DEMAND LED FOUNDATION DEGREES IN CONSTRUCTION MANAGEMENT

Transcription

1 DEMAND LED FOUNDATION DEGREES IN CONSTRUCTION MANAGEMENT Overview Report and Findings from Four Foundation Degree Projects Projects presented and discussed at a Joint fdf/hea/cebe Workshop Salford University June 12 th 2008 Report prepared by Dr Gordon Edwards February 2009

2 EXECUTIVE SUMMARY Various aspects of four demand led Fds in Construction Management (CM) recently developed in four different English regions, together with the underlying research reports, have been examined in detail. A key common factor in all cases has been the strong engagement with the construction employment sector employers of all types and employer representative bodies, both regionally and nationally. The employer voice and identified sector demand in CM is strongly represented in these Fd developments. They therefore form an excellent set of case studies to consider the viability and usefulness of developing a national specification for an Fd in CM. Aspects of the projects which have been examined in detail include employer engagement processes, employer groups, the target learner profile, employer demand in terms of higher level skills, attitudes to WBL and delivery, the generic content of the programmes, options for tailoring, links to industry recognised qualifications, professional body accreditation and key marketing issues. For each aspect above, available evidence from each project has been reviewed in detail and an endeavour made to interpret this in a consistent fashion across the projects. A brief summary of key highlights is included at the end of the relevant section. These section summaries can be read in conjunction with this executive summary to obtain an initial overview of results from the work. Review and examination of the findings presented here has been undertaken by the projects themselves, other stakeholders (including the HEA Subject Centre) and senior fdf staff. This has resulted in identification of some areas where different interpretations of the evidence could be possible and some topics on which alternative views exist and may require further work. Also, some issues related to CM Fds but which are outside the scope of this work are highlighted. Brief notes on all these points are included in an attachment for completeness. Based on the overall analysis and background material available, sufficient commonality of need appears to exist in Fd CM education across the English Regions to make the development of a national Fd specification in CM potentially valuable and viable. An outline contents list of a specification is presented and it is recommended that fdf and the sector should consider stimulating and supporting its development.

3 CONTENTS 1. INTRODUCTION AND BACKGROUND 2. OVERVIEW OF THE FOUR PROJECTS 3. EMPLOYER ENGAGEMENT PROCESSES 4. EMPLOYER GROUPS REPRESENTED 5. TARGET LEARNER PROFILES INDICATED BY EMPLOYERS 6. EMPLOYER VIEWS ON DELIVERY MECHANISMS, WBL AND ASSESSMENT STRATEGIES 7. HIGHER LEVEL SKILLS AND KNOWLEDGE REQUIREMENTS ARTICULATED BY EMPLOYERS AND THEIR REPRESENTATIVES 8. INTENDED LEARNING OUTCOMES IN PROGRAMME SPECIFICATIONS 9. CONTENT AND STRUCTURE OF PROGRAMMES GENERIC THEMES 10. CONTENT AND STRUCTURE OF PROGRAMMES LEVEL OF TAILORING TO SPECIFIC/LOCAL NEEDS 11. CSCS CARD REQUIREMENTS 12. PROFESSIONAL BODY ACCREDITATION 13. KEY MARKETING AND PROMOTIONAL ISSUES 14. CONSTRUCTION MANAGEMENT SKILLS AND KNOWLEDGE FOR THE RECESSION 15. TOWARDS A GENERIC FD SPECIFICATION IN CONSTRUCTION MANAGEMENT 16. FEEDBACK FROM REVIEWS 17. CONCLUSIONS AND RECOMMENDATIONS BIBLIOGRAPHY RESEARCH AND REFERENCE MATERIAL ATTACHMENTS Attachment 1 Module titles Attachment 2 Example module mapping against NVQ/SVQ L4 Construction Site Management Unit Descriptors Attachment 3 Example module mapping against CIOB Educational Framework Attachment 4 Feedback from Reviews

4 1. INTRODUCTION AND BACKGROUND In order to learn from recent Foundation Degree (Fd) developments in Construction Management (CM), four case studies of Fd developments nearing completion in mid 2008 were examined in a workshop sponsored by fdf and CEBE at Salford University on 12 th June A key common factor in all cases has been the strong engagement with the construction employment sector employers of all types and employer representative bodies, both regionally and nationally. The employer voice and identified sector demand in CM is therefore strongly represented in the developments and they form an excellent set of case studies to pursue the following aims and objectives to focus on Fds, in CM, as opposed to other types of Fd in the built environment/construction area to review approaches from leading edge practitioners in setting up employer driven Fds in construction management to examine approaches for partnership working between providers and employers to identify critical success factors (CSFs) in these projects and generic issues and aspects of a national relevance to disseminate best practice and lessons learnt and inform the national agenda on CM Fds to examine similarities and differences in content, process, output and articulated need in the four cases thus providing a platform for considering the development of a national specification for Fds in CM This overview report is informed by the material presented at the workshop, separate detailed research reports generated in each of the projects, final programme specifications and detailed discussions with project leaders.

