QS UG Programme Handbook 123

University of Salford Faculty of Business, Law and the Built Environment
School of the Built Environment
Combined Undergraduate Degree Programme Handbook

for the award of
BSc (Hons) Quantity Surveying
Academic Session 2008/09 Edition 1: September 2008
Table of Contents
Preface Amendments
Page 3 4
A
1
General Information
Introduction and Background 1.1 The University and the School 1.2 The Programmes Philosophy and Rationale 2.1 The Built Environment 2.2 Philosophy Behind the Programmes 2.3 Aims and Objectives Curriculum Design 3.1 University Credit Framework 3.2 Rationale for Programme Design and Academic Progression Teaching and Learning Policy 4.1 Strategy 4.2 Modularity 4.3 Project based Learning 4.4 Learning Outcomes 4.5 Teaching Methods 4.6 Industrial Placement 4.7 Attendance 4.8 Personal Development and Professional Skills Management of Programmes 5.1 Roles and Responsibilities 5.2 Committees associated with the Programmes Assessment 6.1 Strategy 6.2 Assessment Policy 6.3 Grading System 6.4 Student Support System 6.5 General Assessment Regulations 6.5.1 Module Assessment 6.5.2 Level Assessment 6.5.3 Progression 6.5.4 Regulations for the award of Honours Degree 6.6 Submission of Coursework 6.7 Plagiarism 6.8 Personal Mitigating Circumstances 5 5
6 6 7
8 8
10 10 10 11 11 12 13 13
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19 19 19 20 20 20 21 21 21 21 23 23
B C
Student Guidance Programme Specification: BSc (Hons) Quantity Surveying Module Specifications
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Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying
Preface This document has been prepared to set out the operation of the combined undergraduate programmes, with particular reference to the following award:
BSc (Hons) in Quantity Surveying Three year full-time Four year thick sandwich with industrial placement Five year part-time day release
BSc (Hons) Quantity Surveying

In recent years the Quantity Surveying profession has recognised the need for surveyors to break away from traditional narrow roles and to provide a broader and more unified service to the construction industry. The modular nature of the course gives the flexibility required to meet such demands and the modules selected to make up the BSc (Hons) Quantity Surveying course reflect this. Although it is a vocational degree we hope that our graduates will not only possess the necessary technical knowledge and skill in Quantity Surveying, but will also have developed interpersonal skills and intellectual capabilities which ensure that they have the opportunity to become truly competent professionals. Quantity Surveyors are involved in various aspects of the development process offering a wide range of services from strategic advice on development and feasibility decisions, procurement advice, cost consultancy and contractual management, to more specialist functions such as expert witness or loss adjuster. Employed by private practices, public sector agencies, building and engineering companies, specialist contractors and other industrial and commercial organisations, the Quantity Surveyor performs a diverse role offering commercial advice and management expertise at all stages of construction projects. The BSc (Hons) Quantity Surveying course is designed to provide a broad-based education in the realms of property and development. The primary themes of Law, Economics and Management require a general study of generic principles but soon proceed to focus on their application in the specific vocational context. These themes are underpinned by the development of technical knowledge and skill in construction technology and measurement. Given the diverse and changing nature of Quantity Surveying practice, the course seeks to focus on developing competence in core areas of professional expertise together with the development of appropriate skills. This is evident in the coverage of areas into which professional practitioners are expanding their activity such as Project, Value, and Risk Management and by encouraging students to evaluate traditional approaches. The BSc(Hons) Quantity Surveying programme aims to enable students to develop skills commensurate with the requirements of a Quantity Surveying graduate. These skills will feature in all areas of the course and will allow the student to pursue a career as both a professionally competent Quantity Surveyor and as a capable individual.
September 2007
Amendments
A 1
1.1
GENERAL INFORMATION Introduction and Background

The University and the School The mission of the University is to establish the University of Salford, nationally and internationally, as a leading Enterprising University. An Enterprising University is: closely attuned to the needs and problems generated by business, industry, the civil and voluntary services and the wider community; proactive in seeking out new ways of fulfilling this socially responsive and inclusive remit; focused on achieving excellence - locally, nationally and internationally - as judged by external standards; in certain areas the University is already pioneering new standards for the UK.
Our 'real-world' focus is inherent to the Enterprising University concept, and part of what makes the University of Salford distinctive. We will therefore continue to promote it as the underpinning value and purpose common to all our activities. There are other themes that cut across all our activities and contribute to our distinctiveness, including multi-disciplinarity, regional and local engagement, equality and diversity, and internationalisation. The School of the Built Environment is housed within the Faculty of Business, Law and the Built Environment. The School has over fifty academics and fifteen support staff. The School is based in Maxwell Building. 1.2 The Programmes The Quantity Surveying programme has its origins in the 1950s at the then Royal Technical College. In 1968 the first full-time students were enrolled with the first output of graduates four years later in 1972. A degree programme for part-time students was first offered in 1988.
The Building Surveying programme was introduced in 1975 in response to a growing demand for university programmes that catered to the needs of the building surveying profession. The part-time building surveying programme followed in 1992. Building programmes were offered in the University in the late sixties and early seventies, but ceased after 1975. Part-time building programmes were re-introduced from 1993 and a fulltime programme, the BSc in Construction Project Management, developed in 1996. The Property Management programme commenced in 1993 for part-time students and 1994 for full-time students. The Architectural Design Technology programme commenced for the first time in 2006.
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2.1
Philosophy and Rationale

