BSc (Hons) Quantity Surveying

Transcription

1 BSc (Hons) Quantity Surveying 2015/16 Award title BSc (Hons) Quantity Surveying Programme code(s) QUASU Faculty Arts, Environment and Technology School Built Environment and Engineering

2 Leeds Beckett University Student Charter Working together for success Leeds Beckett University and our Students Union are committed to working in partnership with our students to ensure that our University is an inclusive, safe and engaging learning environment which is conducive to study for its students and work life for its staff. Our Student Charter sets out how we aim to achieve this by working together to understand and fulfil our commitments to one another. Our Student Charter has been produced jointly with the Students Union and we will review it, together, every year. Our University s Vision seeks to put students at the centre of all our activities and this Student Charter is a contribution towards that goal. The Leeds Beckett Student Charter is not a contractual document, but provides a guide to what members of the Leeds Beckett Community can expect of each other in terms of engagement and behaviour. We work to shape and sustain a supportive, safe, inclusive community for active learning and the building of skills for life. We will Work together within a progressive, independent, and active environment which promotes lifelong learning. Support a culture of personal and academic resilience. Collaborate to build partnerships for learning. Work together to sustain our bold, industrious spirit. We forge an environment which builds trust, accountability and transparency. We will Maintain mutually respectful codes of behaviour. Promote the availability of information and support for all. Ask each other for help when we need it. Be honest, clear and assertive with each other. Use the means available to give a compliment, raise a concern or make a complaint. Take advantage of opportunities for formal and informal learning. 2

3 We foster inclusive academic, cultural, social, emotional and creative development for all. We will Share an exciting and challenging curriculum which is contemporary and relevant. Promote a culture of critical enquiry and rigorous scholarship. Support participation in extracurricular opportunities which enhance career and personal development Enable one another to plan, develop, and drive forward our individual educational and career goals. Acknowledge and celebrate our joint and separate successes. We are responsible, diligent, reliable and considerate in our academic and professional actions and behaviours. We will Act with academic integrity. Listen to, and respect, differing perspectives, including those from different cultures and backgrounds. Work together within a positive collaborative learning and working environment, wherever, and however, we engage. Take care with our personal and professional digital identity and recognise the impact it may have on us and others. We seek active engagement, feedback and participation in the issues that affect us. We will Work together to enhance our experience of our University. Collaborate to promote learning and support enhancement, through mutual reflection and feedback. Build partnerships to enable our University communities to engage with our external stakeholders. Support the development of courses which prepare our graduates to be ready for work, ready for life and ready to seize the opportunities that lie ahead. Use our knowledge of local and world issues to strengthen our global outlook and build a sustainable environment for a thriving future for all. 3

4 Our Student Entitlements As a full-time or part-time campus-based undergraduate student you are entitled to: 1. Access online learning materials and resources for every module through a virtual learning environment and have access to the resources and information of an up to date library. 2. Opportunities for on-going feedback on your work and progress towards your assessments in every year of your course. 3. Participate in a course induction, which will be provided at the beginning of each year of your course. 4. A meeting with your personal tutor once per semester. [All new and first year students will be invited to a meeting with their personal tutor within four weeks of the start of their studies]. 5. A course that has been informed in its development by external stakeholders (e.g. employers, professional bodies). 6. Participate in Personal Development Planning within the context of your course. 7. Have the opportunity to engage in embedded activities within your course which develop and enhance your graduate employability and lifelong learning. 8. Receive clear dates at the beginning of each module about your assessment, submission dates, when and how you receive formative feedback on assessment during every module, and how you will receive feedback on marked assessments within the 4 week feedback period. 9. Receive clear and easy to understand information about your course and the services available to you. 10. Be engaged, via your course student representative, in your course review, evaluation and development processes. 11. Have your questions to our University s services responded to within the advertised timescales in our corporate service standards. 12. Normally be given your course timetable no later than four weeks before the beginning of each semester. 4

5 Contents 1 Welcome to the Course Studying on this Course Assessment and Feedback Where to Get Help What to do if you Relevant Policies

6 1 Welcome to the Course 1.1 Message from the Dean & Pro Vice Chancellor Whether you are joining us as a new student or returning to continue your studies, we hope you will enjoy your experience with us and find your studies interesting, challenging and relevant to your development and future career plans. The Faculty of Arts, Environment and Technology, is one of the largest faculties within Leeds Beckett University and covers a wide range of subjects areas. The faculty is divided into the following five academic schools: Art, Architecture, and Design Built Environment and Engineering Computing, Creative Technologies and Engineering Cultural Studies and Humanities Film, Music and Performing Arts Our aim is to provide students with a research- informed, innovative and relevant curriculum that is linked to current industry practices and standards. Our courses are highly valued by employers, professional bodies and other stakeholders. Through our approach to student support and to teaching and learning we aim to place you, our students, at the heart of everything we do. You will experience a diverse range of teaching approaches. We also use a variety of different methods of assessment and attach considerable importance to providing you feedback on your assessments. We will be organising dedicated, school based feedback weeks for you to ensure that you receive feedback that would help with your future learning. As a faculty we strive to be student-centred and value your opinions and feedback. We want to hear about the things you enjoy and that you think we do well, but also want to know when you think there are ways in which we can improve your experience. There are many ways in which you can provide feedback including through your student academic representatives, through written or on-line module evaluation feedback forms and through student open meetings, forums with staff, and student representative meetings with me. The courses in the Faculty of Arts Environment and Technology are based at both City Campus and Headingley Campus. Our City Campus courses are situated in the heart of the city, where our accommodation includes the award-winning Broadcasting Place development, our impressive Built Environment laboratories, dedicated film and performing arts studios and extensive IT facilities. Our University s Headingley Campus is a leafy parkland setting housing our industry standard music performance studios, visual media, IT labs and dedicated Computing facilities. 6

7 In joining BSc (Hons) Quantity Surveying, you become part of the Faculty s community. I would like to wish you well in your chosen studies and hope you have an enjoyable and successful year. Professor Mohammad Dastbaz Dean & Pro Vice Chancellor, Faculty of Arts, Environment and Technology 1.2 Message from your Course Leader This handbook provides you with information that you will need to succeed on your course. You should find it helpful when you first start, when you are preparing for assessment and at any time that you need help or advice in connection with your studies here. You will also receive a module handbook for each module you study on your course. The course team is looking forward to working with you this year and we hope that your time studying with us at Leeds Beckett University is both enjoyable and successful. On behalf of our University and the whole course team I would like to wish you well in your studies. Dave Woolley Course Leader BSc (Hons) Quantity Surveying 7