5 2. OVERVIEW OF THE FOUR PROJECTS The projects were selected from four different fdf regions. In all cases fdf has provided support throughout the research and development stage, either financially or through consultant input or both. The four projects are:- fdf East England National Construction College (NCC) The background research and development for this project has been completed by the National Construction College and the process of developing a formal programme is underway. Important initial funding was provided by MOVE with subsequent funding from fdf supporting the in depth research. fdf Yorkshire and Humber Region (YH) The background research and development has been completed and there is now a formal programme specification in place, validated by Leeds Metropolitan University, for initial delivery at Hull College starting in October 2008 fdf North West Region University of Cumbria (UOC) The background research and development has been completed and there is now a formal programme specification in place, validated by the University of Cumbria, for initial delivery at Furness College in October Plans are underway for future delivery in other Colleges in Cumbria as well as the University itself. fdf East Midland Region - Nottingham Trent University (EM) The background research and development has been completed this links in with the development of a repository of construction related module material which East Midlands providers can use and adapt to form validated programmes with modules at different credit levels. There is currently a formal programme specification in place, validated by Nottingham Trent University, for initial delivery at Derby College starting in October Additionally, discussions have been held with CM Programme Leaders from Derby University and Northampton University to compare programme content. For brevity, in the remainder of this report, the projects will be identified by the acronyms in brackets above.

6 3. EMPLOYER ENGAGEMENT PROCESSES The level and intensity of engagement with employers and their representative bodies, as mentioned earlier, is a prominent feature of the four Fd projects considered In the NCC project, extensive research to develop and test the Fd concept was carried out in This involved:- analysis of the skills profiles of 250 practicing Construction Managers face to face interviews with 9 major construction contractors telephone interviews with 20 employees in above companies quantitative survey of 489 companies questionnaires to 1000 employees In the YH project, a structured and phased approach was taken. This involved establishing credible sector links, consolidating and exploring these, a detailed employer engagement phase and then collation of feedback. The detailed employer engagement phase involved, over a period of weeks:- a mail-shot to 200 regional companies contacts with 100 others via /phone follow-up contacts and discussions with 40 employer input at steering group meetings Additionally, the YH project established a number of strong sector and partnership links to obtain input from employer representative bodies. These included the Construction Skills and SummitSkills SSCs, the Train to Gain brokerage for Humber and West Yorks, The Humber Training Group, Business Link and Construction Works the local SME support agency. The YH project team emphasise that, overall, this was not an easy task and that persistence is the key. Construction management staff are mostly busy and reluctant to talk immediately it s crucial to book appointments so one has a time slot. In the UOC project, there was an extremely powerful starting point. Senior teaching and management staff at the main partner college (Furness College) already had extensive experience in dealing with local and regional construction companies and knowledge of their needs through delivery of other Fds, Young Apprenticeships and planning the new Diploma in Construction. Key staff were also actively involved as practitioners and sitting on local construction and regeneration committees. A specialist consultant was also employed to provide expertise in the area of Fds and construction matters. To supplement this starting position and the associated knowledge base, the following specific activities were also undertaken to provide design information for the Fd:-

7 a dedicated workshop with Cumbrian SME s and micro businesses in the construction sector a tailored Fd briefing note circulated to a wide range of employers structured telephone interviews with representatives of a number of major construction companies working in Cumbria consultant attendance at the Construction Skills (SSC) observatory consultant attendance at Summit Skills Fd Review Event consultant attendance at a CEBE event on constructing partnerships consultant research to review construction sector trends and future skills needs In the EM project a major employer survey was conducted, in collaboration with the University of Derby, in order to Help to frame the structure of later employer focus group activity Provide names of those willing to participate in focus groups or more detailed one to one interviews Feed into the conclusions and recommendation of a research report A questionnaire was issued to a database of employers and to the EMCBE for promotion to a wider audience, using their website and newsletter facilities. The SSC, Construction Skills, was approached for assistance, and it was agreed that the CS regional employer engagement teams would make the survey available to their databases. In addition to the survey it was considered absolutely imperative to secure employer involvement in the development of the Repository and any resulting Fd programme. Thus, an overall EM employer engagement strategy was also developed for the future - involving employers feeding their requirements into curriculum design, and contributing to the assessment processes with the overall aim of increasing participation in Higher Education. This is ongoing. Summary of employer engagement activities A tabular summary of the various sector engagement activities employed in the projects is given below. NCC YH UOC EM Practitioner skill profiling x Interviews (F2F) x x Interviews ( Telephone) x x x Survey and/or desk based research x x x Quantitative questionnaire x x Mail shot x x contact x Focus and/or steering groups x x

