Programme Specification MSc Project Management in the Built Environment Valid from: Sept 2012 Faculty of Technology, Design and Environment
SECTION 1: GENERAL INFORMATION Awarding body: Teaching institution and location: Final award: Programme title: Interim exit awards and award titles: Brookes course code: UCAS/UKPASS code: JACS code: Mode of delivery: Mode/s of study: Language of study: Relevant QAA subject benchmark statement/s: External accreditation/recognition: (applicable to programmes with professional body approval) Faculty managing the programme: Date of production (or most recent revision) of specification: Oxford Brookes University Oxford Brookes University, Headington Campus, Oxford Master of Science (MSc) Project Management in the Built Environment PG Diploma (exit award only), PG Certificate (exit award only) AR63 P034317 NA Face to Face, Blended/Distance Learning Full-time (1 year) or Blended/Distance Learning Part-time (2 years) English Construction, Property and Surveying 2008 Masters Degree in Business and Management 2007 Royal Institution of Chartered Surveyors http://www.rics.org/ Chartered Institute of Building http://www.ciob.org.uk/ Faculty of Technology, Design and Environment April 2012 Page 2 of 11
SECTION 2: OVERVIEW AND PROGRAMME AIMS 2.1 Rationale for/distinctiveness of the programme The MSc in Project Management in the Built Environment (PMBE) is designed to meet the growing demand for project managers, in the construction and related industries, who can oversee the entire life cycle of any project, including unique and specialist developments. It is ideal for anyone with ambitions for project management within the construction and related sectors. The programme adopts a problem-based learning (PBL) approach to ensure that it is real-world focused and holistic. Not only is this a more effective approach, it is also more interesting than the traditional study and examination approach. The MSc is available as a one year, full-time programme or as a parttime distance learning programme (normally taken over two years). There are four intensive study weeks during the programme where full-time and distance-learning students come together on campus to attend lectures, seminars and workshops and also to share experiences. This is what a recent graduate has said about their PBL experience: The Problem-Based-Learning approach used in this course provides more than just teaching. I feel I engaged with the topics that we cover more than I would have done if a traditional teaching approach was used. You are challenged by PBL and this enables you to bring work and learning together, and in doing so leads to sustainable learning that I can build on continuously. The approach will enable students to develop a whole range of management skills and knowledge including project finance, technology, law and contract. They do this through working on real-life or realistic problems as experienced by the construction industry, consultants and clients. Students are also exposed to behavioural aspects of managing projects, which most project managers only experience when their careers in the construction industry are well-advanced. 2.2 Aim/s of the programme This programme sets out to equip non-cognate students with the knowledge and skills that will enhance their contribution to the professional activities concerned with managing projects in the built environment. The intention of the programme is to provide intense development of subject-specific knowledge and transferable skills in order to equip the students with the necessary ability and understanding to provide effective and broadly based advice to their own and/or client organisations. Page 3 of 11
SECTION 3: PROGRAMME LEARNING OUTCOMES Knowledge, understanding and skills: On successful completion of the programme students will be able to: 3.1 Academic literacy 3.1.1 Demonstrate intense subject-specific knowledge in the main disciplines of project planning, design management, negotiation, law, technology, procurement and strategic management. 3.1.2 Analyse the frameworks within which project management decisions are made under a range of different social, economic and political systems. 3.2 Research literacy 3.2.1 Apply appropriate methods and techniques for analysing and solving project problems 3.2.2 Develop and evaluate proposals and strategies at a near professional level 3.2.3 Define, seek out and synthesise data to support decision-making 3.2.4 Design and undertake a major piece of independent research relating to project management in the built environment 3.2.5 Explore research and other literature relating to a research question and critically evaluate it. 3.2.6 In relation to a major research project, communicate the purpose, context, research undertaken, results and applicability of the research 3.3 Critical self-awareness and personal literacy 3.3.1 Provide leadership in a professional and international context 3.3.2 Develop personal responsibility and professional effectiveness in complex situations 3.3.3 Present and report information to a near professional level 3.4 Digital and information literacy 3.4.1 Apply information and management theory to project management issues in a real or realistic context. 3.4.2 Utilise a range of information systems and critically appraise their value to an organisation s activities and assets. 3.5 Global citizenship 3.5.1 Understand the complex and dynamic forces at work within development of the built environment both in the UK and internationally. 3.5.2 Combine knowledge from different industry and business disciplines in order to solve multifaceted problems of an international nature. Page 4 of 11