8 1.3 Message from your Head of School Dear student, you are an important member of the community that makes up the School of the Built Environment & Engineering, and our success is entwined with your success. This community extends to several franchise institutions across the globe and is underpinned by impressive list of undergraduate and postgraduate courses, as well as, inspiring research and enterprising activities. This hand book is designed to help you by providing the essential information about your course. The handbook is not the only source of information and you should make use of other documents and online provisions as well as communications and feedbacks from the course team, including student admin support. If there are issues that require further clarification then please do not hesitate to discuss them with your personal / year tutor, course leader or indeed myself 8

9 1.4 Academic Calendar Our standard student academic calendar is summarised below: Bank Holiday Student Welcome & Induction Week Semester u/g Christmas Break BH/Christmas Break u/g Christmas Break Formal Examinations Period Formal Examinations Period Student Welcome & Induction Week Semester u/g Easter Break Bank Holiday Semester Bank Holiday Formal Examinations Period Formal Examinations Period Spring Bank Holiday

10 Full details of this and future standard student academic calendars are at: Once you have enrolled, you will have a student login. You can then find confirmation of your personal timetable by selecting the appropriate link after logging on the Student Hub from Key Contacts Course Leader Dave Woolley. Dave Woolley is available for you if you have any academic or industry related issues you want to discuss during your time with us at our university. The best contact is on [email protected] at any time to outline any issues and/or arrange a convenient time to meet. Direct dial during normal office hours Personal Tutor Trevor Sherratt is available for you if you have any pastoral issues you want to discuss during your time with us at our university. The best contact is on [email protected] at any time to outline any issues and/or arrange a convenient time to meet. Direct dial during normal office hours

11 Student Liaison Officer Course Representative Details about being a course rep are available at Student Administrator Jackie Leahy can be contacted any time on [email protected] or direct dial during school office hours Academic Librarian 1.6 Keeping in Touch Academic and administrative staff at our University use your student address to contact you. It is important that you check this account regularly. You can forward s from your student address to a preferred personal address. However quarantine and spam filters needed by our University mean that s sent from external addresses may be delayed, blocked or deleted. It is therefore important that your student address is the only address that you use to contact University staff. You can find how to forward your student address to a preferred personal address or mobile device from: We will inform you of cancelled classes / activities / course notices as soon as possible. For each module, the module handbook will include the preferred method of communicating general information about that module to you. Please make sure that you inform your course admin team whenever you change your address and contact details. It is important that you also update your records yourself. To do this, select the appropriate link from the My Account tab after logging in from the Student Hub at: This will ensure we can always contact you in an emergency, and that you receive any important University communications that we may need to send you. 11

12 2 Studying on this Course 2.1 Programme Specification The programme specification is a concise description of your course's aims and objectives and how you will be taught and assessed to achieve the required learning outcomes. It includes information on course structure and the maintenance of academic standards. The full programme specification for this course can be found in appendix A of this handbook. Course Structure The course structure outlines the modules that will be delivered on this course. Full details of the structure for this course can be found in the programme specification (appendix A). Course Learning Outcomes All courses benchmarked against the Framework for Higher Education Qualifications in England, Wales and Northern Ireland (FHEQ). The FHEQ can be viewed on the Quality Assurance Agency website: For more details on the Course Learning Outcomes specific to this course please view the programme specification. 2.2 Course Resources The programme specification specifies the physical and online resources available to students on this course. 2.3 Graduate Attributes All graduates from our University will be enterprising, digitally literate and have a global outlook. These three graduate attributes are developed with specific, appropriate emphasis in each course and you will be assessed about each of them at every academic level. They will provide you with capabilities which are essential for your employability and wider life as you move on from your studies here. A summary of how the development and assessment of graduate attributes for this course are provided in the programme specification. 2.4 Work-Related Activities The programme specification outlines what work-related activities are associated with this course. 2.5 Opportunities for Graduates The programme specification includes details of any accreditations, career paths, further study options and other opportunities for graduates. 12

13 2.6 External Examiner The External Examiner assures that you are assessed fairly in relation to other students on the same course and also the standard of your own award in relation to students in other higher education institutions nationally on similar courses. The details of the External Examiners for this course are as follows: Academic External Examiner is Dr. Olufemi Festus Olubodun, Senior Lecturer, University of Bolton. Practitioner External Examiner is Mr Daniel Hughes, Director, Turner and Townsend PLC. Your Student Administrator can provide details of the External Examiner s report on request. Further details on all External Examiners report can be located here: 3 Assessment and Feedback 3.1 Assessment Assessment Strategy Information on the various methods of assessment can be found in the programme specification (appendix A). University Assessment Regulations Our University s assessment regulations are contained within the Academic Principles and Regulations (sections C3 and C4 in particular). The regulations are available at: Course-Specific Assessment Regulations and Professional Body Requirements The course is regulated and approved by the Royal Institution of Chartered Surveyors (RICS). Their assessment regulations for the course are that students must pass all modules with a minimum of 35% in any component part, but with an aggregated total in each module of a minimum of 40%. 3.2 Getting Feedback on your Assessed Work Our University has committed to a four week turnaround for feedback. Each module handbook will provide you with specific guidelines on the turnaround for feedback. The programme specification explains how feedback will be provided on both formative and summative assessments (see appendix A). 13

14 3.3 How do I Get my Results? Module evaluation forms are issued to students on all modules for them to complete. This feedback is then analysed and used as appropriate in course design/enhancement. In addition student forums are arranged over each academic year to understand and resolve student issues. Students will be invited to complete the National Student Survey (NSS) and once again these results will be considered as part of our continuous course enhancement process. We always welcome student feedback at any time via academic or administrative staff. Results from module assessments and decisions on progression to the next level or awards (if you are in the final level) are available on the Results Online system from: Results will only appear within Results Online five working days after the date of the Board of Examiners meeting (the meeting where your end of year outcome will be decided) or the Examination Committee meeting (the meeting where modular outcomes are decided). If you are unsure about when you might receive your results or have queries relating to your results, you should contact your Student Administrator. 3.4 Issues with Assessment Extenuating Circumstances and Mitigation We are particularly keen to engage with students in working to continually enhance this course. You can find out what actions have been taken in response to your feedback through your course rep, the Students Union, your tutors or through the library. Your Faculty also provides updates on action taken through the Like it and You Said, We Did posters prominently displayed around our University. If you are experiencing problems which are adversely affecting your ability to study (called 'extenuating circumstances'), then you can apply for mitigation. The University operates a fit to sit / fit to submit approach to extenuating circumstances which means students who take their assessment are declaring themselves fit to do so. Examples of extenuating circumstances include personal or family illness, bereavement, family problems or being a victim of crime. Further guidance on extenuating circumstances and mitigation can be found at: Late Submission Without any form of extenuating circumstances, standard penalties apply for late submission of assessed work. These range from 5% to 100% of the possible total mark, depending on the number of days late. Full details (section C1.5) of the penalties for late submission of course work are available at: 14