8 Workshops x Employer representative meetings x x From this, the high level and intensity of employer engagement which took place in these four Fds is clear. The variety and range of approaches is also noteworthy. However, the difficulties of planning and managing this process are not to be underestimated as highlighted in the YH project. It is important to emphasise that, whilst employers represent a fundamentally important resource to help identify sector skills needs and demands in construction, inputs from other stakeholder groups are also crucial. For example, those from employer representative bodies, SSCs and others charged with examining future trends and scenarios in the sector beyond those which may be identified by current employers or via existing projects. An example is the skill set related to the future increase in MMC/IMC (e.g. offsite construction).

9 4. EMPLOYER GROUPS REPRESENTED In the NCC project, major contractors formed an important source of national information. Face to face interviews we undertaken with nine such organisations Willmott Dixon, John Sisk, Bloor Homes, HBG, PCE, Haymills, McAlpines, Carillion and Costain. Telephone interviews were undertaken with a further 20 employees from these firms. Additionally, the NCC project obtained input from a range of small and medium sized employers covering the full spectrum in the construction sector. A quantitative survey of 489 such companies formed the basis of this, together with a focussed skills analysis of 250 practising construction managers from a variety of companies. In the YH project, there was a dual focus on SME Construction Companies and Construction Client Organisations. In the first category, small companies from the consulting, heritage construction, building services and general building sectors were addressed. The second category included estates, capital development and property departments in NHS Trusts, Local Authorities, City Councils and large non-construction PLCs in the region. Examples were Hull and East Yorks. NHS Trust, North Lincs. and Goole NHS Trust, North East Lincs. Council and Hull City Council. In the UOC project, there was a strong emphasis on the dominant SME and micro business sector in Cumbria covering a range of activities from single trade-based companies, small building contractors to consulting firms, Additionally, a number of large construction related companies working in Cumbria were also represented including Capita Symonds, McAlpines, CECA NW and Gen2 Training In the EM project the survey attracted 36 responses from across the region with by far the greatest proportion (86%) coming from the 3 counties of Derbyshire, Leicestershire and Nottinghamshire. 50% of responders were from medium sized companies, with 25% each respectively from small and large companies. Summary of employer groups represented It is evident from this information that the projects collectively engaged with the widest possible range of employers involved in CM, both at national, regional and sub-regional levels. The subset of construction client organisations addressed in the YH project is also noteworthy this represents a recruitment area which has been relatively under-emphasised in the past.

10 5. TARGET LEARNER PROFILES INDICATED BY EMPLOYERS In the NCC project, a typical learner profile for someone who would benefit from a CM Fd was identified as follows:- mid twenties 5-7 years site experience A levels or a qualified apprentice In a construction/civils/housing company Detailed discussions with employers in this project indicated that the main perceived benefit was that a foundation degree bridged the gap between university leavers and those who had taken up the tools aged 16. Whilst the university leavers had certain technical knowledge and expertise, they are seen as lacking the types of practical skills and site experience that are particularly important in the construction industry. As well as the technical skills, having worked their way up, learners would understand the worksite dynamic better and have more respect than a university graduate. Thus, giving management skills to those who have experience working on site was seen by virtually all employers as an excellent way to provide more rounded managers with a deeper understanding of the industry. In the YH project, the typical profile of target staff came out as :- mature, non traditional learner already employed in the construction workforce potentially from disparate areas of the YH region unlikely to have experienced higher education already more likely to have undertaken a Level 3 vocational course ( NVQ, AA or similar) experienced in one of a range of skilled trade, technical, supervisory or first line management roles already developed a considerable amount of experience and knowledge of their particular area of construction need to improve their range of relevant work-based knowledge and skills, in breadth, depth and to a higher level In terms of current job roles of potential learners, the YH project identified these in two groups SME Construction Companies site supervisors, assistant site managers, contract managers, project managers etc. Construction Client Organisations project officers, trainee project managers, project managers, technical officers and other staff involved in key aspects of project work and management of construction contracts/projects