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM 4.1 Programme structure and requirements: Full-time (1 year) Programme Structure LEVEL: 7 Module Code Module Title Credits Status Semester of Delivery Pre-requisites P33501 P33502 P33503 P33520 P33521 P33522 Project Planning and Procurement Management Theory and Human Behaviour Technology and Design Management Opportunity and Risk Management Project Management and the Law Project Evaluation and Finance P33523 Applied Research Methods 10 Compulsory 1 & 2 - P33599 Dissertation 50 Compulsory Summer - Page 5 of 11
Distance Learning (2 years) Programme Structure LEVEL: 7 Module Code Module Title Credits Status Semester of Delivery Prerequisites P33501 P33502 P33503 P33520 P33521 P33522 Project Planning and Procurement Management Theory and Human Behaviour Technology and Design Management Opportunity and Risk Management Project Management and the Law Project Evaluation and Finance 20 Compulsory 1 & 2 (Yr1) - 20 Compulsory 1 & 2 (Yr1) - 20 Compulsory 1 & 2 (Yr1) - 20 Compulsory 1 & 2 (Yr2) - 20 Compulsory 1 & 2 (Yr2) - 20 Compulsory 1 & 2 (Yr2) - P33523 Applied Research Methods 10 Compulsory P33599 Dissertation 50 Compulsory Summer (Yr1) Summer (Yr2) - - 4.2 Professional requirements PSRB requirements: The programme is accredited by two professional bodies. The Royal Institution of Chartered Surveyors (RICS) Assessment of Professional Competence (APC) the RICS competences are mapped against programme modules in the Programme Handbook. The Chartered Institute of Building CIOB Education Framework the CIOB learning outcomes are mapped against programme modules in the Programme Handbook. All modules are compulsory and are required to be passed to achieve professional accreditation with the RICS and the CIOB. The Postgraduate Certificate and the Postgraduate Diploma are exit awards only and do not carry professional accreditation status. Credit requirements for exit awards are: Postgraduate Certificate a total of 60 M level credits; Postgraduate Diploma - a total of 120 level credits. The Postgraduate Certificate level modules are P33501, P33502 and P33503. Postgraduate Diploma level modules are P33520, P33521 and P33522. The modules required to gain a full MSc are P33523 and P33599. Page 6 of 11
SECTION 5: PROGRAMME DELIVERY 5.1 Teaching, Learning and Assessment The programme s teaching, learning and assessment methods are determined by the use of Problembased learning (PBL). PBL is a well recognised approach to learning in which students work in groups to tackle problems, and in which the problems precede the learning. The method is known to develop lifelong learning skills, transferable skills and subject knowledge which students can readily apply in practice. The modules are run across both semesters in order to provide opportunities for slow-learning which requires more time than is normally available in a module that is run within a semester. Slow-learning is also akin to PBL as it enables the development of skills to solve complex problems. The programme is also designed to facilitate student learning which develops five core Postgraduate Attributes. Students academic literacy is enhanced through the study of project planning, management and project assessment and by encouraging a critical approach to the subject matter, but the programme also has substantial professional and practical elements which enable students to begin to think and behave as a member of a professional community. Research and information literacy are important skills which are introduced within a specific module in the first semester for full time students. In addition, because of the PBL approach, research skills are applied to problems and are continually developed as part of other modules. This culminates with the dissertation at the end of the programme where students design and execute their own research project. Students also develop their critical self-awareness or personal literacy through a range of game-play exercises on conflict theory and resolution which explore management and human behaviour. An important element of the programme is the use of reflection in learning. The use of the PBL teaching approach (and of blended learning for part time mode) may be new for many students, and the emphasis on self or group directed learning requires students to develop new approaches for themselves, which may result in strong emotions. Reflection helps develop self-knowledge and skills as self-directed learners.the use of online journals encourages a reflective practice approach to PBL. Knowledge and understanding from planning, management and design modules are explored in a global context through an international field trip and the multi-faceted international problems used in the PBL approach. The blended/distance learning element using a virtual learning environment (VLE) is the main delivery mechanism for the part time route and uses a combination of group