15 Re-assessment If you have not passed a module at the first attempt you will be eligible for re-assessment. You will need to make sure you are aware of the relevant re-assessment process (e.g. whether it is coursework, an examination, a presentation or other form of assessment / when it will take place / what the deadline is). You will be advised via Results Online of your options for re-assessment. You are advised to contact your Course Leader, Student Administrator or personal tutor for any necessary clarification. Student Appeals If you feel that you have in some way been disadvantaged during your studies and this is reflected in your results, then you may have grounds for an academic appeal. After your results are available on Results Online you have 15 working days to submit a request for an appeal hearing. You will find the information you need, including grounds for appeal, when and how to appeal and frequently asked questions at: You are strongly advised to seek guidance from the Students Union Advice Service on whether you have grounds for an appeal and the completion of the paperwork see Section 4 for Students Union Advice Service contact details. 3.9 Academic Integrity Our University wants to give you credit for your learning and for work which you have done yourself. Unfair practice occurs when you have not done the work yourself. Any attempt to gain an unfair advantage, whether intentional or unintentional, is a matter of academic judgement and may be considered to be unfair practice. Examples of unfair practice include, but are not limited to cheating, plagiarism, self-plagiarism, collusion, ghostwriting and falsification of data. Definitions of these offences and the serious consequences of unfair practice can be found in our Academic Principles and Regulations, Section C9: Academic Integrity: There are a range of resources available to help you understand what is and what is not permitted and how to use other people s ideas in your assessed work. These include the Skills for Learning website which can be found at If you are unsure on how to reference your work correctly please seek advice from your tutors or access the Skills for Learning resources online (see section 4). 15

16 4 Where to Get Help 4.1 Personal Tutors Your personal tutor (see Key contacts in Section 1) will usually be an academic member of staff who teaches you on your course. Your Course Leader will make sure that you are given the name and contact details of your personal tutor at the beginning of each year, usually in your course induction. Normally, your tutor will aim to follow you right through the duration of your course. Your personal tutor has an important role to play in supporting you in academic and personal matters while you are studying on this course. The meetings will include discussion about career aspirations, your course, your progress, and your academic results. You may want to set objectives for academic and life goals which you can store on your e-portfolio. Personal tutors are not trained counsellors and will signpost you to other University services if they can t help you. These services may, for example, be the Students Union, the counselling service or the student hub. In the first year your tutor will probably initiate communication to set up the meetings at a mutually convenient time, but later in your course it should be your responsibility to set up the meeting. If you ask information to be kept confidential it will be and a note will be kept securely in your University notes with an indication of who can access the information. You are entitled to have one meeting per semester with your personal tutor in each year of your course. But your personal tutor may ask you to come to see them more frequently and you should feel free to contact them if you need to see them urgently. Please see Section 6 for details of our personal tutor policy. 4.2 Student Hub If you have any questions about or problems with life at our University, the first place to call, or pop into is the Student Hub. The team can help with a broad range of enquiries including: funding and money advice, being an international student, disability, counselling and wellbeing support, student cards, accommodation, fee payments, support from the Students Union, how to access on-line services, getting help with your CV, preparing for an interview, careers guidance and getting a part-time job. Details of these and other services are available at There is a Student Hub on the ground floor of the Rose Bowl at City Campus and one also in Campus Central at Headingley. Our telephone number is and our address is [email protected]. We work closely with Faculties, the Students Union, all University Services and external organisations to make sure that if we don t know the answer to your question we will know who will. 16

17 You can also use 'my Hub' which is an online resource available 24/7 where you can access information and guidance about a range of services, register and make appointments with Services, register for workshops and employability tutorials, search for job vacancies and use a range of careers resources. 4.3 Disability and Dyslexia Support Disability Support is available from the Disability and Dyslexia Centre. The Disability Advisers will work with students to ensure support is provided to meet their individual needs: Disabled students can also access the Disability Resource Areas in each library and the support provided by the Library Learning Support Officers. 4.4 Library Help Academic Librarian Your academic librarian (see Contacts in Section 1) liaises with your lecturers to ensure physical and electronic information resources for your subject are available. They are available to support you personally and will work with you throughout your time here to help you develop information and digital literacy skills. Skills for Learning Skills for Learning provides a wide range of web resources on topics including plagiarism, graduate attributes, group skills, research, maths, critical awareness and reflective skills, Harvard referencing, essay writing and time management. For full information and contact details of the workshop and individual support programme see: Help and Information Points If you have any questions about using the library or concerns about IT, such as logging-in, printing or using our various software packages you can get help: from the Help and Information Point on the ground floor of each library online: by phone (including 24/7 IT support). Library Website The Library s website ( provides access to thousands of resources and information about Library services. You can also access key services via your smart phone or tablet. 17

18 Distance Learners If you are registered on a distance-learning course, you may be eligible for the Library s Offsite help and advice. The service offers help with accessing electronic resources, access to other libraries, postal book loans and journal article supply. For details of eligibility and the full range of services provided you can access Offsite at: Students Union Advice Service The Students Union advice service offers free, independent and confidential advice and representation to students. Professional advisers are employed directly by the Students Union to represent your interests even if you are in dispute with our University. Advice is available on a large number of issues including: academic problems, housing, money health and wellbeing. Tel: (0113) or [email protected]. There are full details of all services available at: 5 What to do if you 5.1 are absent for more than one day You must notify your Student Administrator if you are absent for more than one day (for example for an interview, emergency unforeseen circumstances, or for compassionate leave). If you are going to apply for mitigation you will need to provide written evidence of the reason for your absence (see section 3). International Students Please be aware that our University fully complies with United Kingdom Border Agency policy at all times. There are legal reporting requirements relating to UKBA immigration procedures in the UK for all non-eu students studying in the UK with a Tier 4 student visa. Full attendance 18