Built Environment The construction and property industries are major sectors of the economy with significance at both national and international level. How they interact with each other is an important issue, particularly for the design of educational programmes. The Schools view of the relationship between these industries is that the primary focus of the construction industry is on processes that lead to products in that sense, the construction industry is predominantly interested in supply-side issues. It is the use and occupation to which these products are put that concerns the property industry making it a predominantly demand-side industry. Study within these fields must recognise the importance of process, products and use / occupation. Educational programmes should provide a balance of studies across the full range of these issues, additionally, the need to develop the individual, particularly in relation to professional skills. Figure 2.3 indicates the relationship between the industries.
Construction industry
Innovation
Property industry
Changing
design function facilities
Process
Manufacturing: time money/cost/resource quality health and safety conflict/relationships environment information organisations
Business/enterprise: value market town and country planning use and needs analysis investment/portfolio development corporate/public policy Government policy
Product
assets operation technology
Needs
Use/occup ation Demand side
Creativity
Supply side
Figure 2.1 The Relationship between the Construction and Property Industries
2.2
Philosophy behind the programmes Programmes are designed to provide study that is both academically rigorous and provides the specific professional expertise in students chosen discipline, such that graduates may play a leading proactive role within the construction and property industries. Degree programmes are developed to provide a broad yet rigorous grounding in the principles and concepts of construction and property whilst at the same time developing the students abilities to be innovative and creative in solving unique problems. To this end, programmes are structured to provide four key areas of study process, products, use / occupation and professional skills. This framework for programmes offers the Salford graduate the flexibility and opportunity to develop a wider range of mental abilities so facilitating the development of a proactive role in the construction and property industries. The graduate will have the ability to influence and modify the attitudes and behaviour of a client or employer by communicating ideas in a coherent and effective manner, supporting such views with relevant and adequate
documentary evidence. The programme of studies, therefore, has been designed to offer the graduate the opportunity to operate within the existing framework of the construction and property business, but also to alter and effect appropriate changes. At a personal level, the graduate will be stimulated to adopt a professional and ethical approach that will promote personal development, foster self-respect and improve career aspirations. Salford graduates will be able to do the business in industry and the better graduates will be able to move the business on. 2.3 Aims and Objectives Programmes are offered in different modes and at different levels. This mix of programmes creates an exciting environment that meets the needs of various stakeholders in higher education including students, academics, professional bodies, industry, sponsors and society in general. The aims are to: develop and deliver quality programmes that are responsive to the needs of both students and the construction and property industries create an academic environment that promotes learning and the pursuit of knowledge provide students with an education that allows them to fulfil their potential and prepares them for a career in their chosen discipline create the environment for personal development and engender key skills encourage students to recognise the value of research
The broad objectives for undergraduate programmes are that on successful completion of undergraduate programmes students will: have acquired the necessary academic and professional framework to fulfil their potential have knowledge and skills in technological, professional and managerial aspects appropriate to their chosen discipline have developed their key skills of team working and communication have broadened access to employment in their chosen discipline and be able to make a positive contribution to their place of work appreciate the value of research and the need for innovation and be able to demonstrate a positive analytical approach to problem solving
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3.1
Curriculum Design
University Credit Framework The University Credit Framework is based largely on the system for Credit Accumulation and Transfer developed by the Council for National Academic Awards in 1988. The Scheme requires that programmes are modular and that for each module attained by a student there is credit that can be used within a programme or transferred to another programme of study where appropriate. Modules are categorised by level of study with the level being equivalent to the year of study on a full-time programme. Therefore, there are three levels level one, two and three which correspond to a typical three-year full-time undergraduate programme. The recommended size of a module is 20 credits. For BSc (Hons) programmes, students are normally required to attain 360 credits, with 120 credits at each level. Transfer of credit between programmes is dependent upon accreditation of previous learning by the receiving programme. The University Credit Framework also contains requirements that affect assessment but these are set out in more details in the Assessment section of this document.
3.2
Rationale for programme design and academic progression The curriculum is designed to provide a framework for students with different entry profiles to be brought to a consistent level of attainment point at the end of Level One where technical competence is achieved. From that point the focus in Level Two is on education for capability and in Level Three on reflection on practice and innovation in order to be able to move the business on. This arrangement is shown in figure 3.2
Diverse awards
Reflection and innovation moving the business on
Level three Capability doing the business Level two Technical competence Level one
Diverse entry profiles

Figure 3.2 Rationale for Programme Design
Level One In Level One the focus is on technical competence. Professionals working in the construction and property industries require a base knowledge and set of skills in order to be able to perform their roles. The modules in this level are intended to satisfy this requirement. Entrants to the programme will have a diverse range of academic qualifications and during Level One the intention is to bring all students to a similar level (see figure 3.2). There are common modules at level one.
Level Two In Level Two, the main aim is to develop the students ability to perform in industry. The modules in this level have a greater emphasis on the learning outcomes that are categorised under evaluation and innovation. The curriculum shifts from the knowledge and skills based approach to one that promotes the development of a problem solving capacity. The requirements of each discipline in terms of capability need to be learnt by all students of that discipline. Each programme has a different set of prescribed modules. Level Three Level Three provides students with an opportunity to develop into areas of specialism. The emphasis of learning outcomes is focussed on evaluation and innovation and the modules offered reflect the research strengths of the School. Modules are prescribed to suit the programme but within modules specialisms are promoted.
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4.1
Teaching and Learning Policy

