University of Cambridge: Programme Specifications MASTER OF STUDIES IN CONSTRUCTION ENGINEERING FUTURES 1

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1 University of Cambridge: Programme Specifications Every effort has been made to ensure the accuracy of the information in this programme specification. Programme specifications are produced and then reviewed annually by the relevant faculty or department and revised where necessary. However, we reserve the right to withdraw, update or amend this programme specification at any time without notice. Further information about specifications and an archive of programme specifications for all awards of the University is available online at: MASTER OF STUDIES IN CONSTRUCTION ENGINEERING FUTURES 1 1 Awarding body University of Cambridge 2 Teaching institution Department of Engineering 3 Accreditation details will be submitted to JBM by end of Name of final award Master of Studies 5 Programme title Construction Engineering 6 JACS code(s) None 7 Relevant QAA benchmark statement(s) None 8 Qualifications framework level 7 (Masters) 9 Date specification was produced/ 01 May 2012 last revised 10 Date specification was last reviewed April 2012 New Master s Degree in Construction Engineering A two-year part-time Master of Studies degree programme is now being offered by the University of Cambridge Department of Engineering & Judge Business School. Introduction A new two-year part-time Master of Studies degree course in Construction Engineering (CEM) has been created with the first cohort starting in Sept This course forms a core component of a wider educational initiative and arises out of a new strategic partnership between the Department of Engineering and Judge Business School at the University of Cambridge (UoC) and Laing O Rourke (LOR), the UK s largest privately owned construction company. Laing O Rourke wishes to make a long term commitment to support a new Centre for Construction Futures 1 whose aim will be to stimulate innovation through education and research and provide a new vision for the shape of tomorrow s construction industry. The majority of the proposed investment from LOR funds a core academic team (1 Professorship, 2 Lectureships, 1 Director of Masters course + administrative support team) for a period of at least 10 years. The company proposes to review its involvement every five years with a view to renewing the funding on a rolling 5 to 10 year basis thereafter. In addition to delivering a Masters programme, the Centre for Construction Engineering & Technology aims to support research and undergraduate education at the University of Cambridge. Educational Aims of the programme The programme aims to precipitate a revolution in the construction sector by producing engineers and managers who will lead the process of breaking down the traditional barriers between construction, engineering consulting and the client and push forward an agenda of innovation and technology advancement. It seeks to attract those who have already had Page 1 of 9

2 several years professional experience and have been identified as potential leaders in their field who will enhance their technical knowledge and managerial skills with the expectation that they will return to their respective companies as senior executives. The construction sector forms one of the largest parts of the economy. The great challenges facing the world and the provision of the infrastructure required to mitigate climate change, provide energy security, supply water resources and provide the cities and transport systems to maintain the world s population will rely substantially on the built environment produced by the construction industry. Construction is traditionally a conservative sector, which is risk averse and reluctant to adopt new technologies, so to instigate change new paradigms of thinking and management will be required. This course aims to be unique the first of its kind - rather than an excellent version of what is already available elsewhere in construction management courses. The course aims to explore the future of construction, seeking new paradigms and innovative models for delivery. It will draw on research in progress in new manufacturing techniques, new models of construction and new management approaches. Existing widely held assumptions will be challenged with the aim of revolutionizing construction and the public perception of it. Sustainability, leadership, innovation, whole life performance and whole systems thinking will be interwoven throughout the course. Programme Outcomes The programme will be multidisciplinary aiming to cover the full range of construction activities including buildings, major civil works, transport, infrastructure, energy (including nuclear), water etc. A crucial area for consideration is construction for extreme events such as man-made interventions (e.g. terrorism) or natural disasters such as earthquakes and tsunamis. In addition the entire contract procurement and management aspects of construction will be examined. This will include areas such as choice of procurement contract, supply chain management, inventory control, component tracking and tagging technology, optimal manufacturing processes, material selection, embodied energy, prefabrication and factory built component technology. The fundamental goal is to educate the future leaders in the industry so that they can take the latest technical and managerial skills into the work place to improve the performance, efficiency and sustainability of the construction sector. Innovation and new technologies will be promoted through research themes linked via the core academic team to the overall master s course programme. Knowledge and understanding 1. To understand the key factors governing national policies in construction 2. To learn how the construction industry must and will change to accommodate the legally binding targets for sustainability and CO2 reduction. 3. To identify technological advances that will enhance the production of constructed facilities. 4. To understand the range of financial instruments and constraints on managing large scale construction projects. 5. To gain a broad knowledge of the construction sector with specialist components of the course covering such topics as: construction technologies, integration of other services and operational priorities, maintenance procedures, safety critical components, robustness in the different areas of buildings, infrastructure, water, Page 2 of 9