19 is mandatory for all Tier 4 students. For up to date information about visas, immigration issues and other related information, contact the International Student Advice Centre at [email protected] for advice and guidance. Failure to meet Border Agency attendance requirements as required by the terms and conditions of your immigration status could lead to your academic sponsorship being withdrawn and your visa being revoked. 5.2 are ill If you are absent because of illness for more than seven consecutive days (including weekends), you must provide us with a Fit Note. If you are absent through illness on the day of an examination or assignment deadline and you intend to apply for mitigation, you must also provide us with details and any available evidence as soon as possible. Contact your Student Administrator to get a copy of the appropriate extenuating circumstances form. You can hand in or send a Fit Note to your Course Leader. Further information is available in the General Regulations (section 6) at: have a comment, compliment or complaint We are committed to providing a high quality experience for all our students. We welcome comments and compliments from students, and find them valuable for on-going improvements to our provision. Comments and compliments about your course can be raised with your course representative or directly with your personal tutor. If you have a specific complaint about an act or omission of our University, you may be able to make a complaint under the Student Complaints Procedure. In the first instance, you should raise the matter as soon as possible with the member of staff most directly concerned, or with the person who can best resolve it. If this does not resolve the matter, or if the complaint is too serious to be addressed in this way, then you should make a formal complaint in writing. Information about how to make a complaint, including the student complaints procedure and a complaints form, is available online at: are considering withdrawing from the course If you are considering withdrawal from your course you should speak to your personal tutor, a member of staff at our Student Hub or the Students Union to discuss your reasons. If there is a problem, University or Students Union staff may be able to help. 19

20 It may be possible to arrange temporary withdrawal from your course and if you decide to withdraw permanently or temporarily, you must complete a withdrawal form. This form must be submitted as soon as possible to your faculty office as withdrawals cannot normally be backdated. For further details see General Student Regulations at: 6 Relevant Policies 6.1 Student Charter Our University and Students Union recently agreed upon the Student Charter which outlines what is expected of students of Leeds Beckett University and what students can expect from our University. The most recent version of our Student Charter is at: Student Entitlements Our student entitlements, listed at the front of this handbook, will help to ensure the student charter is embedded as part of our approach to providing a good quality, consistent learning experience for all our full-time and part-time undergraduate students. You can find the full student entitlements from: Personal Tutors You are entitled to have one meeting per semester with your personal tutor in each year of your course. See Key Contacts in Section 1 for details of how to contact your personal tutor. See Section 4 for an overview of the support you can expect from your personal tutor. You can find full details of our personal tutor policy from the Student Hub webpages: Safety, Health and Wellbeing Policy Statement Our University is committed to providing a vibrant, ethical and sustainable working environment that values wellbeing and diversity. This commitment exists alongside our wider legal and moral obligations to provide a safe and healthy working environment for our staff, students and members of the public who may be affected by our activities. There are further details at (see H - Health and Safety Policy Policy Statement). 20

21 Smoking No smoking is permitted in any of our University buildings, this includes the use of vapour cigarettes (or other similar devices); if you do smoke outside our buildings please make sure that you stand at least five metres way from building entrances and boundaries. Use of Laptops within our University If you need to charge your laptop battery, please make sure that the battery charger/lead are undamaged, and only plug it into a designated power socket if you are unsure of where these are, please ask a member of staff. Please make sure your battery charger cables do not create a trip hazard. Fire Safety Procedures Fire information is present on Fire Action Notices displayed in all our University buildings. These are normally present in corridors. Please read and follow the instructions. All fire exit routes are clearly identified. You should familiarise yourself with the location of fire exit routes and fire assembly points for the buildings that you may use in the course of your studies. If you discover a fire, you should sound the alarm by operating the Fire Alarm Call Point. You should report the circumstances and site of fire using the emergency number indicated on the Fire Action Notice. Do not tackle the fire unless you have been trained to do so. Evacuate the building to the fire assembly point indicated on the Fire Action Notice. Do not re-enter the building until officially authorised to do so. On hearing the Fire Alarm, everyone should proceed calmly to the nearest available safe fire exit, as indicated by the green and white fire exit signage. Take appropriate action to assist visitors and mobility-impaired persons or wheelchair users to a safe refuge. Upon exiting the building, continue on to the fire assembly point so as not to impede the remaining evacuees exiting the building. Evacuation is practised through fire drills. However, you should regard any continuous sounding of the alarm as a fire incident and act accordingly. Disabled Students You are expected to declare any disability that would affect your safety in the event of a fire, e.g. hearing impairment or the use of a wheelchair. If you are referred to the Disability Adviser, a Personal Emergency Evacuation Plan (PEEP) will be developed for you as appropriate. 21

22 Disabled students must declare their disability, to the University, for it to be taken into consideration. You can find further information about the support available to disabled students studying at our University and contact details on our website: First Aid First Aid Notices (green and white) are displayed in all University buildings alongside the Fire Action Notices (predominantly blue and white) and alongside, or adjacent to, each First Aid box. First Aid Notices provide all the information you may require to seek and summon assistance. First Aider contact details can also be obtained from the Student Hub or from Security: City Campus, internal ext or Headingley Campus, internal ext Accident and Incident and Reporting All accidents and incidents and dangerous occurrences, must be reported to, and recorded by University staff. Accident report forms (HS1) are available at faculty reception offices, Security and Student Hubs. Infectious Disease Campus-based students who have been diagnosed with a serious infectious disease such as TB, measles, meningitis or chicken pox should notify their course leader or administrator as soon as possible giving information regarding which groups of students (and/or colleagues and clients on placements) you have been in contact with and when. For diseases such as TB or meningitis, the West Yorkshire Health Protection Team may also wish to speak to you (or your family) to determine if others require screening or medication. You should follow advice given by the hospital or your GP about when it is safe to return to University. 6.5 University Regulations There are two sets of regulations you need to be aware of, The University Academic Principles and Regulations and The General Regulations: Leeds Beckett University Students. The Academic Principles and Regulations relate specifically to your studies and your course. They cover issues such as assessment, progression and award requirements amongst a range of other issues. The General Student Regulations deal with a range of issues which apply to all students of our University. 22

