcomes, the portfolio should comprise Performative Documentary Evidence, a Reflective Journal and coursework assignment(s) (where applicable). Others include the identification of learning objectives and achievements, evidence of activities undertaken, action plans, and self assessment. Module leaders provide feedback to candidates on the development of their portfolios Performative Documentary Evidence Performative Documentary Evidence will be extracted from the record of achievement to suit the requirements of individual module learning outcomes. Said Portfolio Development and Assessment Guide provides proformas to encourage students to accrue evidence (duly signed off by their designated Work-based Mentor) and, by way of witness testament Reflective Journal It is envisaged that upon the completion of the programme, candidates will emerge as project management professionals who can demonstrate their ability to reflect on what they do in practice. This should enable them to gain the necessary skills to critically evaluate what they do and how to improve upon them, as they continually develop throughout their day-to-day learning experiences. It is this experiential learning within the workplace (learning by doing things) that is a major element in the training and education of the project manager that needs to be recognised and rewarded. The reflective journal should record the following in relation to the module learning outcomes: what happened; what the candidate did; what the candidate thought and felt about it; the new thing(s) learnt from it; what needed to be learnt more; 6

7 what the candidate will do next; and how the candidate is going to do it. Candidates are expected to identify those who can help them reflect upon their experiences, such as their superiors at the workplace, Internal Examiners, and colleagues. Candidates are encouraged to respect confidentiality as much as possible through the use of pseudonyms for individuals and companies if they judge the information (e.g. commercially) sensitive. There should be some element of celebrating achievements and successes and not just dwelling on negatives. The assessment of each module will be linked to the learning outcomes outlined in each module specification. However, the following will be the key criteria in assessing each candidate s work, and will be weighted according to the learning needs and outcomes of each module: Depth of reflection. Application of theory to practice. Critical analysis. Knowledge and understanding. Presentation and structure. Referencing Assignments / Coursework As part of the majority of modules, candidates are required to submit assignment(s) and / or other forms of coursework for assessment. Coursework is marked and the results fed back to students with comments from the marker, helping students to monitor their progress through the modules. All coursework must be submitted by the deadlines published in the programme Schedule of Dates and as might be amended / announced thereafter by the Internal Examiner from time to time, in response to external factors Examination The examination requirements are set out in the relevant module descriptor. At the start of the course, or as soon as reasonably practicable thereafter (the exam arrangements are administered by Heriot-Watt University), candidates will be provided with the relevant date(s) indicating when to attend the exam (or re-arrange attendance as some flexibility is possible for overseas students, for example). 4. Programme Structures and Requirements, Levels, Modules, Credits and Awards: 4.1. General The programme is the responsibility of the Department of Civil and Building Engineering and leads to the award of: Postgraduate Certificate (PGCert) (given achievement of 60 credits from taught modules - excluding the research project); 7

8 Postgraduate Diploma (PGDip) (given achievement of a minimum of 100 credits and module marks of not less than 40% in further modules with a weight of 20); or MSc (given achievement of a minimum of 150 credits and module marks of not less than 40% in further modules with a weight of 30). In order to obtain a distinction in any of the three awards, students must obtain full credits and an overall average mark of 70% Modules The programme is designed to permit flexibility in its delivery timing, in order for students to design their own study plan around personal and / or work commitments. Accordingly, students may take: up to a maximum of three years to complete the Postgraduate Certificate (PGCert); up to a maximum of five years to complete the Postgraduate Diploma (PGDip); and up to a maximum of seven years to complete the Master of Science (MSc). Notwithstanding this inherent flexibility, for students wishing to complete the MSc in the shortest possible time frame, the study templates presented below will apply. Note that the shortest possible time to complete the MSc: for students commencing their studies at semester 1 start date is three years; and for students commencing their studies at semester 2 start date, is three-andone-half years. Study Template for Semester 1 Programme Start Date Year 1 Title / Module Code Credits Semesters 1 Project Management Theory, Practice and Applications. (HW 15 and 2 D31PA) CVP108 Management and Professional Development. CVP Construction Financial Management. (HW D31CW). CVP Project Management: Strategic Issues. (HW D31PS). CVP Semester 2 Value and Risk Management. (HW D31VS). CVP Year 2 Semester 1 Construction Contracts. CVP Managing People on Construction Projects. CVP Semester 2 Project Estimating and Planning. CVP Management Information Systems for Construction. CVP Research, Innovation and Communication. CVP Year 3 Semesters 1 and 2 Postgraduate Research Project. CVP