11 Overall, it was felt by YH employers that the a CM Fd would need to explore more innovative approaches to curriculum design and delivery to address the needs of these non traditional learners, individuals from a vocational background, those leading busy lives and employed in demanding work roles. There would need to be a strong emphasis on work based learning to enhance individuals performance in their role at work through the development of contextualised higher level construction knowledge, understanding, competencies and skills. Employers also highlighted that such a programme could be used as a means to upskill non-construction graduates currently employed in construction roles in a variety of settings. This was particularly identified by employing departments within public sector bodies who employ non construction graduates in construction roles. In the UOC project, the profile emerging was:- most likely already working in an SME, micro business or larger construction firm. likely to need upskilling to meet some specific local needs already holding formal Level 3 qualifications or relevant experience which can be APL d for entry individuals occupying or about to move into assistant professional roles at intermediate level between the qualified tradesman and the full construction professional. examples include assistant project engineer, site engineer, team leader or business/technical manager of an SME likely to favour applied and integrated strategies (e.g. mathematics and sustainability integrated into relevant specialist modules) likely to favour staff contact rather than distance learning Detailed discussions with Cumbrian employers revealed their perception of Fd students to be all mature learners in relevant employment with around 3-5 years of construction site experience. They would therefore all be in the industry and accessing learning on a part-time basis. The perception is that students should be in full time employment and involved in integrated work based and work related learning, to contextualise their learning immediately, address real workplace problems and have a potentially earlier impact on the bottom line. Cumbrian employers are strongly opposed to teaching CM to A level leavers with no construction experience. It is also important for these learners to have best progression opportunities and for the Fd to support efficient attainment of CSCS card (NOS/NVQ 4) and PSRB accreditation see later section. In the EM project it was recognised that only around 15% of employees in the sector are educated to or beyond level 4 which is significantly below the

12 average achievements at both regional and national level. In HE terms, this means there is a need to extend the numbers of Level 4 qualifications held by managers and senior officials already working in the sector, as well as encouraging a greater proportion of those in skilled trades to expand their educational horizons. Continuing Professional Development (CPD) on the whole is currently limited to upskilling e.g. to meet the demands of new legislation and health and safety requirements. The typical target learner profile can therefore be summarised as those who are already employed in the construction industry, and wish to gain the Foundation Degree through part-time study, thus making the transition between vocational and academic qualifications. those aspiring in the longer term to undertake a leadership role in the construction process people who may be returning to learning after a break from formal education, possibly without the qualifications to enter HE via the normal route typical current job roles which would benefit - Site Management, Construction Management, Quantity Surveying and Construction Technician in a variety of different areas. Summary of target learner profiles Although these typical learner profiles and supporting comments emerged via various engagement processes in different regions, the degree of commonality is striking. Broadly, the construction sector (nationally) sees an Fd in CM very much as a tool for up-skilling those who are currently employed in the construction sector and with a relevant level of existing experience in the industry. The focus is on those needing to improve their work based vocational knowledge and skills together with appropriate academic grounding to enable them to take on formal supervisory positions or job roles with wider leadership responsibilities. They are most likely to be non-traditional learners who would strongly benefit from the work-based/related approach which is one of the key defining characteristic of an Fd.

13 6. EMPLOYER VIEWS ON DELIVERY MECHANISMS, WBL AND ASSESSMENT STRATEGIES In the NCC Project The concept of a qualification that mixes site experience and taught learning was found to be attractive to employers. Employers perceived the main benefit of a Foundation Degree was its capacity to bridge the gap between university leavers and those who had taken up the tools aged 16. On top of this many employers thought that these courses would be good to help sell the industry to young people, by showing them that it is a career rather than just a job involving getting cold, muddy and dirty. The qualification is not without challenges in terms of delivery. One method of delivery (block release) is one of the least popular amongst employers; 37% of employers favouring or strongly favour this approach compared with 60% preferring provision within 25 miles and 58% preferring day release. This high preference for local day release could be caused by familiarity with this delivery model - which is widely applied in HNCs and HNDs. The employer preference is that the programme is best taught as a day release course (1 day per week) at a local venue. NCC is considering a block release delivery mechanism and ways of promote strongly the benefits of block release to overcome employer prejudices in this area. Employers would typically be prepared to spend around 2k on the qualification and provide a WBL mentor. They see the latter as vital. Employers are not convinced about the merits of distance learning and report that ICT should only be a supplement delivery. They are resistant to the idea of relying on distance learning stating that: Contact with a teacher is important The act of working together and group support is important This group may not have academic or IT skills for distance learning This group may not have the motivation or discipline for distance learning This group may be too easily distracted to make distance learning work ICT, however, is seen as a useful adjunct to classroom teaching e.g. for downloading lesson notes and assignment briefs, communicating with the lecturers, networking and audio backup lectures