23 6.6 Academic Principles and Regulations Our University Academic Principles and Regulations can be found at: You should familiarise yourself with the Academic Principles and Regulations. The following sections are of particular relevance to your course: Assessment general provisions (C1) Achievement of credit (C2) Student progression (C3) Conferment of awards (C4) Management of assessment (C5) Conduct of assessment: coursework and other assessed work (C6) Administration and conduct of examinations (C7) Written examinations: regulations for candidates (C8) Academic Integrity (C9) Disabled students and students with specific learning difficulties (C10) Boards of examiners and examination committees (C12) Disclosure of assessment results (C14) Extenuating circumstances and mitigation (C15) Appeal against a decision of a board of examiners or examination committee (C16) The Students Union Advice service ( is able to offer advice and guidance on how to understand and use the Academic Principles and Regulations. Where students are undertaking any form of research project, reference should be made to the Research Ethics Policy and Research Ethics Procedures which can be found at: General Regulations The General Student Regulations are available at the following web link: You should familiarise yourself with the student regulations relevant to you. 23

24 Appendix A Programme Specification Part C: Programme Specification 36 Overview and Aims The BSc (Hons) Quantity Surveying degree is aimed at a wide range of people. The part time route allows for entry to those already in the Quantity Surveying profession. The sandwich route is aimed at school leavers with A Level or equivalent qualifications. The third year of the sandwich route offers students the opportunity of working in the profession giving a further dimension towards their employability skills. The course is delivered through lectures, tutorials and workshops to enable the students to have a greater understanding of the wide ranging aspects encompassed by the Quantity Surveying umbrella. The course seeks to give the students an identity as a Quantity Surveyor whilst encouraging the students to work closely with the other construction students to enable them to carry these relationships on in to their workplaces. An important part of the part time course is the recognition and accreditation of learning from the work-place, in the Experiential Learning modules. Similarly, sandwich student s benefit from the practical experience of a year s placement. One feature of the course is engineering classroom-to-work applications and revisiting real-world outcomes. The aim of the course is to provide an education for potential Quantity Surveying graduates which will engender the qualities of professionalism, competence, clarity of thought and resourcefulness. More specifically the aims are to : provide a basis from which students can undertake independent critical thinking, and enhance and extend their understanding of the profession and industry whilst developing and enhancing necessary problem solving skills; and thus are prepared for the vocational problems they will encounter in the procurement of buildings. the encouragement of students to approach their academic and subsequent professional careers as creative and innovative individuals 24

25 that successful graduates will have the potential to contribute to significant advances in technological, managerial, financial or legal issues associated with the Quantity Surveying discipline. 37 Employability and Professional Context Quantity Surveyors (QSs) are involved in the costing and financial management of construction projects and this involves construction technology, measurement, procurement, contractual advice, value and risk management, sustainability issues and health and safety. In short with anything in connection with the financial management of development. QSs may work for: Professional QS organisations providing services to other parties, Contractors and subcontractors and a very wide range of Client bodies. They may also be responsible for project management, contractor control, site management and other project delivery related areas. A QS may deal with legal issues regarding property such as contract or alternative dispute resolution. QSs need to be able to respond to users requirements, to be able to solve problems, and to be able to contribute to an organisation s overall aims and objectives. Holders of the BSc Quantity Surveying will be recognised by the Royal Institution of Chartered Surveyors (RICS) as a relevant academic qualification and be able to continue their training to become Chartered members of RICS. Data from Graduate destinations indicates that, within the School, over 90% of graduates go into employment and 10% of graduates go into further study. The demand for Quantity Surveyors is currently extremely high. Expectations are that this demand will be sustained over the medium term. Global demand is also increasing as is the diversity of work undertaken by QSs. 25

26 38 Course Learning Outcomes 1 Undertake the role of a Quantity Surveyor in many different context areas. 2 To be able to take on the requirements of the Assessment of Professional Competence as managed by RICS to become Chartered Quantity Surveyors 3 Gain an understanding of the development and construction process together with an appreciation of wider issues in the built environment, including Global issues such as sustainability and climate change. 4 Develop a comprehensive knowledge of the methods and procedures related to procurement within the construction industry, fundamental legal principles, construction contracts, contract documentation, contractual management and dispute resolution. 5 Promote students enterprise attributes by developing skills commensurate with the requirements of a Quantity Surveying Graduate. These skills will feature in all areas of the course and will enable the student to develop as a Manager in a flexible way and respond to challenges. 39 Level Learning Outcomes 4 The Level 4 study is delivered to ensure that a sound basis for technical knowledge and study skills is developed within the context of construction management and its place in the built environment. Students gain an understanding of all aspects of the processes, roles and relationships which contribute to the built environment. On completing the level students will normally be able to define, analyse and apply appropriate design principles associated with various construction applications. They will interrogate data or existing knowledge to provide solutions to construction problems. They will be able to apply appropriate logical reasoning to appreciate fully the 26

27 relationship between the structural and non-structural elements of buildings. 5 At Level 5 the emphasis is on developing and applying the knowledge required of a quantity surveyor concerned with construction economics and procurement. The depth of construction project principles that are explored help students to appreciate a building project as a complex process within the wider economic and legal environments to which it has to respond. Students successfully completing the level will be able to analyse situations, interrogate data, and apply appropriate logical reasoning and deductions to inform their decision making and to reflect on their solutions. 6 Level 6 as a final year of study involves both the study of technological and management themes to a greater depth through integration across subjects. Students should successfully use research skills to collect and evaluate data gathered by working individually and in groups. Students are expected to use a range of skills to provide valid and reliable summations to explain complex situations and to digitally identify and synthesize information accurately so that issues and patterns can be identified and contextualised to generate appropriate and reliable conclusions. 40 Graduate Attributes All our undergraduate students will develop distinctive attributes. Students will: be enterprising be digitally literate have a global outlook. These attributes have been chosen in order to enhance students employability prospects and provide skills for graduates to cope in the wider world in the future, as well as to enhance each student s learning experience. The very nature of the course ensures that students develop an enterprising outlook. It is practical, oriented towards solving problems, and intrinsically connected to the world of work and enterprise. Generic employability skills are developed in the module Financial and Commercial Management. Digital literacy is promoted through 27

28 The use of the Virtual Learning Environment in teaching and learning in all the modules. Use of selected on-line sources of information, e.g. BCIS and developing in students the ability to critically source on-line material. An examination of the use of digital resources in the Built Environment; from an introduction to applications such as CAD and BIM in Level 4 to a greater understanding of current developments in Contemporary Issues in the Built Environment. A global outlook is promoted through: Understanding how the Construction Industry, and Property usage, are major contributors to Global warming through C02 emission. Embedding sustainability into teaching throughout the course, for example, the use of sustainable methods and techniques for Quantity Surveyors. Considering the broader implications of commercial activity, for example, through incorporating concepts such as Triple-Bottom Line Accounting in the Level 6 module Financial and Commercial Management. 28