Strategy The strategy is to manage and promote learning: by methods which are responsive to the characteristics of the student cohort within an appropriate environment through an assessment regime that encourages student-driven learning through programmes which are responsive to the needs of stakeholders and appropriate to the knowledge base of the discipline
The strategy views teaching, learning and assessment as complementary and interrelated processes. It is implemented within a system which recognises the close inter-relationship between the perceptions of students, academics and other stakeholders, the characteristics of the student cohort of each programme, the teaching context, the student approaches to learning, and the learning outcomes. There are two key aspects of the programme that make a major contribution to the implementation of the strategy modularity and project based learning. 4.2 Modularity Modular programmes display several factors, which when combined produce modularity. Programmes are organised into modules self contained units of study, credit values will be given to students who study and are awarded a pass in a particular module, and, the progression of students, and the final award, will be governed by the credits accumulated. Modularity has certain attractions to a programme of built environment education: 1 greater student autonomy students will be able to control the pace of learning by moving in and out of the programme and be able to switch between modes of study. wider access for students credit will be given for previous study, which allows entry to the programme at the most advantageous point commonality areas of common interest to different disciplines can be identified and delivered in common curriculum development by arranging study in modular form, the individual modules can undergo curriculum development unhindered by the constraint of whole programme review, producing a more reactive programme
Programmes are developed recognising the debate within higher education in relation to modularisation, and are organised into 20 credit modules. 4.3 Project-based Learning The learning processes employed in the programmes wherever possible embrace the principles of project-based learning. In particular, these principles have a significant influence on the design of coursework. Project-based learning has an important place in higher education because it provides a rich set of learning experiences that more traditional forms of learning are less able to initiate. It does this by giving students responsibility for making choices, and taking initiatives in how they approach and resolve problems. This will inculcate in the students a systematic pursuit of understanding, thereby developing not only specific knowledge and understanding, but also transferable skills and techniques. This will be achieved by engaging students in projects that require them to: extend knowledge and understanding through investigation apply concepts and skills through a mixture of thinking and doing analyse and evaluate problems, thereby demonstrating creative and innovative thinking develop problem solving skills
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The necessary skills and techniques required for successful and effective completion of projects will be introduced to the students as they progress through the programme to compliment the projects being set. Such skills and techniques will include: literature searching collecting literature experimental design use of equipment data collection (including observation techniques, interviewing, questionnaire design, measurement, automated data recording systems) data analysis and statistical analysis data interpretation communication skills
Project-based learning also allows assessment of the process as well as the end product to be taken into account. 4.4 Learning Outcomes The School has developed a taxonomy of learning outcomes that support the integration of research and teaching. The Module Specifications contain statements regarding the expected learning outcomes under the following headings: Capability-driven outcomes Knowledge: the knowledge a student must have in order to develop an ability or critical awareness Skills: practical skills and abilities associated with applying knowledge to industrial tasks
Research-driven outcomes Evaluation: the ability to analyse and critically evaluate situations and problems by comparison with established thinking Innovation: the ability to solve problems by developing new solutions through creative and innovative thinking
4.5
Teaching Methods A variety of teaching and learning methods are employed within the programmes: Lectures A lecture will comprise a discourse in which the lecturer introduces new material or expounds on material already presented. Visual aids will be used as appropriate. Students will be encouraged to ask questions and to take part in short discussions within the lecture context. Tutorials In tutorial periods, students will work on assignments under the supervision of the lecturer. During such periods, the lecturer will give personal instruction to individual students or to the class as a whole as appropriate. Students will be encouraged to identify problems with subject material and to initiate ideas relating to the topic. Seminars In many subjects lecturers will be complimented by seminars. The aim of these is to give the opportunity for discussion of individual and of related syllabus topics. The development of information researching and opinion forming skills, helps refine the decision-making ability. The seminar platform further provides a platform for the application and development of presentation skills through both verbal debate and written report. Coursework Students will be required to undertake coursework as part of the programme. This coursework will fulfil two major functions:
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form the basis of continuous assessment and contribute to the grade for a particular module provide the basis for demonstrating integration and cohesion across subjects
Normally at the beginning of each semester, students will be given their coursework tasks and a schedule of hand-in dates. The coursework will comprise a series of tasks that are related to individual modules or groups of modules as appropriate. Each coursework will contain tasks for all the modules on offer at that time, but students will respond to only those sections that relate to modules that they are currently studying. The number of tasks in each coursework will vary from module to module and will depend on the learning strategy being adopted. Project Work A feature of the programmes is the use of group project work. These periods of individual or group work on a prescribed topic will require students to interpret and respond to a task briefing, and initiate and control research and other techniques to develop a solution. Staff guidance is available throughout project work, but students are encouraged to take personal responsibility for the learning process, thereby refining personal development and problem solving skills. Directed Study A considerable emphasis is placed upon the importance of private study in the development of both knowledge and personal study skills, including the capacity for personal and independent thought, and this may include the study of syllabus topics or wider related industry issues. Guest Lecturers Throughout all years of the programme, experts in various fields will be brought in to deliver lectures. 4.6 Industrial Placement (where included as part of a programme) Principles For programmes that include an industrial placement, it is planned with the following broad aims in mind: to gain insight into the practical operation of organisation in the profession to enable the development of skills and provide an opportunity to evaluate the use of theoretical knowledge in the solution of practical problems to open up new areas of information and knowledge which are likely to be of value in understanding the subsequent academic year to encourage students to develop their own judgement in the solution of problems, to increase their awareness of the importance of teamwork and to prepare the students for graduate employment to enable the University to analyse the students response to the experience offered
Observation and Appraisal From the foregoing, it can be seen that ideally the experience offered should give the student an opportunity to develop their skills, put theory into practice, make decisions, solve problems and evaluate functioning of the industry. The student is required to record observations of the experience, paying particular attention to new routine activities encountered. Supervision of Work Experience Academic members of staff will make visits to the students place of employment. The student will be visited normally at least once during the year. The students will be required to return to the University for a one-day seminar to discuss their industrial experience, and the progress and preparation of their dissertation.
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Report Students will be required to produce a report on an aspect relating to their industrial experience. Appropriate instructions are given on the compilation of the report. 4.7 Attendance Attendance at lectures is important. If you are unable to attend a lecture you are advised to obtain lecture notes etc. from the Blackboard virtual learning environment or another student who did attend. If you are likely to miss a number of lectures (through illness etc) you should let your Level Tutor or Personal Tutor know. You are advised to let individual lecturers know and make arrangements to retrieve missing notes, handouts assignments, etc. You will be asked to sign attendance registers. These will be used as a record of your attendance at the University. Attendance at tutorials/seminars is equally important as some modules have assessment by seminar/tutorial exercises. It is your responsibility to ascertain the individual module requirements from the lecturer. If you are likely to miss a number of tutorials/seminars (through illness etc.) you should let your Level Tutor know. You are advised to let individual lecturers know and make arrangements to retrieve missing notes, handouts, etc. and to complete any assessed coursework requirements. Full-time students should undertake approximately 18 hours of directed study per week consisting of lectures, tutorials, seminars, laboratory and field work. In addition, you will be expected to undertake background reading, research and complete assessed coursework etc. The time taken to complete this work will vary between individuals and it is recommended that you spend at least a further 18 hours on self-directed study. Part-time students should undertake approximately 10 hours of directed study per week consisting of lectures, tutorials, seminars, laboratory and field work. In addition, you will be expected to undertake self-directed study such as background reading, research and complete assessed coursework etc. The time taken to complete this work will vary between individuals and it is recommended that you spend at least a further 10 hours on self-directed study. Employers sponsoring students often ask for attendance records of those students. If you do not wish this information to be divulged then you MUST write to Irene McNeil at the School Office and declare that this information must not be divulged to employers. Please also inform your employer of this in order to prevent misunderstandings between the School and employers. For exact hours of attendance please refer to your timetable. 4.8 Personal Development and Professional Skills The need for students to take responsibility for their own development and for the development of professional skills is an important aim of the undergraduate programmes. Within each level of study, the skills under development are identified at the beginning of each session. Every module in the programme has a learning outcome identified as key skills development. The Key Skills Tutor will map the key skills for the Level onto the modules and provide tutor support to students. The key skills covered will include: communication skills written reports, letters, presentations oral seminars, presentations, debates meetings debate, chairing problem-solving innovation interdisciplinary team working, project management self management planning, time management
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5
5.1
Management of Programmes
Roles and Responsibilities Overall responsibility for making appointments rests with the Head of School and all appointments referred to in this section are subject to Head of Schools approval. Associate Head of School for Teaching Purpose: To assist the Head of School in the advancement and management of teaching in the School within the overall policy and strategic framework set by Senate, the Faculty and the School and to assist the Associate Dean (Teaching) in developing and executing teaching strategy across the Faculty. Duties and responsibilities: To assist the Head in the following ways working closely with the other Associate Heads of the School: Team building o To build effective relationships with relevant School, Faculty and University staff
Policy/Planning o To develop teaching and learning strategies within the School in conjunction with the Faculty Teaching Development Group comprising the Associate Heads for Teaching, the Associate Dean (Teaching) and a representative from EDU. To ensure the execution of agreed University policies within the School, with particular regard to teaching. To formulate, implement and manage School academic plans in relation to teaching consonant with the mission and strategic objectives of the University
o o
Quality Assurance o o To ensure that the Schools teaching activities are implemented in a way which is consistent with the maintenance of high academic standards To ensure the operation of the Universitys agreed quality assurance mechanisms, for example with regard to course approval, course review, student evaluation of teaching and responses to external examiners reports To develop School quality assurance systems in respect of teaching to complement University systems.
o
Resources o To liaise with the Head, other Associate Heads, and School staff in ensuring the effective use of staff, financial resource and space in order to foster high quality teaching.
Liaison and Co-ordination o To co-ordinate the teaching activities of the School with those of other Schools within the Faculty of Business and Informatics to ensure their coherence with those of the University as a whole. To represent the Head, the School and the University, internally and externally as appropriate. To disseminate within the School examples of best practice in teaching which have been successful elsewhere in the University.
o o
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o
To maintain and enhance knowledge about teaching developments within the School and to act as a communications focal point.
Other tasks o To undertake such other tasks commensurate with the seniority of the post as the Head of School may require
Director of Undergraduate Programmes Purpose: The Director of Undergraduate Studies will be appointed by the Head of School to assist in the advancement and management of undergraduate level teaching and learning in the School. Duties and Responsibilities: To assist the Head of School on the following ways: Team building o To build effective relationships with relevant School, Faculty and University staff
Policy and Planning o o To lead and co-ordinate the operational management of undergraduate teaching and learning activities To contribute to the development and implementation of the School Academic Plan and Business Plan
Quality Assurance o To work closely with the Associate Head for Quality, Associate Head for Teaching and the School Administrator in the development and implementation of School quality assurance systems in respect of undergraduate teaching and learning
Resources o To work closely with the School Executive to ensure the effective use of staff, financial resources and space in order to foster appropriate undergraduate teaching and learning within the School
Liaison and co-ordination o o To co-ordinate, at an operational level, the undergraduate teaching and learning activities of the School To act as a communication focal point for operational matters relating to the development and co-ordination of the undergraduate education provision within the School To maintain and enhance knowledge about the operational management of undergraduate teaching and learning and to act as a communications focal point To represent the School, Faculty and University externally as appropriate
o o
Other tasks o To undertake such other tasks commensurate with the seniority of the post as the Head of School may require
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Programme Directors The Associate Head for Teaching will appoint the Programme Directors in consultation with the Director of Undergraduate Programmes. Programme Directors will be involved with an entire programme and they will have overall responsibility for: Strategic: academic leadership for the discipline / mode of the programme contribution to the continued development of the programme course monitoring and evaluation
Operational: assisting Level Tutors with the preparation of assessment results for Programme Assessment Boards assisting the Admissions Tutor with Open Days liasing with professional bodies / employers as appropriate
Level Tutors The Director of Undergraduate Programmes will appoint Level Tutors in consultation with Programme Directors and the Associate Head for Teaching. Level tutors will have responsibility for the day-to-day running of the Programmes, and will have operational responsibility for: Pastoral care: pastoral care of the students on the Level liaison with Module Leaders regarding individual student performance to provide additional support to students where appropriate monitoring the attendance of students from module attendance records
Teaching and assessment: organising a programme of Level assessment managing and co-ordinating the delivery and assessment of the Level, including coordinating module results for Module Assessment Boards and Programme Assessment Boards arranging meetings of module tutors, normally one per semester, co-ordinating and setting the agenda co-ordinating the mentoring of part-time lecturers (in consultation with module leaders)
Admissions: assisting the Admissions Tutor with admissions procedures assisting with the induction programme, registration and enrolment in consultation with the Admissions Tutor
Professional development assisting students with graduate employment (Level 3) contributing to the development of professional skills and assisting students with personal profiling (all Levels)