14 There are mixed views on exams. Some employers favour them whilst others recognise that most trades people are not academic and so would be put off. In the UOC Project there was a strong emphasis from employers and experienced teaching staff alike that a part time attendance pattern of two evenings per week would be ideal. This was driven by the large number of SME employers and their difficulty in providing staff development time in normal business hours. Blended and distance leaning approaches were seen as possibly useful longer term, but employers emphasised the benefits of F2F contact and lack of familiarity with ICT as characteristics of the target student market. There was also strong support for WBL being fully integrated throughout all programme modules with an additional two stand alone modules covering more substantial WBL projects. Employers saw advantages in providing live case studies and briefs for use in the various modules to allow real workplace issues to be addressed in an ongoing sense. Employers also supported plans for them to be involved in the annual review process and the setting up of a dedicated Employers Forum. Involvement in assessment in the early stages was seem to involve mainly partaking in the assessment of panel/project presentations. In the YH Project the difficulties in reality of getting initial employer engagement in the development phase were highlighted. However, overall the employers were very keen on the concept of an Fd in Construction Management In terms of Fd delivery, most employers prefer a flexible attendance pattern When asked what their strongest preference for mode of attendance employers stated that weekly half day release with partial evening attendance was the method they would be "very likely" to support, followed by weekly evening classes, then distance learning and finally block release. However, all employers were prepared to be flexible and consider more than one mode of attendance. Many stated that they were "likely" to consider one or more of the other options but their strongest preferences are stated above. Employers wanted a strong focus personal and professional development to enhance existing skills and develop new skills required by staff in their construction project management role In the final programme structure, at least a quarter of the foundation degree will concentrate specifically on this aspect with employer support and involvement.

15 Employers wanted staff to be involved in WBL projects that were directly relevant to their business - focussing on improving day-to-day performance, productivity and profitability. This combination of academic study and practical application was particularly appealing. In the final programme structure, at least a quarter of the Foundation degree will concentrate specifically on this aspect. Work Based Learning is uniformly seen as an important factor which makes it real. Employers are also committed to Supporting Students through Mentoring and WBL projects proposals In the EM Project Employer responses showed overall approval for the FD development programme, a demand for input and involvement, for flexible delivery and blended learning. In addition, there was a sizeable demand for accredited short courses and for work-based learning. Responses also highlighted that there is more work to be done in raising awareness of the new Fd qualification. Employer responses on the defining characteristics of Fds indicated the following to have highest importance: employers being involved in the design, delivery and assessment. ease of access for learners a progression route to enable students to take responsibility for their own learning flexibility in modes of attendance partnership arrangements between providers, employers & professional bodies The preferences for delivery methods were spread fairly evenly across the range, with weekend schools receiving least support and work-based learning/projects the highest - just ahead of traditional classroom teaching. This supports the blended flexible, part time learning strategy. Additional factors raised by employers relating to their engagement were: Costs to SMEs Seasonality, with a preference expressed for training to be provided in the winter when staff were not needed on site. Entry requirements for employees with overseas qualifications Summary of employer views on delivery mechanisms, WBL and assessment strategies Overall, this information gives some clear messages. Employers see their involvement in up front design and development as crucial and also ongoing monitoring.

16 There is less certainty about employer involvement in assessment, although employer provision of live briefs and case studies as a basis for assessment is strongly favoured. Part time flexible F2F delivery is seen as the core approach, avoiding block release or full time approaches. Typically, SMEs cannot afford the staff time off for the latter ICT is seen mainly as an adjunct to the core approach of classroom teaching, giving additional flexibility in delivery through the blended learning approach. Stand alone, ICT based distance learning is not favoured Work based learning is critical and employers are prepared to support this in various ways, including mentorship

17 7. HIGHER LEVEL SKILLS AND KNOWLEDGE REQUIREMENTS ARTICULATED BY EMPLOYERS AND THEIR REPRESENTATIVES The Fd is a Higher Education qualification and, as such, is associated with the delivery of higher level skills and knowledge at the Intermediate Level of the FHEQ. A final programme specification is required to specify these in appropriate academic terms and for supporting the design of modules of learning. As a step towards this, in each project, employers and their representatives articulated, in their own language, the higher level skills and knowledge areas they considered most important for the target learner group. These are summarised below In the NCC project, the requirements were summarised as follows:- the four phases of the CM process design, prelim, build, complete construction techniques sustainability improved and modern methods of construction ( IMC/MMC) management of relationships regulatory aspects ( safety and environment) commercial aspects In the YH project, the following common threads emerged:- broadening of existing knowledge and skills base clear understanding of the construction process and the major components of a construction project understanding of the important contributors/stakeholders in a construction project understanding and application of the fundamental elements that contribute to project success. Examples include management of BS engineering, contract administration/management, design and planning skills and knowledge to enable employees to take successful responsibility for increasingly large and complex projects In the UOC project, the following are some highlights:- the overall construction process and key elements e.g. management of design, procurement, supply chains local specialist CM needs e.g. restoration, deconstruction CM skills for SMEs and micro businesses e.g. estimating, pricing, surveying, bidding generic business management for SMEs and micros Sustainability/green construction multi disciplinary project management