29 41 Title and Level Core (Y) CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 Domestic Construction Technology L4 Legal Frameworks and Regulation L4 Documentation and estimating for Quantity Surveyors L4 Introduction to Commercial Economics L4 IT Applications for Professionals Y X X Y X X Y X X X Y X X Y X X X Design Economics L4 Y X X Non-Domestic Construction Technology L5 Y X X Measurement L5 Y X X Measurement & Estimating L5 Y X X Project Management L5 Y X X X Construction Contracts L5 Y X X X Interdisciplinary Project L5 Y X X X X Experiential Learning L5 Y X X Contemporary Issues in the Built Environment L6 Y X X X X X 29

30 Issues in Construction Law L6 Contemporary Economic Modelling L6 Inter-Professional Studies & Surveying ( Arch Tech) L6 Y X X X Y X X X X Y X X X X Experiential Learning L6 Y X X Dissertation L6 Y X X X 30

31 42 Course Structure Level 4 Semester 1 Core (Y) Semester 2 Core (Y) Domestic Construction Technology Y Introduction to Commercial Economics Y Legal frameworks and regulation Y IT Applications for professionals Y Documentation and estimating for Quantity Surveyors Y Design Economics Y Level 5. Semester 1 Core (Y) Semester 2 Core (Y) Non-Domestic Construction Technology Y Project management Y Measurement Y Construction Contracts Y Measurement and estimating Y Inter disciplinary project Y Experiential Learning L5 Y Level 6 Semester 1 Core (Y) Semester 2 Core (Y) 31

32 Contemporary issues in the built environment Y Contemporary economic modelling Y Issues in construction law Y Inter professional studies & Surveying (Arch Tech) Y Experiential Learning L6 Y Dissertation Y 43 Work Related Activities (Approximately 200 word explanation of activity) The sandwich students are expected to complete a year out in industry in a relevant practice. There is help for them to find a relevant placement and during their time on placement tutors visit the students and the students are asked to keep a log of all their activities. This log reflects the RICS guidelines for the recording of assessment of professional competence. The part time students should be in a relevant work related area. Placements with local employers may be available during the University s scheduled time for placements. Simulated work-related activities are cultivated through authentic scenariobased projects in modules including Inter-Disciplinary Project L5 and Inter- Professional Studies L6. Placement or Work Related Activity Level: Full time Placement or Work Related Activity Length in Weeks: 52 Type of Placement or work related activity: Sandwich year. 32

33 44 Learning & Teaching Approaches The modules are taught through lectures, tutorials and practical problems. Resources are available through the VLE for students to undertake their own structured learning as well as carry out work prior to tutorials to enhance their learning experience. Supporting lectures, tutorials and workshops. Phased submissions and presentations. A series of key note lectures address the core concepts and issues that form the subject area. An intermediate feedback session provides the opportunity for the student to discuss and reflect on their course work submissions. In tutorial sessions, students experience; especially part-time students who are currently working in the environment, is highly valued for the contribution to understanding. Diverse learning styles may be accommodated by; a range of assessment, some modules are more mathematical in approach, some require visual and spatial awareness for working with plans, and other modules may call for analytical skills. Teaching material will be provided electronically via Mybeckett to enable remote access. Hand-in of Coursework will, wherever possible, be done electronically to minimise the inconvenience for students with limited time on campus. All course modules will be placed on the University s virtual learning environment, Mybeckett to enable remote access. The course strategy for assessment reflects the main awarding body RICS CIAT which demands reference to the Building and Surveying Educational Benchmarks. At level 4, students have to demonstrate basic understanding of the technology of construction and operations of the built environment. The assessment takes the form of written coursework prompting technical annotation of construction details which are also examined in the written exams as in Domestic Construction module. 33

34 At level 5, assessments are centred on advanced construction principles, the nature and role of the construction industry. The management of the construction process is introduced as well as the legal constraints and challenges as in Non Domestic Construction. As in BIM 1, students are introduced to group tasks learning to resolve and derive complex solutions working as part of a team. The emphasis at level 6 is on student s ability to demonstrate knowledge gained at level 4, and 5 to analyse a project and to resolve complex construction problems and how they apply to the management process of construction. In the coursework submissions, students are expected to use management principles to resolve complex construction scenarios validating the sources of information using standard referencing systems to enhance the validity and reliability of their solutions. Assessments such as in the management and Design project seek students to evidence the solutions through research skills either in groups or working individually. At level 6, most coursework tasks and exams require students to justify their solutions by making appropriate reference to statutory obligations and, legal duties imposed on a construction manager as a duty holder. Mybeckett will enable students to engage with the course anytime and anywhere. As well as providing an electronic repository for learning material, it provides an additional means of communication with other students and staff; it promotes technology enhanced learning, digital literacy and can be used for assessment purposes. Hand-in of Coursework will, wherever possible, be done electronically to minimise the inconvenience for students with limited time on campus. Several Mybeckett modules have won Faculty or University-wide prizes as exemplars of best practice, the course will build on this strength. The range and quality of the learning materials available on the modules is expected to be outstanding. The Virtual Site The subject group has in recent years developed a learning resource called Virtual Site. Using the latest media technologies, photorealistic virtual tours of building projects have been created. Students should navigate each site, view projects at different stages of construction and access more detailed information via hot spots superimposed on the panoramic scenes. Other resources have already be developed and embedded into the Low Carbon Housing Learning Zone and Virtual Maths that provides imaginative, digital literacy that are not only interactive but provides the support some mature 34

35 students need to learn and improve their aptitudes in Maths, Building physics and environmental science subject themes. The Virtual Maths project has for instance previously been awarded the BE award for the best education and learning project for social media in the built environment. Libraries and Learning Innovation (LLI) and Information, Media and Technology Services (IMTS) play a key role in the student and staff experience at Leeds Beckett. Their library, computing, information systems, reprographic, media and learning technology services support the teaching, learning and research needs of staff, as well as students. Integrated library, computing and media facilities are provided in libraries based on each of the University s campuses at City Campus and Headingley. Some facilities are also available in Cloth Hall Court and in the Carnegie Stand and Pavillon. LLI which holds the Customer Service Excellence standard, aims to maximise choice and flexibility in the way in which students and staff on the course learn by providing a range of study environments, off-campus support, online access and dispersed facilities. The Library opens 24 hours every day of the year providing over 2100 study places of which approximately 800 offer access to computing or multi-media facilities. Wireless networking is available throughout the Library and across much of the University s estate and wireless enabled laptop PCs are available for loan within The Library. 45 Learning and Teaching Activities Self directed learning Formative exercises Practical surveying On-line tutorials Problem-solving and critical thinking is promoted through various modules; for example in Inter-Disciplinary Project and Inter-Professional Studies we mesh multidisciplinary infrastructures by putting students from different disciplines into realistic work teams; and engineer mission-critical critical thinking by empowering them to generate authentic solutions to real-life scenarios. 35