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Admissions Tutor The Associate Head for Teaching will appoint the Admissions Tutor in consultation with the Director of Undergraduate Programmes. The Admissions Tutor will have responsibility for: Prospective student liaison: undertaking school visits as appropriate organising the response to enquires from prospective students and employers
Admissions: receipt of and response to applications in liaison with School Office co-ordinating interviews (rota system) organising procedures for UCAS clearing developing APL procedures making formal offers to students preparing and maintaining statistics as appropriate
Induction: organising and managing the student induction programme writing the School student handbook
Placement Tutor The Associate Head for Teaching will appoint the Placement Tutor in consultation with the Director of Undergraduate Programmes. The Placement Tutor will have responsibility for: Strategic: assisting in the fostering and development of links with industry assisting in the development of the Professional Liaison Committee
Operational: meeting with each student to determine placement preferences organising student skills development (CV, interview skills etc) liasing with employers co-ordinating the assessment of work placement
Dissertation Tutor The Associate Head for Teaching will appoint a Dissertation Tutor in consultation with the Director of Undergraduate Programmes. The Dissertation Tutor will have responsibility for: Strategic: developing dissertation standards in line with School policy and procedures developing web based support for students undertaking the module
Operational: allocating dissertation (and technician project) supervisors to students co-ordinating the assessment of the dissertation presenting dissertation results to the relevant Examination Boards maintaining dissertation assessment statistics
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Dissertation / Project Supervisors The Associate Head for Teaching will appoint a Dissertation Supervisors in consultation with the Director of Undergraduate Programmes. The Supervisors will have responsibility for: Operational: monitoring the students progress by arranging regular meetings and maintaining records advising and guiding the student through the work assessing the dissertation in accordance with the agreed criteria assessing other dissertations as second markers
Module Tutors The Associate Head for Teaching will appoint Module Tutors in consultation with the Director of Undergraduate Programmes. The Module Tutor will have responsibility for: Strategic: design, maintenance and review of the Module Specification in accordance with University Procedures
Operational: 5.2 delivery and assessment of the module in accordance with the details set out in the Module Specification maintenance of records of achievement in the form appropriate for the School Record System and presentation of results at Module Assessment Boards maintenance of attendance records for all scheduled lectures etc liaison with Level Tutors regarding individual student performance, and providing additional support to students where appropriate attendance at meetings necessary for the proper function of the programmes
Committees associated with the programmes The University requires the School to establish certain committees and these form the School Committee structure. The School conducts certain aspects of its business through its management roles and, where appropriate, through management groups. These, together with the management roles of individuals, form the School Management structure. The Committee Structure identifies the formally constituted committees of the School. The business of these committees is set either by the University, the Faculty or the School. Each committee has a constitution, terms of reference and reporting lines. The purpose of these committees is to conduct formal business of the School in a way that allows a variety of views to be expressed an taken into account. All Committees are minuted and a record kept for information. Reference should also be made to the Universitys current Academic Quality Handbook for details of all Committees. Committees associated with the programmes include:
School Council/Board Meetings Staff/Student Meetings Health and Safety Meetings Teaching and Learning Meetings Module Assessment Board Meetings Assessment and Award Board Meetings Personal Mitigating Circumstances Meetings
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6
6.1
Assessment
Strategy Assessment is designed to achieve two principal aims: Summative to judge students against standards commensurate with the requirements of the programme, in order to ensure that students reach a level of attainment appropriate for progression, and in the final stage for the award of the degree Formative to provide students with a clear indication of their strengths and weaknesses across the curriculum, and other areas of personal development, in order that they can modify their performance to produce improvement
Three processes are used to satisfy the assessment of these aims, namely, the assessment policy, the grading system and the student support system 6.2 Assessment policy The School operates a policy for the assessment of modules. This policy is: the assessment of modules within a level should be consistent at level one twenty credit modules will have three assessments, with one of the three assessments being required early in the first semester at level two and three there will be two assessments for twenty credit modules the burden of assessment should be balanced between semesters and wherever possible strike a good balance between formative and summative assessment
6.3
Grading system The performance of students in relation to summative and formative assessment will be graded. The grades correspond to performance criteria associated with the objectives of the module. The grading system is designed to: Ensure that the mark awarded reflects the performance of the student Provide an objective description of the students performance, which can be used by the students in modifying their approach to study Provide a basis to combine individual marks to produce overall assessment outcomes
All assessed work, coursework and examinations will be awarded marks (%) which will correspond to the grades / criteria as shown in table 6.3. Table 6.3 sets out the guidelines for criteria grading of work, it is intended to aid tutors in the formulation of coursework and examinations, and students will find it useful when considering the results of a particular piece of assessed work. The example criteria given in table 6.3 are organised under the headings of the principal learning outcomes of the modules. A full description of these grades is provided within the University Quality Assurance handbook.
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Pass Grade Award % A 1 70-100 B 2.1 60-69 C 2.2 50-59 D 3 40-49
Fail E 30-39 F 0-29
Outcome/ Ability
Very good to Outstanding ability to Explain Select Solve Compute Appraise Assess Create Invent
Good ability to
Fair ability to
Adequate ability to
Unsatisfactory ability to
Poor ability to
Knowledge
Define Investigate Construct Design Analyse Contrast Develop Devise
Recognise Describe Organise Commcate Criticise Interpret Predict Imagine
Illustrate Identify Compile Demstrate Synthesise Question Formulate Theorise
Skills
Evaluate
Innovation
Table 6.3 Guidelines for criteria grading
6.4
Student support system The student support system is designed to achieve two aims: provide pastoral care for students act as an early warning system when students are encountering difficulties with their studies
The system is operated by the Level Tutors for the programmes, working under the direction of the Director of Undergraduate Programmes 6.5 General assessment regulations The Modules at Level 1, 2, 3 and their credit value are stated in the Programme Specification. All learning activities that are essential for the award are incorporated within the modules. Assessment will be conducted in accordance with the general regulations and ordinances of the University and with the regulations set out in this Handbook. Notwithstanding the regulations set out in this Handbook, the Assessment Board has the discretion to consider each case on its merits and take whatever action is deemed appropriate. The Module Assessment Board considers the assessment of modules and the Programme Assessment Board considers progression and award issues. 6.5.1 Module assessment
To obtain a pass and be credited with the module credit value a student must normally: achieve a minimum mark for the module of 40%
The mark awarded for the module will be the combination of the marks awarded for individual components of assessment (referred to as component marks) aggregated in accordance with the weighting set out in the module specification. Students who do not satisfy the above requirement may be required to be re-assessed which will involve them in resubmission of coursework and / or re-examination as determined by the
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Programme Assessment Board. After satisfactory re-assessment, a student will be awarded a maximum module mark, capped at 40%. Students who do not present themselves for re-assessment, or who do not satisfy the above requirements after re-assessment will have a fail recorded for the module. 6.5.2 Level assessment
The Level mark represents a summary of the students performance at that level. It is derived from the Module marks at that level and is calculated as the weighted average of the Module marks. 6.5.3 Progression
In order to progress from Level One to Level Two, a student must: accumulate a minimum of 120 credits at Level One
In order to progress from Level Two to Level Three, a students must normally: accumulate a minimum of 240 credits, not more than 120 of which have been awarded at Level One
If a student does not achieve 40% in a module they may be eligible for automatic compensation. University Academic Regulations for Taught programmes will determine the rules that trigger automatic compensation. Exceptionally students may be entitled to discretionary compensation. Examination Boards will interpret the rules for discretionary compensation on a case-by-case basis as specified in the Academic Regulations for Taught Programmes. Students who do not satisfy the above requirement after reassessment will not be allowed to progress to the next level of study until they have passed outstanding modules. 6.5.4 Regulations for the award of honours degree
In order to be awarded the degree of Bachelor of Science with Honours a student must normally: have accumulated 360 credits, not more than 120 of which are credited at level one and not less than 120 of which are credited at level three, and
additionally, where the degree is awarded with industrial placement: have produced a satisfactory report in accordance with 4.6 above
The Programme Mark represents a summary of the students performance on the programme. The classification of the degree will be determined by a unified mark that consists of: 25% of all level two modules 75% of all level three modules 6.6 Submission of coursework The School considers that given the practical disciplines that need to be acquired by students, and the reliance within the programme on project work, it is important that there is a clear policy on the submission of coursework. Coursework will normally be marked and returned three weeks (of term time) after the hand-in date. The regulations that apply to the submission of coursework are:
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students will be issued with a schedule of coursework and the corresponding hand-in dates at the start of the assessment period students who submit work late will be penalised in accordance with the University penalty system for late submission.
The purpose of these regulations is to encourage students to have a professional approach to the organisation and management of their time. You MUST keep a copy of the coursework that you hand in for assessment. In the event of coursework going missing then this copy, together with the signed and dated yellow coloured copy of Assessed Coursework Form (AC1) will be required as proof that you have completed the work. 6.6.1 Please note the following steps in the procedure for handing in coursework: When submitting coursework you must fill in an Assessment Coursework Form and a Declaration on Conduct of Assessed Work (Academic Good Conduct) form. All coursework is to be handed in to the School Reception on the 4th floor of Maxwell Building between 10.00am 2.45 pm. Please note that although work can be handed in during the week, the Friday of the specified submission week is the official deadline. When the School reception is closed, coursework and completed Assessed Coursework Forms can be posted in the green box situated outside the School reception. After 2.45pm coursework should be placed into the green box outside the school reception. At 4.00pm the box will be emptied and the work will be marked as received on time. After 4.00pm work will be marked late, see penalty system below. A completed Assessed Coursework Form must accompany all items of coursework being handed in. You will be handed the Yellow copy as a receipt. This is your proof of submission and you are advised to keep it safe until after you have received your Student Profile at the end of the semester. Supplies of Assessed Coursework Forms and Declaration on Conduct of Assessed Work (Academic Good Conduct) form are held in the Maxwell Studio. Prior completion of forms helps to avoid queues at the School reception. During teaching weeks, marked coursework and feedback will be returned to you. Where a module has 2 coursework assessments, the 2nd coursework mark will only be made available to you after the Examinations Board. Your marked coursework and feedback will be available from the School reception. Your Module Tutor will notify you when your work is ready for collection. Some coursework is needed for scrutiny by external examiners. If your coursework needs to be kept you will receive a photocopy of your original. Where coursework is available for collection from the School Office after Examinations Boards, you will be informed via notice boards / email. Any uncollected coursework will be destroyed
A penalty system operates for late submission: Late up to 7 calendar days - 10 marks deducted down to a mark of 40 or a pass grade Late between 8 & 14 calendar days - 20 marks deducted down to a mark of 40 or a pass grade More than 14 calendar days The work is regarded as a non-submission The Examinations Board will take into account any personal mitigating circumstances If your work is identified as being plagiarised, or a non-authorised collaboration effort, then all students who have submitted the piece of work will be awarded a
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zero mark. This is a very serious disciplinary matter and University Disciplinary Procedures will be commenced.
6.7
Plagiarism Unless you are given specific instructions otherwise, ALL assessed coursework should be your own, unaided work. PLAGIARISM must be avoided. Plagiarism is the inclusion of portions of any other persons original work without acknowledgement and/or without significant alteration and reorganisation of the substance. You should never attempt to rephrase sources of material without citing the reference. If you have to ask the question How much do I have to alter to be sure of not plagiarising? then you are probably plagiarising! Some examples of unacceptable practices are: Lack of cited references Patchwork plagiarism - combining two sources to create a new passage Close paraphrasing - simply changing one word for another, without altering any other structure Unauthorised Collaboration - using the results of another students efforts, literature searches, drafts or final submission etc. Mutual Support - agreeing to share your efforts with another student. (e.g. lending a piece of work to someone else just before a submission deadline.)
If you are suspected of plagiarism, the School, will take action. Plagiarism in all its forms is a serious disciplinary matter. It may lead to your expulsion from the University. The University Policy and Guidelines on Plagiarism can be found on the Universitys web site, URL: http://policies.salford.ac.uk/ To avoid problems with plagiarism: All marks given to students before examination boards are provisional. Examination boards determine the final marks or grades and the profile sent out to students will reflect the final mark or grade agreed by the examination board. The School operates a moderation procedure. Moderation ensures consistency and quality of marks or grades. Students have no right of appeal regarding the academic judgement that determines marks or grades awarded.
6.8
Personal Mitigating Circumstances (PMC) You must keep your Level Tutor or Personal Tutor informed of any illness or other personal circumstances, which affect your attendance and academic performance at the University. The University has a procedure for submitting personal mitigating circumstances and you must obtain a copy of the Personal Mitigating Circumstances (PMC) form from the School Office. The procedure applies to exceptional circumstances in which you may be absent from an examination or you consider that your performance in an assessment may have been adversely affected in a significant way due to illness or other circumstances. In all cases PMC forms must be accompanied by third party evidence of the circumstances, for example medical evidence. PMC forms and accompanying evidence must be submitted prior to the meeting of the PMC panel. PMC panel meetings will take place shortly before examination boards. PMC applications must:
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Be made by the student, stating the reasons and the modules and assessments within the modules affected. Have third party evidence attached for example a doctors note or a death certificate State whether the case is for lateness or standard of performance, but not both. Be submitted at least two weeks before an examination board so that a special PMC panel can decide whether the PMC is accepted.
If PMCs are accepted then there are two possible outcomes: The penalty for late submission is removed The student is given the opportunity to improve the standard of the work, normally by taking a resit coursework or examination
If PMCs are not accepted then penalties for late submission remain and students are not given the opportunity to improve their performance. Coursework handed in over two weeks late is considered a non-submission. Normally if a cohort of students work is marked and handed back no further work can be accepted. In this case students who have a PMC accepted will take the resit coursework and there will be no penalty applied.
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STUDENT GUIDANCE
Blackboard Virtual Learning Environment (VLE)

