Course Specification

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1 LEEDS BECKETT UNIVERSIT Course Specification BSc (Hons) Building Surveying (BUISU)

2 Faculty of Arts, Environment & Technology School of Built Environment Engineering Award and programme title: BSc (Hons) Building Surveying Level of qualification: Level 6 Interim awards available: Award Title Level BSc Building Surveying 6 DipHE Building Surveying 5 CertHE Building Surveying 4 Length and status of programme and mode of study Programme Length (years) Status (FT/PT/SW) Mode (campusbased / DL or other) BSc (Hons) Building Surveying 3 years FT Face to face delivery BSc (Hons) Building Surveying 4 years SW Face to face delivery BSc (Hons) Building Surveying 5 years PT Face to face delivery Course Specification Overview and Aims The BSc (Hons) Building Surveying is aimed at a wide range of people as the part time option allows for entry to those already in the Building Surveying area. The full time and sandwich course is aimed at school leavers with A Level qualifications as the opportunity of working in the third year offers them a further dimension towards their employability skills.

3 The course is delivered through lectures, tutorials and practical s to enable the students to have a greater understanding of the wide ranging aspects encompassed by the Building Surveying umbrella. The course seeks to give the students the identity of a Building Surveyor whilst encouraging the students to work closely with the other construction students to enable them to carry these relationships on into their workplaces. As the role of a Building Surveyor is wide and varied the modules have been tailored to provide students with as much experience of the industry as possible. Some of the modules are designed specifically for the Building Surveyor and are taught by Chartered Building Surveyors who have many years of industry experience. Where there is expertise within the Building Surveyor lecturers they take on course specific tutorial groups for more generic modules to ensure that the students gain the experienced Building Surveyor s interpretation of the module content. An important part of the part time course is the recognition and accreditation of learning from the work-place, in the Experiential Learning modules at and 6 which are core to the p-t students who take them in lieu of Inter-Disciplinary Project (IDP) at Level 5 and Inter- Professional Studies (IPS) at Level 6. Both IDP and IPS use a simulated project to replicate work-based experience. Part-time students are already getting the work-based experience and these modules recognise and reward them for experience as well as preparing them for Lifelong Learning and the future APC. Previous records show that students who have completed study on this course are well respected in the industry and many students have gone on to achieve high ranking positions both within industry and the RICS, the surveyors professional body. By working closely with industry representatives throughout the course we are able to offer students connections with industry for them to progress after graduation. The course leader meets with all module leaders during the academic year and will facilitate meetings of all the module leaders to provide a platform for them to discuss their specific module content and how it can be linked to each module. From these meetings horizontal and vertical connections can be made between the modules and the course leader can impress upon the module leaders the need for the identity of a Building Surveyor to be reflected in the module content. Course Learning Outcomes 1 To have the ability to recognise, diagnose and treat various building defects understanding the costs involved and the impact the defects can have on a building, whilst being able to appreciate areas that are beyond the scope of their expertise and seek the advice of specialists where necessary. 2 To critically appraise situations where professional knowledge is required and understand how to travel through the stages of design to produce a suitable solution to a client s problem. The students will

4 be able to apply the AutoCAD, and isbem software associated with the industry in order to achieve this. 3 To be able to provide financially viable solutions to design and refurbishment issues that industry professionals would be expected to face. A wide range of modules will contain areas where students must apply their skills against each other to encourage competition of an enterprising nature. 4 To possess the skills required of a professional in the construction industry such as negotiation, presentation and problem analysis through engendering discussions in class and forming relationships in group work. 5 To have an ability to manage workloads and time in order to meet deadlines and plan work effectively. 6 Understand the principles of law relating to the construction industry and how the professional is affected by changes in the law relating to all aspects of the industry. Course Structure Level 4 This first level of study is to prepare the students for the following year s study by providing them with base knowledge of the areas associated with the industry. It will also provide the students with an introduction to the software packages currently in use within the industry and identify the reasons behind the introduction to enable the students to grasp the importance of understanding how to use and develop the material. Some of the skills provided are the basic skills required within the profession and it is important to embed these skills into the students psyche at an early stage so they become second nature to them in later life. Assignments that are set for the students are designed to engender academic thinking and approaches to problems and are supported with feedback to ensure the students form good research and presentation habits before entering. The opportunity to use surveying equipment in the first semester also provides the students with an occasion to work together thus forming relationships early on in their life at university and taking those initial steps into the Building Surveying family at Leeds Beckett.