36 In addition to the formal lectures, tutorials, laboratory sessions and hands-on computer classes will be are embedded in the delivery to help to reinforce the learning process. The feedback and progress assessment, extracurricular seminars, field trips and the involvement of industry experts as guest speakers will be enhanced to enrich the learning experience and students knowledge of current issues within the construction industry. The Leeds Sustainability Institute and CeBe organise workshops and seminars where industry practitioners convene to tackle topics on the low carbon and sustainability and many other challenges to effective management of the construction process. For instance, leading companies and construction legal experts held a workshop in the Rose Bowl to share experiences on some of the challenges the industry faces in view of the impending European Safety legislation. Students who attended the workshop asked for handouts and information was also posted on Mybeckett for students who could not make the meeting. At level 6, every year, industry practitioners are invited to assess students and provide feedback on their final year management and design project presentations. These arrangements offer a varied learning and teaching experience for students. In this regard, the course is quite unique in that we draw on the input of industry relevant practice into our curriculum. We are confident that students develop vocational skills and have a real understanding and appreciation of the role of a Quantity Surveyor in the construction industry. 46 Use of VLE Extensive use is made of the VLE. The university has a Virtual Learning Environment, Blackboard Vista. This is branded as Mybeckett and supports the university s Assessment, Learning & Teaching Strategy in respect of technologically-enhanced learning. The university encourages the use of Mybeckett across all courses. The course team recognises the need to provide a diverse and flexible learning environment and continues to expand the use of Mybeckett across the course. 47 Use of Blended Learning Individual modules may link to and make use of external resources such as videos, Open Educational Resources, authoritative websites, etc. via Mybeckett 36

37 48 Assessment Strategy A range of assessment methods will be used. These include; presentations, portfolios, reflective practice assignments, negotiated learning contracts, reports, phase tests, examinations. Assessment is used to support student learning as well as to assess it. This is achieved by being clearly linked to and aligned with Learning Outcomes and providing opportunities to build on feedback. A varied diet of assessment is provided, including: coursework assignments; presentations; practical work; reports; essays; group projects; individual projects; phase tests and end examinations. The assessment strategy is based on a transition from summative assessment of knowledge and understanding through examination and phase tests at level 4s, to increasing application through projects and group work at Level 5 using assessments that prepare students for learning about the reality of the future workplace and wider society. At Level 4 formative assessment is achieved through self-assessed tutorial exercises. At Level 5 and level 6 there is a move to assessment of application through self-directed management of project-based work and working in teams to derived common solutions Where appropriate innovative assessments are used. One example of this, inter alia, is in the module Experiential Learning L6 part-time students use an on-line e-portfolio to evidence competency utilising the Professional Body Competencies. They also prepare and present a case study again utilising a real-world case on which they have worked from their employment. This is intended to simulate the PSRB Assessment of Professional Competence and hence cultivate life-long learning outcomes. The module is largely studentdriven, students can self-select from a range of different hand-in dates to facilitate their own individual workloads, both University and employment. There is also an on-line system for students to book surgery sessions with the tutor. 49 Feedback on Assessment The course strategy is that all assessed coursework will be returned to students with comments within three weeks. Every module leader will dedicate some tutorial feedback sessions. Such sessions will include individual feedback, provided verbally and in written form. Where elements of group work are involved, then general feedback on the 37

38 performance of a group submission will also be given to the students. Feedback on formative, online, assessments can be provided immediately. This will enable the student to review their answers and understand where they were mistaken and also provide a platform for them to question the tutors as to the reasoning behind the answers. Feedback on summative assessments will be provided by the module tutor. Feedback may include annotated scripts, model answers, and audio feedback. Where possible sessions will be held to discuss the feedback with students and how they can use this to improve their performance in future modules and assessments. In the induction students are given examples of feedback and what constitutes feedback is explained to them so they can better understand the information presented to them and its importance. The course leader will review the methods of feedback throughout the modules and check for the student s understanding of it throughout the course. 38

39 50 Assessment Method Mapping Please enter % weighting for a maximum of two pieces of summative assessment per module. Add additional rows for available option choices. Module Titles Core (Y) Report End Exam Phase Examination project Essay Presentation Dissertation Online presentation Domestic Construction Technology, level 4 Legal Frameworks and Regulation, level 4 Documentation and Estimating for Quantity Surveyors, level 4 Introduction to Commercial Economics, level 4 IT Applications for Professionals, level 4 Y Y Y Y Y Design Economics, level 4 Y Measurement, level 5 Y Non-Domestic Construction Technology, level 5 Measurement and Estimating level 5 Y Y Project Management level 5 Y Construction Contracts, level 5 Y

40 Inter Disciplinary Project, level 5 Y (Not part-time)) Experiential Learning Level5 Y (Part-time only) Contemporary Issues in the Built Environment level 6 Contemporary Economic Modelling Level 6 Issues in Construction Law level 6 Inter Professional Studies & Surveying (Arch Tech) level 6 Y Y Y Y (Not part-time) Experiential Learning Level 6 Y (Part-time only) Dissertation, level 6 Y How is feedback from students gathered and used in course design/ enhancement? Formal feedback methods: Student Forum Meetings Module Evaluation Questionnaires National Student Survey Informal feedback comes from in-module and in-course discussions with the students. Previous module evaluations and any actions arising therefrom are presented to students as You said, we did, where appropriate. The results of the NSS are carefully examined and any actions required may be directed at Course, School or Faculty level, as necessary. 40

41 Students also provide feedback to members of the course team at any time. Feedback is used to change module content and approach and has influenced course design and structure. Particularly valuable is feedback obtained from final level students in discussions with External Examiners. 52 How is feedback about the course given to students? Regular course meetings. . Notice Boards. Also, as above in You said, We did. The feedback loop design and the mechanisms of the course review cycle are outwith the provisions of this CAT. Information about the course is fed back to students through tutorials and through STARs attendance at Annual monitoring and review meetings. On a weekly basis, the first ten minutes of tutorials is dedicated to addressing students concerns. Any issues raised are followed up and students are informed of the outcomes either via or through follow-up sessions. A letter is also sent to students each year that sets out the comments that students have made and the action taken in response to those comments Indicators of Quality and Standards 53 Rationale for Change We are reviewing all our Undergraduate courses, drawing on past and current successes, to ensure that all courses are: 41