The University and the School support the use of a virtual learning environment (VLE). The VLE has many purposes, some of which are to: Allow lecture notes, assignments and presentations to be posted Let the tutor post messages or send e mails to all module participants To hold discussion groups To have on-line assessments To allow students to submit assignments
You will be given instructions on how to use the VLE and module tutors will tell you what it will be used for.
Car Parking
There is a charge for parking in all University car parks, via a daily or annual fee. Not all University car parks are made available for students. Please familiarise yourself with fees and access before deciding how you travel to the University. Car parking is dealt with from the ground floor of Crescent House, see details at: http://www.estates.salford.ac.uk/facilities/carparking.php
Communication
Student / School Communication It is of the utmost importance that you keep in regular contact with the School during your time with us. Likewise, it is important that the School is able to contact you as and when necessary. Mail and telephone contact details At some time during enrolment and/or induction periods you will have been asked to complete either a Full Time or Part Time Student Details Form (whichever is applicable) which records name, home address, term time address (if different from home), home/term telephone number, mobile number, employers telephone number, etc. It is very important that we have this data on record. The data recorded on the profile is used by various academic and administrative staff on a regular basis for emergency phone contacts, mailing addresses, etc. and as such it is important for daily and weekly communication requirements. It is also important that any changes, for example moving house, are notified to the School Office as soon as possible. Email Communications At times there is a need for a fast and reliable means of achieving mass communication to students. For example to send out a message that a lecturer is ill and their lecture has been cancelled. At times there may be only a day or twos notice about such difficulties and normal land mail is not then an option. The School believes that email messages are an ideal media for mass communications with students but it can only be successful if students access their messages on a regular basis. When you attend induction week you will receive a student user name and password for access to the vast array of software packages available within the university. Access will also be given to the internet and the university email facility. It is very important that you access your university email messages on a regular basis. The School is well aware that you will have other email accounts with providers such as Hotmail, Freeserve, AOL, etc., but we will only send out messages to your Salford University account. The complex logistics of setting up links to individual email accounts (which students frequently change) prohibit alternative approaches. You are provided with a free university email address and this is the address we will use to send messages. Where another email provider allows downloading of messages from the Salford server to its own server then you may of course take advantage of this facility but it is your responsibility to do this. School technicians can give some advice on this.
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Notice Boards
The School entrance will have notice boards that will be used to communicate much information to students. All courses and levels of study have their own areas which will be populated with items such as timetables. There are also areas for correspondence from potential employers and professional institutions. There is also an important message board that will be used for specific notices for individuals or groups.
Intranet
The School has set up a student intranet, URL: http://intranet.scpm.salford.ac.uk/studentintranet/ The purpose of the intranet is to communicate with our students better and provide all students with a repository of help and information. Notices will be posted on the intranet and there is a section where prospective employers register their interest in employees. Please use the intranet and continue to monitor its development.
Key School Communication Policy