18 modern methods of construction (MMC) In the EM project, key highlights emerging were as follows:- supervisory and people management skills (existing degrees in this area felt to be no longer relevant to the changing industry landscape) construction management procurement contract administration sub-contracting law civil engineering surveying and AutoCad Construction sustainable construction health and safety building service engineering Summary or articulated higher level skills and knowledge requirements Although differences in emphasis and wordings are apparent above partly driven by local circumstances - the degree of commonality is again the most notable feature. The following table summarises the more important common areas, using words in the respective research reports. NCC YH UOC EM Four phases of CM process Management of relationships Sustainability Commercial aspects Regulatory aspects e.g. H&S Construction techniques and MMC/IMC Major components of a construction project Understanding of the contributors/stakeholders in a construction project Contract administration and management Overall CM process and key elements multi disciplinary project management Sustainability/green construction Estimating, pricing, bidding Health and safety Modern methods of construction Construction management supervisory and people management skills Sustainable construction Contract administration and sub-contracting law Health and safety Civil Engineering There is a strong overall emphasis on understanding and applying skills relevant to all components of the whole construction project lifecycle and process. Also, managing interfaces people and stakeholder relationships within this, and the associated contractual issues.

19 Construction techniques, practices and project management feature strongly as part of this. Sustainability and modern methods of construction are also seen as key generic areas. Commercial, regulatory and basic business management skills (particularly for SMEs and micros) are also common.

20 8. INTENDED LEARNING OUTCOMES IN PROGRAMME SPECIFICATIONS To enable validation by an HEI, the UOC, YH and EM projects have been translated into Programme Specifications according to the structure and format recommended by QAA. This process is still underway in the NCC project. The programme specification is the important high level academic control document for the programme often made available to students, employers and other stakeholders. A key section in a programme specification is the definition of intended programme learning outcomes (ILOs). These are the outcomes a student successfully completing the programme will achieve. These are normally under four broad headings subject knowledge and understanding intellectual (thinking) skills professional (practical) skills transferable skills Essentially, these intended outcome statements translate the higher level knowledge and skills requirements articulated by employers and their representatives into language suitable for academic validation, level checking and planning. For example, in programme specifications, ILOs (which define what the module content should be to support attainment of these) are often mapped against modules to demonstrate curriculum alignment and that the overall assessment strategy across the modules measures attainment of all ILOs. From a comparison of the three validated programme specifications (UOC, YH and EM) it is apparent that there are clear clusters of similar outcomes across the programme specifications under the four headings above. These clusters may be summarised as Subject Knowledge and Understanding concepts, theories and principles relating to CM construction project management and working with allied professionals the external environment and regulatory/legal/sustainability issues Intellectual (Thinking) Skills investigation, analysis and problem solving Practical and Professional Skills application of ICT, numerical and analytical approaches

21 management and team working specific skills and competencies Transferable Skills problem solving communication teamwork independent learning and CPD An examination of the broad alignment of the above ILO clusters with higher level knowledge and skills needs articulated by employers (given earlier) indicates strong correlation although the language used by employers and academics differs. Summary of intended learning outcomes in programme specifications From a comparison of the three validated programme specifications (UOC, YH and EM) it is apparent that there are clear clusters of similar outcomes across the programme specifications under the four headings above. An examination of the broad alignment of the above ILO clusters with higher level knowledge and skills needs articulated by employers indicates strong correlation, although different language is used

22 9. CONTENT AND STRUCTURE OF PROGRAMMES GENERIC THEMES In all projects, employer knowledge and skills requirements have been translated into modules to form the basis for an Fd programme. Attachment 1 gives a full listing of the module titles in each of the Fds. The modules have been clustered, as far as possible, into generic themes (based on their titles and separate examination of their content) to allow comparison across the programmes. The degree of commonality in generic themes across the programmes is very obvious. These themes (in no particular order) are listed below:- the construction process and management of a construction project teamwork, managing teams and effective communication contract procedures and working with clients health, safety, regulatory and legal matters surveying, estimating, pricing and bidding construction technologies sustainability, environment and quality WBL project (possibly linking to several generic themes) special options for local needs ( e.g. heritage, restoration, entrepreneurship, deconstruction) It is noted that module titles reflecting all the core themes are not present in all programmes. But where this is the case, the core theme is integrated across all or within a subset of modules. An example is the UOC programme, where environment/sustainability is delivered in this way. Furthermore, work-based and work-related learning is present in many modules not just the stand alone examples. Based on the intensive employer engagement in these projects, this listing can be considered as a key defining characteristic of an employer driven, demand led Fd in CM. It clearly links strongly with the higher level knowledge and skills requirements articulated earlier by employers, and forms a clear starting point for considering a national specification for an Fd in CM. Summary of generic themes in programmes Examination of the module titles and content in the four programmes indicates a high degree of commonality in the generic themes present. A total of 9 generic themes are identified. In some cases these appear as module titles. In other cases the themes are integrated across the modules.