work and blocks of intense on campus activity during each year. The VLE is also central to the teaching and learning for fulltime students and is another means by which students develop their digital information literacy, particularly through the online assessment components. The introductory block includes a series of workshops and other activities which develop problem-solving skills and gets full and part-time students to know each other and begin to form cohesive and supportive groups. The workshops cover group formation and appropriate behaviour skills in groups. These skills and the cohesive groups are mutually supportive even though most groups are likely to have to communicate electronically (incidentally developing skills which are required in practice when personal contact in connection with project work may be sporadic). The field-trips are valuable for both broadening student experiences and learning, but also for developing social bonding amongst members. The VLE is used to support students in a several ways. It is used to host discussion groups which can be supported and monitored by Module Leaders. It is also used to provide additional teaching and learning material and interactive quizzes or tests which provide regular assessment, rapid feedback and motivation to students. The VLE is also used to provide forms of feedback on work, such as audio feedback and grading forms. The online journal facility is used in modules where students are asked to Page 7 of 11
present drafts of their work prior to submission. The Applied Research and the Dissertation modules make extensive use of the journal facility. The part time students are expected to have at least six months experience in the industry prior to starting the course. They are also expected to remain in employment during their study and to have gained a total of one year experience before they graduate. Part time students are encouraged to integrate their learning in the work-place and the in the virtual classroom to enhance their knowledge and skills as professionals. Indeed most of our students comment on this opportunity as a unique feature of our programme. The assessment strategy aims for rigour, variety and support of learning. There are no examinations, only coursework to help promote a deep learning approach. Much of the coursework is formative, such as regular online quizzes for students to make sure they have acquired the necessary knowledge and group reports of learning and recommendations related to PBL. However, in some modules a largely summative approach is adopted, in the form of an extensive paper or report, although a formative element is usually included. Peer-reviews are also used to promote learning from each other and reflective learning. By having a coursework-only approach, the programme recognises that students and teaching staff have a joint responsibility for assessment and need to engage in a dialogue about all assessment practice, including feedback. This is central to the University s Assessment Compact. 5.2 Assessment regulations The programme conforms to: The University Postgraduate Taught Regulations. The full set of general regulations can be found at: http://www.brookes.ac.uk/uniregulations/current The regulations relating specifically to Postgraduate Taught Programmes can be found at: http://www.brookes.ac.uk/brookesnet/graduateoffice/current/taught/regulations RICS Partnership Agreement Standards reviewed annually Relevant Benchmarking Statements: Construction, Property and Surveying (2008) http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/construction08.pdf Masters Degrees in Business and Management (2007) http://www.qaa.ac.uk/academicinfrastructure/benchmark/statements/businessmanagementmasters.pdf Page 8 of 11
SECTION 6: ADMISSIONS 6.1 Entry criteria Applicants for FT places will normally be expected to have: A first class or upper second class honours degree or Prior (Experiential) Learning (AP(E)L) Evidence subject to accreditation in accordance with the University Procedures. English as a mother tongue or IELTS 6.5/TOEFL 575/233 (paper/computer) or other appropriate evidence of English language skills, both oral and written, that meets the University and Programme requirements (see: http://www.brookes.ac.uk/international/apply/english/). Applicants for PT places will normally be expected to have: A first class or upper second class honours degree or Prior (Experiential) Learning (AP(E)L) Evidence subject to accreditation in accordance with the University Procedures. Minimum 6 months experience of working in the construction industry. English as a mother tongue or IELTS 6.5/TOEFL 575/233 (paper/computer) or other appropriate evidence of English language skills, both oral and written, that meets the University and Programme requirements (see: http://www.brookes.ac.uk/international/apply/english/).. 