It is your responsibility to: keep the School up to date with all address and telephone contact details, keep the School up to date with any enforced absence, regularly access your university email account for important messages regularly access the student intranet to check information and
any
updates
It is the Schools responsibility to: provide you with a functional university email address for communication purposes Personal Communications with Academic Staff Using email is one means of communicating with academic staff, to highlight problems with coursework or lectures for example, and as lecturers are not frequently available to take phone calls perhaps email is a good way to make initial contact. However, staff do not have the time to provide detailed replies by email on an individual basis. Thirty minutes typing a two-page response to a student query would equate to a five minute face to face chat. Therefore, students are encouraged to ask for a short meeting with Level Tutors or module tutors for all but the briefest of requests, i.e. where a yes/no answer is all that is needed. Do not forget that fellow students may well have the answer you are looking for and you are encouraged to discuss aspects of understanding and interpretation of lectures, handouts, textbooks and personal research with them. This is one aspect of reflective learning and is a proven method of enhancing your studies. However, please be aware of the differences between Reflection and Plagiarism (see section 6.7 on Plagiarism (above)).
Complaints
Students are encouraged to resolve complaints at a local level and as close to the source of the problem as possible. Level Tutors can assist you to resolve any concerns that you may have. It is expected that most complaints will be resolved before any formal complaint is necessary. However formal complaint procedures are in-place, that can be accessed via the student intranet, see URL above.
Computing
See entries under Information Services and Learning Resource Centre.
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Degree Classification
The Examination Board, taking into account the overall average mark, will determine the honours degree classification in accordance with the regulations for the specific programme. For general guidance, the boundaries for the honours classes will be as follows: First class: Second Class, Division One: Second Class, Division Two: Third Class: 68.5% or above above 59.0% and below 68.5% above 49.5% and below 59.0% above 40% and below 49.5%
In order to be awarded the degree of Bachelor of Science with Honours a student must normally: have accumulated 360 credits, not more than 120 of which are credited at level one and not less than 120 of which are credited at level three, and
Additionally, where the degree is awarded with industrial placement: have produced a satisfactory industrial experience report.
All honours degree classifications awarded offer full exemption from the examinations of the appropriate Division of The Royal Institution of Chartered Surveyors, Chartered Institute of Building and the British Institute of Architectural Technologists.
Dissertation
For undergraduate programmes you are required to present a research-based dissertation before the commencement of the final year examinations. The broad aims of the production of this dissertation are to introduce you to identifying and developing appropriate problem statements and research questions and these to be investigated through orderly analysis, synthesis, and editing and final presentation of information in a coherent and appropriate manner. This is a major piece of work based upon a particular aspect of your studies. You will be assigned to a member of the academic staff who will act as your dissertation supervisor. The supervisor will guide you in defining the scope of the study; they will monitor your work throughout the year, and advise in the structuring and presentation of the project. Your supervisor will not lead this process, it is your responsibility to utilise their services. You have to suggest a research topic and achieve acceptance of it by the School. It can be any topic that has an acceptable theme appropriate for your course of study. Your supervisor must find the topic appropriate as well as acceptable for their supervision. The dissertation is submitted shortly before the final examinations and marked by two or more members of the academic staff using a standard marking scheme so as to arrive at a consensus mark. All information including guidance, supervisor allocation and submission deadlines can be found on the dissertation website which is linked from the student intranet at: http://intranet.scpm.salford.ac.uk/studentintranet/
Examination Arrangements
A course calendar that details the teaching weeks, revision, examination and holidays is posted on the student intranet. Please do not book holidays during teaching or examination weeks. Details of examinations are provided to you via the School Office and the timetables are clearly displayed on the notice boards in Maxwell building and posted on the student intranet. It is your responsibility to obtain the details of the examination dates and venues. If you have a genuine reason for missing assessment times then you must inform your Level Tutor or Personal Tutor as soon as Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying
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possible. The number and type of examination papers each year reflect the nature and extent of the subject matter studied, and is therefore not consistent throughout the programme. Normally examinations are either of two or three hours duration. The weighting of individual questions and other instructions are clearly stated on the front of each examination paper and will be explained by module tutors. You MUST bring your student ID with you to all examinations.
Financial Queries or Difficulties