42 Focused on student and employer needs and demands Supported by consistently good teaching Designed to offer all students work related learning and participation in volunteering and/or international exchange. Integrated with technology Underpinned by effective resources, both physical and virtual We are listening to students, employers and professional bodies. We are simplifying the course structures, clarifying course content, ensuring summative assessment is balanced and timely and reviewing all course titles. Refocusing of the Undergraduate curriculum will ensure that our graduates are distinguished by three overarching features: Enterprising Digitally Literate Global Outlooks As a result of Refocusing the Undergraduate Curriculum we will: Improve student progression, achievement and employability Enhance the market attractiveness of our Undergraduate portfolio 42

43 54 National Student Survey: In response to these results, an action plan was developed by the Course Leader. Staff are good at explaining 78 things Staff have made the subject 50 interesting Overall, I am satisfied with 44 the quality of my course I have received sufficient 56 advice and support with my studies Feedback on my work has 39 been prompt Feedback on my work has 50 helped me clarify things I did not understand The library resources are 94 good enough for my needs I have been able to access 94 general IT resources when I needed to 55 Teaching Quality Information In 2009/10 there were 175 students across all levels of the course and 15 withdrawals. In 2010/11 there were 107 students across all levels of the course and 12 withdrawals. In 2011/12 there were 151 students across all levels of the course and 8 withdrawals. In 2009/10 of the 43 students graduating; 2 achieved a first, 24 achieved a 2:1, 15 achieved a 2:2 and 2 received a third class degree. In 2010/11 of the 53 students graduating; 1 achieved a first, 29 achieved a 2:1, 22 achieved a 2:2 and 1 received a third class degree. In 2011/12 of the 39 students graduating; 9 achieved a first, 23 achieved a 2:1, 7 achieved a 2:2 and nobody received a third class degree. 43

44 74% of students who left the course in 2011 are now in relevant employment with 12% being unemployed. 56 Module Evaluation These are undertaken towards the end of each module and the information gained is used by module leaders to identify actions to further develop and enhance modules. In addition, module evaluation is undertaken at the mid-point of modules to nip problems in the bud. Poor module evaluations for several modules have resulted in their removal from the course and the material delivered in a different way 57 What methods are used to monitor and assess quality? The course is subjected to all of the Universities monitoring processes such as annual review, focus groups, student representation, external examiner and academic audit. The policy for internal quality of assurance of this course amounts to the following procedures: Module evaluation by students to identify the effectiveness of learning and teaching within the module and areas of potential improvement; Module leader reports, whereby the module leader reflects upon the student module evaluations and recommends any necessary changes; Annual review which takes place both in semester 1 and semester 2 to review the 44

45 delivery of the course in each semester. This is attended by student representatives and the course team. The annual review considers the module leader reports for the previous semester and the course team have the opportunity to comment upon the course content and forms of assessment; Approval, annual monitoring and periodic review; Clear, published guidelines for the assessment of students; The peer observation and review of teaching staff; Appropriate learning resources and student support. 58 External Examiner Reports Over the past five years the External Examiners have consistently been of the view that: The standards set for the award are appropriate The standards of student performance are comparable with other institutions The processes for assessment, examination and the determination of awards are sound and fairly conducted During that period the External Examiners have raised a number of issues and these have been addressed by the Course Team. Some of the intransigent issues raised (for example availability of software) are Subject Groupwide because a large number of modules are delivered by staff in other groups in the Subject Group. Some of the issues raised are University-wide (for example the provision of module statistics on Exam spreadsheets). We continue to press for these to be addressed. 45

46 59 Research and Scholarly Activity We focus on providing high quality research activity and outputs across a range of disciplinary areas. Research centres support the work of subject groups, with research work linked closely to industry through partnerships and professionally supported activities. The Centre for the Built Environment (CeBE) and the Centre for Knowledge Exchange (CKE) particularly support the Construction and Project Management Group. Of particular relevance to the course curriculum is the Buildings & Sustainability group within CeBE. The work of the group has ranged from theoretical and strategic explorations of climate change targets and their implications for the design and management of the built environment, to detailed empirical work on the potential for carbon emission reductions in new and existing housing. The work of the group is incorporated into course modules, particularly Domestic Construction and Building Science and Services. Research on topics such as airtightness, thermal bridging and modelling of heat loss from buildings is incorporated to provide students with the most up to date information on these key knowledge areas of low carbon building. The research activity has led directly to the creation of a Low Carbon Housing Learning Zone which is available to students on the subject group s Virtual Site. 60 Staff Development The course is delivered by staff from the Surveying and Architectural Technology professional group, the Civil Engineering group 46

47 and the Construction & Project Engineering group. This allows students to benefit from teaching by specialists in other groups, for example in Construction Technology and Environmental Science. Conversely, staff in the SAT professional group teach modules that are delivered to other subject groups in the Faculty. This delivers economies in course provision; it is common for lectures to be delivered to 200 students (with tutorials delivered to small, course specific tutorial groups). A result of active staff research has led to the establishment of the Low Carbon Housing Learning Zone, which is a critical component of the subject group s Virtual Site. Our students benefit from a conduit of research and guidance on how to design, construct and manage dwellings that are capable of achieving low carbon emissions. Staff development needs are identified at the annual Performance and Development Review informed by the University s Attitude, Character and Talents Framework Student feedback and module evaluation feeds into the identification of staff development needs. Members of staff have been supported to undertake further qualifications and training; for example support to undertake a PhD, allocating deployed hours for PGCHE study, providing financial support for training provided by external bodies. Staff development needs are identified at the annual Performance and Development Review informed by the University s Attitude, Character and Talents Framework. Members of staff have been supported to undertake further qualifications and training; for example support to undertake a PhD, 47

48 allocating deployed hours for PGCHE study, providing financial support for training provided by external organisations. Staff development is also undertaken via periodic courses run by CLT; for example the 8th of the month series of workshops. In addition, some members of the School have undertaken specific research into aspects of teaching and Learning; for example: Garbett, C (2011) Listen and Learn. Student Perceptions of Audio Feedback SOLSTICE Conference, Edge Hill University. 8 June 2011 As a result of this paper, some advice about using audio feedback was presented to the rest of the group. Similarly, workshops on using BB9 are being held a Faculty and School levels. 48