5 The delivery of the part time course runs alongside the full time and sandwich courses at level 4 and the students are expected to work together in the modules. Semester 1 Legal Frameworks and Regulation Documentation (surveying, measurement and estimating), Domestic Construction Technology Core () Semester 2 Building Science and Services Introduction to Commercial Economics Materials Science and Structures Core () Level 5 This level builds on what has been learned in level 4 and extends the student s knowledge by asking them to consider what they now know and apply this to new situations where problems arise. By using this initial knowledge and asking the students to deconstruct it to form opinions as to how issues arise the students are guided into the application of their knowledge to produce answers with greater depth and explanation. Linking this knowledge to working with other professional groups enable the students to appreciate how other approach problems and what they can do to support them in their combined goal of answering the problem. Students are guided into expanding their knowledge and attitude towards professionalism to prepare them for their sandwich placement the following year. At the part time students complete the Experiential Learning module instead of the Interdisciplinary Project module. This module is based around the part time student s work and how they have interacted with a project they have undertaken. It is a reflective module and is assessed through a professional interview. The students are offered guidance as to the projects and how to prepare the submission. Semester 1 Core () Semester 2 Non domestic Construction Technology Planning and Property Development Building Pathology Construction Contracts Inter-disciplinary project BS Professional Practice Core () Experiential Learning (PT students only) Level 6

6 On their return from placement students will now have a wider understanding of the industry and how problems arise and need to be dealt with swiftly and accurately. This ethos is continued in the modules of this final level, none more so than the dissertation where research, thought and timely production of material are an essential part of a well-constructed dissertation. Once again the students are asked to join with other students of different professional backgrounds, the majority of which will also have been on placement, to produce a significant piece of work based on a real life situation. The students address the real needs of a large employer by providing a solution to their needs whilst formulation a bid for the purchase of a site with which to deliver the project. This work is punctuated by key note lectures from industry professionals and meetings with the prospective client and vendor. Students are now expected to have a professional approach to all matters relating to the course including deference to the industry speakers and the use of appropriate language and media as part of their final presentations. At level 6 the part time students complete the Experiential Learning module instead of the Inter-professional Studies module. This module is based around the part time student s work and how they have interacted with a project they have undertaken. This is similar to the module but it asks the student to give a greater critical analysis of the project and it also requires the student to consider a different project to the one used in the module. It is a reflective module and is assessed through a professional interview. The students are offered guidance as to the projects and how to prepare the submission. Semester 1 Core () Semester 2 Core () Facilities Maintenance and Inter-professional Studies Management Building Refurbishment and Design Detail Human Conservation Factors and Fire Dissertation Dissertation Experiential Learning (PT Students only) Learning and Teaching Details relating to contact hours and other key information sets (KIS) are available on the course page of our Online Prospectus on our website.

7 Learning and 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. A challenge is set to students on one module to research the previous week s lectures as some of the students will be asked to give a 10 minute presentation on the subject each week. This has been designed to increase engagement with the module and stimulate the students. Practice is fundamental to the student experience on this course and is woven into the structure of the majority of modules which service the course to provide the students with the opportunity to partake in real life work related experiences which can be assessed and feedback provided. Links are established in the modules from one level to the next to ensure that there is vertical integration of the modules being delivered on the course. One module will build on the knowledge gained through the previous year s module and the students will be made aware of each module s significance and connectivity at the time of delivery. Horizontal links are established between modules through the facilitated meetings of module leaders, enabling them to discuss the content of each module and how they can support each module by adding or removing content as necessary. Learning and Teaching Activities Self-directed learning through directed reading and research to enable students to become independent thinkers and learners. Formative exercises and problem based learning; there are live sites which are used in the course to form scenarios for the students to provide solutions in a real life situation. Close working with industry representatives on major projects provides the students with live clients and gives them an appreciation of how they and their needs should be addressed. Practical surveying in the course allows students to have hands on experience of the tools that are used in the surveying industry with their performance being assessed throughout the exercises. On-line tutorials and phase tests allow the students to develop their digital literacy skills as well as giving immediate feedback to enhance their learning. Graduate Attributes (UG only) Global Outlook An awareness of Global Issues; climate change, sustainability, is an inherent part of the BSs knowledge and responsibilities. Sustainability is explicitly addressed in several of the modules throughout the degree.

8 Digital Literacy The course relies on the use of IT to aid the students understanding. They learn by interaction with the VLE and they also need to be able to show confidence in using software in use within the Building Surveying vocation. Enterprise Generic employability skills are developed in modules through practical work and presentations. The sandwich year also develops the student s abilities and skills to work in an environment they will eventually be employed in. Use of the Virtual Learning Environment The VLE provides the students with enhanced information relating to the course and in some areas it provides tests and mock essays with a standard answer for the student to compare theirs with. Lecture notes will be posted on the module sites and where appropriate assignments will be expected to be handed in through the VLE or Turnitin. Use of Blended-Learning Individual modules may link to and make use of external resources such as videos, Open Educational Resources, authorative websites, etc. Via the University VLE. Assessment Strategy A varied diet of assessment methods will be used. These include; presentations, reflective practice assignments, negotiated assessment contracts, reports, phase tests, examinations and problem based learning. These methods have been chosen to reflect the skills the students will require when they are in the surveying industry. The problem based learning exposes the students to areas of professional practice that will be expected of them in the workplace. The negotiated assessment contracts enable the students to consider what is important to the learning outcomes and with guidance determine their method of assessment. Exams have been chosen in certain modules as these replicate instant recall of facts and their application as would be expected in the workplace. Feedback on Assessed Coursework 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.