23 10. CONTENT AND STRUCTURE OF PROGRAMMES - LEVEL OF TAILORING TO SPECIFIC/LOCAL NEEDS A total of 240 modular credits is needed to obtain an Fd. However, across all projects, the credit rating associated with each module varies significantly. In two cases (NCC and UOC), optional modules are available to make up some of the 240 credits and allow some choice and tailoring to specific needs. It is noted, however, that the NCC project has not yet moved forward to a fully validated programme so the situation here is not fully clear. In the other two projects ( EM and YH) all modules are mandatory. Within all projects, however, some tailoring is available through WBL either in dedicated WBL modules or via integrated WBL across the modules. It is therefore somewhat difficult to formally compare the volume of learning in each validated Fd which is available for tailoring to specific needs. However, in all cases, the need is clearly recognised and is explicit, via optional modules, in two of the cases. The available options in the UOC case are perhaps the clearest example of matching options to local needs. Summary of tailoring for local needs Because of the variable credit ratings of modules and the different approaches to allowing options, it is not possible to formally compare the level of tailoring available in the programmes to meet local/specific needs. However, this requirement is recognised in all programmes In two cases (NCC and UOC), optional modules are available which give specific tailoring opportunities. In the latter case these are clearly targeted at local/regional requirements. In all cases, flexibility and tailoring is available to some extent via WBL project choices either in stand alone modules or where WBL is integrated across the programme.

24 11. CSCS CARD REQUIREMENTS A key requirement of Foundation Degrees in all sectors is the need for alignment with the Sector Qualification Strategies of Sector Skills Councils (SSCs) and other standards setting bodies (SSBs), including National Occupational Standards. In the Construction Sector, the main SSC (ConstructionSkills) Fd Framework makes it clear that a demand-led Fd in Construction Management should support and fully align with the need for staff to obtain the Platinum CSCS (Construction Skills Certification Scheme) Managers Card. This requirement for CSCS card attainment to be a fundamental component of the design of a CM Fd has also emerged strongly in all four projects in the employer engagement activities. For example, the following quotation is taken from the NCC Research Report A foundation degree will be attractive to learners and employers if it is less expensive than a full time degree and contributes to the requirements for membership of an institute and a CSCS card. It should be largely work based. Broadly, the CSCS scheme is a register of competent operatives at various levels aimed at assisting in the professionalisation and image of the construction workforce and overall quality assurance. The link below to the relevant website explains the background and details The CSCS card scheme has been extended recently to potentially include all those who work on or visit construction sites. It is administered on behalf of relevant companies by the ConstructionSkills SSC. The overall initiative has been strongly supported by all the representative construction organisations, including the Construction Confederation, the Construction Industry Council and the Trade Unions. Personnel gain their Platinum CSCS car either by holding a relevant NVQ 4 in Construction Site Management or being a member of a professional body at the appropriate level (which means that they will have followed an industry recognised training scheme). These are supplemented, where appropriate, by a relevant health and safety test. Accreditation of an Fd for membership of a professional body is dealt with in the next section. Here we focus on the NVQ route to CSCS Platinum card attainment.

25 In principle an Fd cannot be designed to deliver a vocational NVQ in its entirety. However, an Fd can be tailored to deliver all or most of the underpinning academic knowledge and understanding and provide evidence for some of the work-based skills competencies for the NVQ thus providing maximum support for attainment of the CSCS card. This approach is being taken in all four projects in this study, but it is at different stages of development in each. Progress is summarised below In the UOC project a detailed analysis has been completed which maps the Fd Construction Management modules against the 21 units and associated skills descriptors in the NVQ/SVQ Level 4 Construction Site Management qualification. This mapping is included in Attachment 2. Two Site Manager routes within the NVQ are addressed those of Building/Civil Engineering and Conservation. Mappings against mandatory and optional NVQ units in both routes are given. In order to provide students with the best possible information and evidence for obtaining their CSCS card, the mapping defines where:- a) the Fd module delivers the underpinning knowledge that supports attainment of the NVQ unit b) the Fd module is of a project/teamwork/work-based nature thus providing the opportunity to demonstrate competencies to support attainment of the NVQ unit The mapping in Attachment 2 has been submitted as part of the evidence UOC s base to apply for endorsement of the award under fdf s pilot endorsement scheme. This scheme assesses the fitness for purpose of the award in terms of employment sector requirements. In the NCC project, a very similar mapping approach to that used in the UOC project has been adopted. However, this was done on the basis of the broad Fd content arising from the NCC research study, the precursor and framework for a finally validated programme. The NCC research study outlined a number of demand led areas of learning, with detailed topics within them. These have been used to map coverage across the 21 NVQ units and associated skills descriptors thus summarising the Fd/NVQ alignment. Additionally, in Fd individual module specifications, links between defined Fd outcomes and mandatory NVQ competencies/units are explicitly listed. In the YH project, the importance of aligning the programme with CSCS card requirements is strongly recognised. But formal mappings and demonstration