9 Study Template for Semester 2 Programme Start Date Year 1 (0.5) Title / Module Code Credits Semester 2 Construction Financial Management. (HW D31CW). CVP Project Management: Strategic Issues. (HW D31PS). CVP Value and Risk Management. (HW D31VS). CVP Year 2 Semester 1 Construction Contracts. CVP Managing People on Construction Projects. CVP Semester 2 Project Estimating and Planning. CVP Management Information Systems for Construction. CVP Research, Innovation and Communication. CVP Year 3 Semesters 1 and 2 Project Management Theory, Practice and Applications. (HW D31PA) CVP Year 4 Semesters 1 and 2 Management and Professional Development. CVP Postgraduate Research Project. CVP Credits Postgraduate Certificate (PGCert) Candidates are eligible to receive the award of Postgraduate Certificate if they achieve 60 credits from studying any mix of the 10 and 15 credit modules. No minimum level of performance is allowed, that is, no module grades below 50% overall can contribute to the required 60 credits Postgraduate Diploma (PGDip) Candidates are eligible to receive the award of a Postgraduate Diploma if they achieve a minimum of 100 credits from studying the suite of taught (i.e. 10 and 15 credit) modules and a module mark of not less than 40% in further modules with a weight of Master of Science (MSc) Candidates are eligible to receive the award of Master of Science degree if they achieve a minimum of 150 credits from a maximum possible 180 credits (that is, the suite of 10 and 15 credit modules along with the 60 credit Individual Research Project module) and module marks of not less than 40% in further modules with a weight of Criteria for Admission to the Programme: Although the course is intended primarily for the award of an MSc degree, it is envisaged that some candidates may want to achieve a Postgraduate Diploma and would like to go through the Diploma stream of the programme with the option to further transfer to the MSc. The entry requirements for the above routes are therefore: For MSc level entry, students must hold: 9

10 A good (minimum 2:2) relevant honours degree, and / or Full membership of a relevant professional institution, and / or Equivalent qualifications that may be considered on an individual basis. For Postgraduate Diploma level entry, students must hold: Any of the above, and / or A relevant ordinary degree and a suitable period of relevant industrial experience. Other equivalent qualifications and relevant industrial experience that may be considered on an individual basis. Suitable candidates who may not quite meet the standard course entry requirements can apply to undertake two modules of the course on a non-graduating basis. Successful completion of these modules will afford eligibility for access to the Diploma stream of the course, with the option to further transfer to the MSc stream after successful completion of nine modules at the required pass level. All applications for entry to the course on this basis are assessed on their individual merits. MSc and Postgraduate Diploma students study the same modules, sit the same examination and / or submit the same portfolios. Transfer between postgraduate diploma and MSc is possible. 6. Information about Assessment Regulations: 6.1. General It is envisaged that upon completion of the course, candidates will emerge as project management professionals who can demonstrate their ability to reflect on what they do in practice. This should enable them to gain the necessary skills to critically evaluate what they do and how to improve upon them, as they continually develop throughout their day to day learning experiences. It is this experiential learning within the workplace or learning by doing things that we believe is a major element in the training and education of the project manager that needs to be recognised and rewarded Assessment Assessment is done in a variety of ways combining both traditional methods of coursework and examination, and also through the development and submission of a portfolio. Where module assessment is by portfolio there is a balance between the work-based documentary evidence which demonstrates that the work has been undertaken, and by reflective analysis upon this experience, that is recorded in the journal. Developing a portfolio requires the individual candidate to collect evidence that demonstrates the progressive acquisition of knowledge, skills, attitudes, achievements and understanding in accordance with the rationale detailed in section 3.4. above. Throughout the degree programme candidates will develop and demonstrate reflective skills in each of the modules, which will help facilitate both theoretical and practice based learning. 10