Financial difficulties can affect us all and the contacts below offer specific financial advice. Student Assistance Office (information and advice on all University Support Services + Student Loan Company and LEA queries + International Student queries) Humphrey Booth House http://www.isite.salford.ac.uk/sa/ Hardship Fund Office (information on Hardship Fund Grants, Hardship Loans, Bursaries) Humphrey Booth House http://www.isite.salford.ac.uk/sa/ Undergraduate Student Records (information on tuition fees and council tax exemption) Humphrey Booth House http://www.academic.salford.ac.uk/student_administration/student_records/
Graduate Employment
A number of prospective employers contact the School and the University regularly during the year. Please consult the School notice board and the student intranet for up-to-date employment opportunities. In addition, a number of employers will be afforded the opportunity to speak directly to you. Notices will be posted to keep you informed of the names etc. of the firms who will be coming to speak to you. The success of such a programme depends entirely on your support and therefore we expect all full-time final year students and students considering a placement year to attend these presentations. The Careers Advisory Service offers workshops and a wide range of help and guidance on education and employment for students including vacancies for part-time, casual and vacation work, placements and graduate jobs. For further information contact Christine Blaymire at the Careers Office on 0161 295 4437. and see the careers service web site at: http://www.careers.salford.ac.uk/
Graduation
The University holds its summer graduation ceremony for our School during the second or third week in July. The University, nearer the time, will provide details about graduation day events. If you wish to attend the graduation ceremony you must keep both these July weeks free until you know the precise date. The ceremony is held at the Lowry Centre on Salford Quays. You will receive information direct from the University Graduation Office and you must respond to requests from them, otherwise for example, you will not receive tickets and may not be able to attend the ceremony. The School organises an after- ceremony celebration for all graduates. The School Office is the main contact point for this.
Health Centre
It is University policy that all full-time students register with a local medical practitioner. You can register with one of the university medical centres or one closer to where you live. The university health centres are based in Maxwell Building and Allerton Building. The services are run by local NHS medical practices. In emergencies the service is available to all students and staff whether or not they are registered with that practice for GP services. Both male and female doctors are available at each centre. In addition in every University building there is at least one trained first aider.
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See the services provided, times open etc. at URL: http://www.isite.salford.ac.uk/sa/healthcare/medical_centres.php
Help!
We all have problems, questions and queries. The main contact point is the Student Assistance Office and details of this are given below. Student Assistance Office (if you dont know the answer to something, however simple) Humphrey Booth House 0161 295 0467 http://www.isite.salford.ac.uk/getready/support/ This Office offers assistance with all sorts of issues. They are open Monday to Friday 8.30 am 4.30 pm, and can be found on the ground floor, Humphrey Booth House. Telephone 0161 295 0467 Email mailto:isite-academic@salford.ac.uk The Office provides: Advice and information on all University Support Services such as: Im having problems with my finances Ive lost my ID card, where do I get a new one? I dont like my course, can I transfer to another one? I cant cope with the amount of work I have to do Depending on the type of query or problem, it may be necessary to refer you to the many specialist support services around the University, but contact student assistance and they will help. They also have an International Student Advisor for assistance on issues like: Life in the UK Culture shock Visas and Immigration Finances Employment Host scheme (short stays with British families) Contact with different communities in the area Student Union Advisors (help and advice on academic, legal and personal issues) Student Union Advice Centre University House http://www.salfordstudents.com/
For other University Advice Centres, please refer to the specific part of this guide under: Finance Health Level Tutors Mathematics Study Skills
ID Card
This will be issued to you during University Registration and it needs to be updated every year. Your card serves as proof of membership of the University and is needed for access to and use of library and computing services. Replacements for lost cards can be obtained from the Undergraduate Office at Humphrey Booth House, there will be a charge for this service.
Information Services Division