3 advanced materials, sustainable practices, energy management, optimal supply chain management, recycling and optimal life cycle management. 6. Gain an insight into good research practice based on university research programmes and the ability to report research outcomes in an appropriate manner. 7. Understanding business practice and tools in the areas of technology management, technology transfer and exploitation with particular emphasis on the construction industry. Learning & Teaching Methods Acquisition of these knowledge and understanding outcomes is through a combination of lectures, seminars, workshops and collaborative project exercises. Skills & Other Attributes Intellectual skills 1. Be capable of critically evaluating technical problems and examining alternative approaches and technologies to solve them. 2. Take an holistic approach in solving problems and designing systems by applying professional engineering judgment to balance technological, environmental, ethical, economic and public policy considerations. 3. Be able to act as a change-agent within an organisation, manage change effectively and respond to changing demands. 4. Be able to deal with complex research issues both systematically and creatively, make informed judgements in the absence of complete data and in unpredictable situations. 5. Be able to understand commercial exploitation routes for construction based technologies and evaluate options for technology transfer and/or implementation. 6. Plan, execute and critically evaluate an original and individual investigative piece of work through a major dissertation. Practical skills 1. An understanding of techniques and methods applicable to their discipline, including the theoretical and practical limitations on their use in professional practice. 2. Demonstration of originality and inventiveness in the application of knowledge and the solving of problems. 3. Effective planning and implementation of project work at a professional level, including decision-making in complex and unpredictable situations. 4. An ability to deal with complex issues systematically and creatively, make sound judgements in the absence of complete data, and communicate conclusions clearly to specialist and non-specialist audiences. Transferable skills 1. Prepare formal reports in a range of styles (e.g. journal paper, conference paper, oral and poster presentations, literature review, extended project report). 2. Reason critically, think creatively and demonstrate and exercise independence of mind and thought and communicate ideas. 3. Manage time and work to deadlines, work effectively both independently and in groups, and assess the relevance and importance of the ideas of others. 4. Ability to find information and learn effectively for the purpose of continuing professional development and in a wider context throughout their career. Intellectual, practical and transferable skills are not delivered separately but rather are developed jointly from the mix of lectures, seminars, workshops and project work undertaken through the course. This includes active participation in problem solving (group projects), in discussion (seminars), through experiential learning (workshops), and through the Page 3 of 9

4 preparation of written work with support from specialist supervisors. For example, students experience working in a team, receive lectures about the management and leadership of effective teams, participate in a role-playing game to develop negotiation skills, and may choose to prepare a written assignment on teamwork or leadership. Students present their project work and case study to the cohort of students and external reviewers. All teaching will be carried out at Cambridge although some field visits to may also be arranged from time to time. Assessment Forms of assessment: a) Case study 5,000 words b) Essay 3,000 words c) Dissertation - words All three assignments, plus the dissertation must be completed and passed in order to obtain the full MSt degree. The degree is awarded on the basis of the case study, two essays and thesis that every student writes and which form the assessed part of the students work. The case study (5,000 words) is the opportunity for the student to reflect on and to describe a recent project on which they have worked in practice. Students are expected to account for the successes and difficulties encountered, provide commentary on the effectiveness of the team and offer conclusions of relevance to other practitioners. Subject areas for the essays (3,000 words) are agreed between each student and their individual Director of Studies. There are no prescribed titles that the student must adhere to and students are encouraged to venture beyond the boundaries of their own disciplines. Students are assessed on the thoroughness of their research into the subject, the quality of both their insights and their exposition of ideas. As in the case of the essays, students are permitted a high degree of freedom in selecting the subject matter for their theses (15,000 words). It must be within the field of construction engineering, but the definition is deliberately broad. As in the case of essays, students are expected to generate a high standard of academic writing but with a greater emphasis on making an original contribution to the field. During the first year, students complete their essays and case studies, and in the second, the thesis. Students who do not show sufficient progress in the first year may be advised to withdraw from the course. Full and active participation in the project workshops and presentations is compulsory. The projects are intended to be an opportunity for students to experiment with new ideas in a supportive, rather than a competitive, environment. The course also makes use of workshops which along with the programme of lectures and seminars do not form part of the examination scheme; however their value is monitored through the self-reporting of the students. This feedback is sought through 'Lecture Evaluation'' and 'Course Evaluation' pro-forma questionnaires, which the students are expected to complete on a regular basis. Page 4 of 9