11 Submitting Work and Submission Deadlines The university is strict about handing work in on time, so students must ensure they do not miss deadlines. All assignments should be submitted to Karen Betts (Programme Administrator), who will reply by to confirm receipt. In order to ensure a deadline is met, it is advisable always to send (Karen) a copy of the final assignment (or portfolio etc.) by or fax, as sometimes originals get delayed or lost. If the original does not arrive in time, and the university has not received an ed or faxed copy, it will be classed as a late submission. The copy and original versions must be identical, and all Tables / Diagrams included in both; if an ed or faxed copy of the assignment has been used for marking but additional information is included in the original, the work will not be remarked to take into account any additional information. Students do not need to go to the expense of using a courier to get assignments to Karen, unless this is the only way they can be sure the assignment will reach the university. Normal mail is fine, but students may wish to have the added assurance that using a postal service with a tracking service provides. In addition to any electronic copy, original work must always be sent showing a postmark on, or before the submission date. Failure to submit an original version of the work for assessment will mean that the final grade for that piece of work along with any feedback on it from assessment will not be issued to the student Re-assessment Candidates who do not achieve the necessary number of credits may re-attempt assignments for one or more of the modules for which they obtained zero credits, but may only re-attempt assignments in the minimum number of modules for which they are eligible (see also section 4.3. Credits). Candidates are entitled to re-attempt assignments on one further occasion only, at the next available opportunity. Marks for certain assignments may be carried forward at the discretion of the Review Board. In the case of the individual research project, marks for any oral examination (if applicable) of the overall mark may be carried forward and combined with marks submitted for the final re-submitted written project. An individual research project receiving an overall mark of between 40 and 49% is classed as referred. In this case, the candidate receives written guidance about the improvements necessary to raise the quality of the project to an acceptable standard. Candidates are allowed a period of up to one year to make the necessary improvements and to re-submit their project Weightings The four Heriot-Watt University modules carry a weighting of 15 credits each; the six Loughborough University modules carry a weighting of 10 credits each; and the individual research project module (MSc stream only) carries a weighting of 60 credits. 11

12 7. What Makes the Programme Distinctive? The key features that make the programme distinctive are: Its unique mode of delivery that is tailored especially to practising or aspiring managers in the construction industry who notoriously, given their demand for employment by the industry, would therefore be unable to take time out to study full-time and / or given the demands that such employment normally places upon their time, would otherwise find it prohibitive to undertake higher education on a part-time attendance basis. Its emphasis is on reflection on work practice and on learning from (work) experience in tandem with formal teaching and learning through a programme that offers a structured approach to developing problem solving skills, focussed around live projects, and through which relevant competencies are acquired. The programme covers a wide range of subjects relevant to practising and / or aspiring managers within all aspects of the construction industry with particular focus on self-development, teamwork, leadership, and strategic commercial control. The programme follows a multi-disciplinary approach containing knowledge acquirement on both technical and non-technical subjects. The programme provides flexibility in start dates and in delivery timing, to accommodate a student s personal and / or work circumstances. The individual research project module that constitutes one-third of the overall programme (at MSc) provides students opportunity to research a specific subject of direct relevance to their own work environment and / or their own job function, thereby giving them opportunity for deep self development and knowledge acquirement in a specialist field while encouraging greater efficiency in industry from any resulting vocationally academic knowledge gain. 8. Particular Support for Learning: 8.1. General Please refer to: Additional support is given by way of: student attendance at frequent (normally three per year) staff / student committee meetings; encouragement of ongoing three-way communication (student-staff; staffstudent; student-student) via all media, especially, correspondence and dedicated announcement and general forums within programme modules; three-way online synchronous chat sessions; three-way online synchronous / asynchronous forum discussions; a live (constantly under update) dedicated and comprehensive Programme Information and Documentation Module (Module code: CVZPT34Meta) 12

13 underpinning all aspects of teaching, learning, programme administration, and student pastoral care; support from other University Departments and facilities including the LEARN team, Library Services (especially e-resources and a dedicated distance learning aspect), and Careers Support (list indicative only) Complementary Information More general descriptive information on the programme including specimen Programme Handbook and module Study Templates, may be observed on the Programme website at: 9. Methods for Evaluating and Improving the Quality and Standards of Learning: The University s formal quality management and reporting procedures are laid out in its Academic Quality Procedures Handbook, available online at: These are under the overall direction of the Pro-Vice-Chancellor (Teaching). Full details of the programme regulations can be found at: 8 th May