9 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. Module Assessment Methods Module Titles Legal Frameworks and Regulation level 4 Documentation (surveying, measurement and estimating) level 4 Domestic Construction Technology level 4 Building Science and Services level 4 Introduction to Commercial Economics level 4 Materials Science and Structures level 4 Non Domestic Construction Technology Building Pathology Inter Disciplinary Project Planning and Property Development Core () Course Assignment End Exam Phase Test Portfolio Report Practical (Presentation) Project Dissertation 12,000 words

10 Construction Contracts BS Professional Practice Experiential Learning (PT Students only) Facilities Maintenance and Management level 6 Building Refurbishment and Conservation level 6 Inter Professional Studies level 6 Design Detail Human Factors and Fire level 6 Dissertation level 6 Experiential Learning Level 6 (PT students only) Employability and Professional Context Building Surveyors (BSs) may be involved in maintenance and repair of buildings, building services, security, space planning, Health and Safety, in fact, with the services and activities which keep organisations functioning. BSs may work for: Professional BS Companies providing services on a contract basis to other parties, Hospitals, Local authorities, Major retailers, manufacturers, transport organisation or any organisation which occupies premises. They may also be responsible for contract management, contractor control, site management and other project delivery related areas. A BS may deal with legal issues regarding property such as licences, leases, easements or many other such areas. The range of areas covered in the modules will allow the students to experience these areas and gain an understanding of how they are to be approached. BSs 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. This is realised in several modules throughout the course where students are challenged to deliver projects based on users briefs and input over briefing sessions. Most modules require students to be able to apply problem based learning activities to address the assignment briefs, this enables the students to gain important transferable skills which can be developed in the workplace. Larger practices of chartered surveyors usually have career paths mapped out for graduate surveyors which help them to achieve their chartered status and then go on to continuing

11 professional development (CPD). CPD is an important part of a chartered surveyor s career as it helps to keep their knowledge current and provides an opportunity to extend their experience and open new avenues of career direction. Holders of the BSc Building Surveying are recognised by the Royal Institution of Chartered Surveyors (RICS) as having achieved a relevant academic qualification. The graduates are encouraged to continue their study to progress their RICS membership with the aim of becoming a full member with the designation MRICS. Should graduates wish to continue their studies then the university can offer Masters Degrees in Facilities Management, Construction Law and Project Management which all graduates with a good degree award would be eligible for. These courses will build on the graduate s knowledge and work towards gaining more specialist experience in the field of the construction industry providing the graduate with a strong foundation in areas associated with the Building Surveying profession. Students can also go on to study for a PhD with the Centre for the Built Environment or research with the Leeds Sustainability Institute both of which are supported by Leeds Beckett. Work-Related Activities 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 the Assessment of Professional Competence. The full time students are encouraged to seek employment during the summer break in a relevant industry and keep a record of this. The part time students should be in a relevant work related area. For the students unable to find employment of placement activities the course is structured in such a manner as to give the students the ability to carry out projects where real life situations are being addressed. Examples of such activities are in Professional Practice where students have to survey a property acting on behalf of a client; then compile a schedule of dilapidations and write to the client in a formal set of letters and reports. In the Inter Professional Studies project again they are asked to produce a bid for work to a client through a series of meetings, reports and a final presentation. These activities coupled with others like them will give the students in excess of two weeks assessed work related experience grounded on problem based learning assessments. Placement or Work-Related Activity Level: Level 5 Placement or Work-Related Activity Length in Weeks:

12 48 weeks Type of Placement or Work-Related Activity: Full time professional employment Reference Points used in course design and delivery All our courses leading to Leeds Beckett University awards have been designed and approved in accordance with UK and European quality standards. Our courses utilise the Frameworks for Higher Education Qualifications (FHEQ) and relevant subject benchmarks (where these are available) and professional, statutory and regulatory body requirements (for professionally accredited courses). We review our courses annually and periodically, responding to student feedback and a range of information to enhance our courses. Our University is also subject to external review by the Quality Assurance Agency. Our latest report can be found on the QAA website at We appoint External Examiners to verify that our University sets and maintains standards for awards which adhere to relevant national subject benchmark statements and the FHEQ (UK), ensure standards and student achievements are comparable with other Higher Education Institutions in the UK, with which they are familiar, and ensure that assessments measure achievement of course and module learning outcomes and reach the required standard. External Examiners may also provide feedback on areas of good practice or potential enhancement.

13 Record of Enhancement No. Detail of modification (Provide a brief description of the modification and where the Course Specification has been updated) Example Assessment changed from examination to presentation in Module X, see section entitled Module Assessment Methods. Date Effective (Indicate the academic year of entry and course level(s) to which the modification will apply) Level 5 from September entry

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