5 Programme Structure and Content The CEM programme is a two-year part-time Master s Degree course with the students attending seven intensive residential study sessions. The seven residential weeks are compulsory and there are no modular choices. The part-time format permits students to continue with their professional career while studying. They prepare their written work between residential sessions. The seven sessions each last one week. Individually the residential weeks have specific themes which are the subject of lectures, workshops, and projects. Across the seven weeks, students on the course are introduced to a wide range of issues including the construction industry, professional responsibilities, effective teamwork, as well as the social, economic and in particular the environmental context within which they work. The weeks themes are as follows: Finance, planning and procurement Design for construction Advanced construction management and methods Advanced construction technology Functionality, operation and performance Sector specialisation Innovation, research and the future of construction In accordance with Clause 4 of the General Regulations for Master of Studies degrees, the course shall comprise a number of course units, which shall include not less than 240 hours of formal instruction over the two-years of the programme. Due to the part time nature of this course, and the residential periods being outside normal term times, it is not feasible to share any elements of the course with other MPhil courses and students will not be able to select from existing modules or courses presented elsewhere in the University. However there is some potential for collaboration with the MSt in Interdisciplinary Design for the Built Environment (IDBE) and also the new MSt in Sustainable Leadership. This will be explored in more detail as the course is developed more fully. It is expected that various individual contributors both from the academic side and also industry will be invited to contribute to specific sessions. The core academic staff will be charged with preparing the course content, which in some cases will inevitably draw on the content of some existing modules presented elsewhere in the University although repackaged for presentation during the courses residential weeks. LOR/CEM Staffing The following new positions have been established and appointed as shown below. All these posts will be funded from the combination of donation and guaranteed fee income from Laing O Rourke. Director of the Masters Course, Mary Lou Masko. She will oversee the professional management, development and delivery of the course. Laing O Rourke Professorship in Construction Engineering Management - Campbell Middleton. The new Professor will provide academic direction, leading and contributing to the teaching of the Masters course. Laing O Rourke lecturer Dr Mohammed Elshafie Laing O Rourke lecturer to be determined Page 5 of 9

6 The content for this course will be designed and developed by the 4 core academic staff members. The course will be delivered by the CEM academic staff, CUED and other Department staff, along with experts from industry and other academic institutions. In this way the course is able to reflect current best practice in the field of construction.it is expected that some of the course content will be delivered by staff from the Judge Business School on an exchange basis with the core academic staff who will also contribute to certain courses run by the JBS. The MSt is not expected to place a burden on the Faculty s other teaching and examining commitments. The style and form of the taught courses is participative and students work closely in partnership with their lecturers and tutors, with an emphasis on a multi-disciplinary approach to problem solving. One highly successful format for disseminating the findings of the research projects would be to hold a Programme Conference during the last residential period at which each student would report on the findings to an invited audience of academics and industry representatives. Feedback from this event could then be incorporated in the final thesis. Support for students and their learning Student handbooks and electronic on-line teaching support and access to course materials Staff-student liaison committee for feedback and course management Personal access to Course Director and staff concerned with delivering this course Regular informal discussion seminars Research methodology course and other support seminars (careers, progression to PhD, safety etc.) Dissertation Conference in June/July (with invited industrial guests) Criteria for admission Applicants should have a first or upper second class UK honours degree or overseas equivalent along with at least three years professional experience. Those with alternative experience or qualifications will be evaluated on an individual basis by the CEM team. Since the target candidates are expected to have already demonstrated leadership and have successful track records in industry, consideration may be given to candidates on the strength of their vocational experience in lieu of the standard academic requirements. Quality Management Management of the quality of the programme is the responsibility of the Course Director. Students are encouraged to give immediate verbal feedback to staff teaching on the programme and to the Course Director. Feedback channels are also formally implemented through a Staff-Student Liaison Committee, attended regularly by student representatives. Students are also asked to complete quantitative and qualitative feedback questionnaires, which address questions on the following issues: Quality of teaching Quality of visual aids and teaching environments Relevance of subject matter Workload Admissions process Relevance to expectations Facilities (study space, IT, library resources etc.) Quality of administrative support Page 6 of 9