26 of the alignment with the NVQ is being handled as a second stage following initial design and implementation of a validated programme. In the EM project an initial review and mapping of NVQ/CSCS card alignment has been completed. This comprises a high level mapping of module learning outcomes matched to NVQ units. The major CSCS card requirements are expected to be covered in Construction Technology and Law, Health and Safety modules. Summary of CSCS card requirements The need for an Fd in Construction Management to support the attainment of the Platinum level CSCS card is highlighted in the Construction Skills SSC Fd Framework. This was also emphasised strongly in three of these Fd projects and in the associated employer engagement activities. Two projects have used a mapping approach effectively to demonstrate alignment of the Fd content with NVQ requirements and provide and overview of where evidence can be generated for NVQ purposes. An example of a mapping is included in Attachment 2. This illustrates well how relevant information and evidence emerging from an Fd can be summarised and communicated to students and other interested parties.

27 12. PROFESSIONAL BODY ACCREDITATION It is considered very desirable by employers involved in the projects examined, and by SSCs, that an Fd in CM should be accredited for appropriate professional body membership. This was emphasised in the YH project, where employers considered that for the type of learner involved in a CM Fd, the idea of repeating or topping up via an honours programme to get professional membership was not acceptable. In all four projects, the most relevant professional body has been identified as the Chartered Institute of Building (CIOB). Through the award of professional membership qualifications, the CIOB sets standards of professionalism in the Construction Industry, particularly but not exclusively in relation to Construction Management. Pre-requisites for membership are academic eligibility and appropriate professional experience. Academic standards are set out in the CIOB Educational Framework (2007). This is structured according to a number of classes of learning outcome including Principles and Concepts Construction Environment Analysis and Application Synthesis an Evaluation Full details are given at // For external awards such as Fds, the achievement of these educational standards is recognised through a process of full or partial accreditation of the award. CIOB partial accreditation at Level 2 (Incorporated Member of the CIOB) is possible for suitable foundation degrees. This is the highest level of nonchartered membership available. A specific accreditation application form for Fds is available to support the process. The overall accreditation process requires the educational establishment to 1) provide accreditation documentation 2) permit an accreditation visit by the CIOB 3) pay the appropriate fees to CIOB for the conduct of the process To assist in the above, CIOB offer an initial Pathfinder consultancy visit, to advise the provider on the way forward and details of documentation required.

28 After submission of accreditation documentation the programme can be accredited in principle. This accreditation is confirmed later (and backdated to the in principle date) when students have completed and assessed student work is available for scrutiny. A panel visit will is planned at an appropriate point in this overall process to examine work. Detail of all delivery sites (actual and planned) is needed for accreditation. The progress made in achieving CIOB accreditation on the four projects considered here offers a number of hints and tips on the details of the exercise which may assist other providers In the UOC project a detailed mapping of the validated programme modules against the CIOB Educational Framework has been completed to demonstrate full coverage. This is shown in Attachment 3. A pathfinder visit from CIOB representatives is being organised in early Thereafter, it is planned to submit the programme for accreditation in line with the CIOB procedure. In the NCC project a full mapping of The NCC areas of learning against CIOB requirements has been completed. It is planned to submit the programme for CIOB accreditation when final validation and delivery partners have been determined. In the YH Project there has been less progress so far. However, with a validated (Leeds Metropolitan University) programme now running at Hull College, the issue of accreditation by CIOB will be addressed in the near future. In the EM Project there has been detailed consideration of CIOB requirements during programme design and a submission was made to the CIOB Accreditation Panel. The Fd programme has now been formally accredited by the CIOB. Summary of professional body accreditation All projects recognise a clear need for an Fd in CM to lead to Professional Body Accreditation. All projects have identified CIOB as the most appropriate Professional Body CIOB accreditation at Level 2 (Incorporated Member of the CIOB) is possible for suitable foundation degrees. This is the highest level of non-chartered membership available. Two projects have completed formal module mappings to demonstrate coverage of the CIOB Educational Framework - to support an accreditation