6.2 CRB checks Not normally required. SECTION 7: STUDENT SUPPORT AND GUIDANCE Project Management in the Built Environment students are supported throughout their studies by a team of administrative and academic staff. Support, help and advice includes the following. An extensive pre-course reading and learning pack, which is sent out to students prior to the induction week at the beginning of their studies. It contains an introduction to the programme and the modules and encourages them to access the virtual learning environment. At the beginning of their studies, students take part in a full induction programme to help them settle into academic life. This is especially important for those students who have been away from studying for some time. The induction includes introduction to key support staff such as; Student Support Coordinators, who are able to act as a gateway for advice to students if they have issues; the Academic Advisor/Subject Coordinator for the programme, who can support students regarding choices about their programme; and, the Programme Administrator, who is the day-to-day contact for most students. The induction week also includes an overview of the wide range of resources available to students at the University library. Students are also directed to the universities central support services. There are dedicated support services both for specific groups of students such as Oxford Brookes International and the Disability Advisory Service and for all students via services such as Upgrade - our study skills development/support service. There is also financial and accommodation advice, counselling services and careers support and advice. Students also receive a detailed Programme Handbook and individual Module Handbooks. Page 9 of 11
SECTION 8: GRADUATE EMPLOYABILITY Meeting industry s requests for MSc courses to involve more practical and interdisciplinary skills, this programme is designed to provide graduates with the attributes employers seek. As such, the programme is accredited by both RICS and CIOB thus providing graduates with access to the widest range of professions the built environment offers. Graduates can, for example, go on to employment with one of the major surveying firms, which allows them to complete their Assessment of Professional Competence (APC) within about two years and achieved their RICS chartered status. Our graduate employability profile includes local and national government, SME and large multinational companies. Our graduates are employed throughout the globe including India, Pakistan, South Africa, Middle East and China. SECTION 9: LINKS WITH EMPLOYERS The programme has strong links with the construction industry, both with locally and nationally. The teaching team provides a strong professional emphasis to the module subjects underpinned by a rigorous academic approach. They are supported by external industry speakers, such as Sir Richard Ogden, Chairman of Constructing Excellence; field trips organised with major firms and management support from industry employers, The Department of Real Estate and Construction has a strong relationship with the University s Careers Centre. Together they organise a major built environment Careers Fair each autumn, where students can approach a wide range of construction, real estate and other related companies for work experience and specific careers advice. Students are encouraged to use the facilities offered by the Careers Centre, including CV workshops, and practice interviews and assessment-centre activities. A Professional Liaison Group is run within the Department, with senior employees of regional and representative organisations as members. The board is consulted on major initiatives within the department, including programme development, possible research partnerships and future trends and directions. The students undertaking the blended learning mode of study are employed and many are sponsored by their companies. By combining the full time and blended modes of study during the intensive study weeks our full time students are afforded the opportunity to develop global networks of contacts within industry. SECTION 10: QUALITY MANAGEMENT Indicators of quality/methods for evaluating the quality of provision The internal indicators of quality for the programme come from many sources. The primary ones are those based on regular student feedback via focus groups and surveys on specific issues, annual module evaluation surveys, student representation at Subject Committee and Annual Programme Review meetings. The University also conducts an annual postgraduate taught experience survey. The Programme Team also seeks advice and guidance from the Department's Professional Liaison Group for construction. The External Examiners for the programme are present at Exam Committee meetings and see samples of students coursework and feedback. Their annual report on the standards of the assessment and learning materials is considered at the Annual Review Meeting. Every five years, Page 10 of 11
the programme undergoes a rigorous Periodic Review, where it is tested against the quality framework set by the University, again with feedback from students and external sources. The external indicators of quality for the programme include the relevant quality benchmarking statements listed in section 5.2, including CIOB and RICS requirements relating to project management. Contact with students employers and also the Professional Liaison Group also provides input from national and global employers. The Association for Project Management's Project Management Body of Knowledge' and publications available from the government sponsored body Constructing Excellence continue to inform the programme. Page 11 of 11