7 The course will be monitored by the Construction Engineering Masters Degree Subcommittee The CEM-DSC is a sub-committee of the Engineering Degree Committee. DSC-Committee members: Chris Burgoyne (Chair) also member of CUED degree committee Mauro Overend - Structures Stuart Haigh Geotech Heather Cruickshank Sust. Dev. Bill Nuttall JBS Attendance as observers: Cam Middleton Mary Lou Masko Katka Ondrova, Committee Secretary The role of the CEM-DSC is to: oversee and coordinate the following academic aspects of the course: o admissions o course content and teaching o student supervision o examinations (approve examiners for written assignments) o recommends candidates for the award of the MSt degree to Engineering Degree Committee at the end of the course The course will be also reviewed by the Laing O Rourke Centre for Construction Engineering Board which will take into account student feedback (formal and informal), Course Tutors assessments, Internal and External Examiner reports and input from CUED and JBS. Summary of Assessment Regulations All elements of the MSt (3 assignments plus dissertation) must be passed in order for the degree to be obtained. There is provision for one failed assignment to be resubmitted. Cases of marginal failure (i.e. 55%-59%) in one of the three components of the degree may be redeemed by high performances in the other two elements (at least an average of 70%). The classification of the degree will be awarded as either Pass or Distinction. Students who achieve an exceptional performance (i.e. greater than 75% average in all three components) may be awarded a Distinction. Please note: This specification provides a concise summary of the main features of the programme and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if s/he takes full advantage of the learning opportunities that are provided. It follows from the nature of the rapidly evolving subject matter that some course elements may change from year to year to reflect emerging themes in the construction sector. Page 7 of 9

8 Additional information Student Numbers It is always extremely difficult to predict student uptake on such a course, however at this stage Laing O Rourke have made an offer to send 12 of its employees, subject to these candidates qualifying for the admission criteria,on the first course scheduled for September Initial costing and projections have been based on a cohort of 12 students. A review of other courses such as the Engineering for Sustainable Development MPhil and IDBE would suggest a figure of around 20 would be a realistic target figure in the longer term. The first cohort started in Sept 2011 and is comprised of 14 students as summarised below: age range = 23 to 44 yrs old experience = 1 to 19 years academic profile o 1:1 = 6 students o 2:1 = 6 o 2:2 = 2 6 from LOR = project management, estimating, BIM 5 from consultants = Arup, Atkins, WSP, Pell Frischman 2 QS from Davis Langdon, Lend Lease 1 from Watson Steel Fees This course is proposed as a premium course targeting successful professionals who are likely to be working in the construction sector although it is hoped that major construction clients such as government departments would also contribute students to the course. Current fees are based on a fee of 10,000 per annum ( 20,000 for the two year part-time course) excluding accommodation and subsistence. This figure is inclusive of college fee which is estimated at 500 per annum (based on the IDBE figures). This is the slightly higher than the 8,000 p.a. fee adopted by the new Masters for Sustainability Leadership being offered by the CPSL. Financial Viability Detailed costing for this proposed course has been undertaken which indicates that it is indeed viable. This is mainly due to the substantial contribution being offered by Laing O Rourke which will cover the salary costs of the core academic team (Professor, 2 lecturers, course director plus administrative staff). Risks The primary risk in introducing such a course is a lack of uptake by the industry translating into low numbers of students. Since the primary cost of delivering the course is the salaries of the core academics team, which is covered by the proposed donation by Laing O Rourke, the overall financial risk of adopting this course must be deemed low. The second risk is that a clear lead in the field can be established very quickly and that a strong research output is achieved to enhance and support the reputation of the Centre. The success of this venture will depend heavily on the quality of the core academic team appointed. The strong commitment and offer of close involvement from Laing O Rourke greatly strengthens the team and reduces this risk. Page 8 of 9

9 Case for support The substantial long term investment into a new Centre for Construction Engineering and Technology by Laing O Rourke offers the University a unique opportunity to develop a new and exciting research and educational programme which will be unique in the construction sector and would be expected to enhance Cambridge s reputation at the forefront of the civil engineering sector. It will result in a strategic partnership with the largest privately owned construction company in Europe and offers the prospect of an alliance that could push forward new frontiers of technology and innovative management in a sector of the economy which has traditionally had very little investment in research by the industry, particularly when compared to sectors such as the computing or electronics sectors. Comparisons might be made with the long term success of the Rolls Royce partnership at the Whittle Laboratory. Such opportunities present themselves rarely. Page 9 of 9