The Universitys Information Services Division (ISD) offer integrated campus-wide library and computing facilities to support coursework and research needs. These include libraries, computing, printing and photocopying. Training and instruction is offered to students on all aspects of the service
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that ISD provides. Seminars are available on information searching or specific topics and associated electronic databases accessible via the network. See ISD web site at: http://www.isd.salford.ac.uk/ Telephone enquiries should be via the enquiry line on 295 2444. Our ISD liaison officer is Maggie Smart. Maggies email address is: M.Smart@salford.ac.uk
Learning Resource Centre Maxwell 341

Computing and Technical Information support can be obtained from the Schools Learning Resource Centre Manager, Chet Narsih. Chet is based in the Learning Resource Centre in Room 341, Maxwell Building. It is essential that all students register with Information Services Division (based at the Clifford Whitworth library) and obtain a unique username and password. Instructions will be given during your induction programme. The Learning Resource Centre is open Monday Thursday between 08:30 16:30 and on Friday between 08.30 16.00. The learning resource centre is for students and staff of the School of the Built Environment only.
Level Tutors
The Director of Undergraduate Programmes carries out the day-to-day administration of the programme and is supported by Level Tutors. Student welfare and progress is dealt with in the first instance by your Level Tutor. All matters relating to personal welfare and progress along with day-to-day programme issues should be brought to their attention. Where issues cannot be resolved or involve matters of principle, you should approach the Director of Undergraduate Programmes who will either action the matter or bring it forward to the Staff Student or Teaching and Learning Committee. Issues affecting the whole School are referred to the School Board for wider discussion. Your Level Tutor is there to help you with any problems you might have, but it is up to you to make and maintain that contact. However, you are reminded that you should inform your Level Tutor of any problems that might affect your academic performance as soon as they occur. It is very difficult for the University to take account of mitigating circumstances in assessing your work if we are unaware of the problem. Level tutors are:
Technician Construction Management All Level One Studies All Level Two Studies All Level Three Studies
Alan Lomax and Andy Bowden Andy Turner David Dowdle, Angela Lee and Bingu Ingirige Jon Sanderson, Eric Stokes and Gerard Wood David Horsfall and Mark Shepherd
Management of your Programme

The Head of School, Professor Mel Lees is responsible for the proper organisation of all programmes within the School, advised by the committee structure and governance requirements of the School, the Faculty and the University. Professor Chris Fortune is the Associate Head of Teaching in the School. A Programme Director is responsible for the academic development of the programme you are studying. They are responsible for initiating proposals to change the content and balance of the taught material to reflect the dynamic nature of the programme and to reflect the position of your vocation within the property and construction industry. A Level Tutor is responsible for day-to-day management of your programme and for personal tutoring and support.
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Maths help
You are not required to have A level maths as a condition of entry to programmes, but some subject areas require a high level of maths knowledge. If you do not have A level maths or feel that you would benefit from further tuition then you should join the additional maths class (Mathscope). Whilst not compulsory, we encourage all non-A level maths students to take this programme. No account is taken of the previous level of maths attainment in setting or marking examination papers, the maths level is set as that appropriate for the subject material and level of this programme. One to one mathematics support is available from sympathetic tutors in Mathscope, open 5 days a week in Room G12 Cockroft Building. You can telephone with your problems or just drop in to talk to someone. No appointment is necessary however its first come first served! Telephone 0161 295 4787. Email mathscope@salford.ac.uk. Website: http://www.mathscope.salford.ac.uk/homepage.htm
Opportunities for Additional Student Support

The University has a team of Advisers to co-ordinate guidance and support for students with disabilities and specific learning difficulties. The University undertakes to respond to individual requirements within the resources available and will offer advice to students on the support available to facilitate study. Special arrangements are made to assist students with disabilities and specific learning difficulties with their studies. These arrangements apply to permanent or temporary disabilities and are unique to individuals. If these arrangements should apply to you, you should contact your Level Tutor or Personal Tutor immediately. The Equalities and Diversity Office provides support, information and advice to both staff and students on equality and diversity issues including disability and specific learning difficulties. See web site, URL: http://www.equality.salford.ac.uk/ Initial screenings and formal assessments for dyslexia can also be arranged. For further information contact 0161 295 9000 or Email: equalities-academic@salford.ac.uk
Passkey
The Faculty are introducing a support initiative, particularly for new students, called the Passkey project. Additional staff, resources and activities will be introduced to help new students through the initial phase of their study programmes. More details will be given out at induction.
Personal Development Planning (PDP)

PDP is defined as a structured and supported process undertaken by students to reflect upon their learning, performance and/or achievement and to plan for their personal, educational and career development. The primary objective for PDP is to improve the capacity of students to understand what and how they are learning, and to review, plan and take responsibility for their own learning. This is intended to help students: become more effective, independent and confident self-directed learners understand how they are learning and relate their learning to a wider context improve their general skills for study and career management articulate personal goals and evaluate progress towards their achievement encourage a positive attitude to learning throughout life
QAA (2001) recognised that in order to support effective PDP students also needed to take ownership of their learning and produce a personal development record. Universities also need to record the performance of students achievements and produce a record of their performance via a transcript. You will receive a transcript when you complete or terminate your studies. See PDP at: http://www.edu.salford.ac.uk/scd/progfile/
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Personal Tutors
All students will be allocated a personal tutor. Personal tutors are responsible for the pastoral care and academic progress of students. All students will be allocated a personal tutor and arrangements will be made for regular meetings between students and personal tutors. Duties of personal tutors include: Being available for regular meetings Being available for meetings at the request of the student Helping and advising the student in personal matters, on their academic progress and in their personal development Advising students on the methods by which the University can help with their personal, academic or development problems Acting as an advocate for their students Duties of students include: Attending regular meetings with their personal tutor Effectively communicating with their personal tutors
Professional Skills
At the end of your programme you will obtain a qualification in the built environment, which will be an achievement in itself, but you will also have developed and enhanced your skills in: Communication with others, written and oral Working with others The use of information technology The application, manipulation and analysis of data Managing yourself
In a rapidly changing employment and work environment, when recruiting or promoting staff, employers are increasingly placing as much emphasis on skills development as they do on subject knowledge. The University of Salford is part of a nationwide government funded initiative for higher education, which seeks to increase opportunities for key skills to be developed, practiced and assessed alongside the academic knowledge gained as part of your course of study. We have developed our curriculum, teaching and assessment processes to help you identify and demonstrate the key professional skills you will develop whilst a student in the School. Professional Skills criteria: Written Communication: the ability to select and read appropriate material and synthesise information obtained to answer assignment briefs. The ability to present written information clearly, concisely, accurately and in a logical structure; which meets the purpose of the task. Opportunities will include essays, reports, tables, etc. Oral Presentation skills: the ability to make clear and relevant contributions, which suit the situation and the ability to listen and respond accurately to what others say. Opportunities will include class discussion, one-to-one exercise tasks, individual and group presentations. Working with others: the ability to plan and contribute to activities with others and to organise own activities to ensure meeting the targets and responsibilities agreed with others. Opportunities will include group-work exercises and projects. Information Technology: the ability to make appropriate use of IT. Opportunities will include word processing, spreadsheets, databases, presentations, information searching and communication. Managing Own Learning and Performance: the ability to set targets, plan action and monitor and review own performance against self determined targets. Opportunities will include action planning, reflective element of coursework, group exercises, peer and self-assessment.
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Numeracy: the ability to collect, analyse, manipulate, interpret and present data. Opportunities will include researching and collecting data, devising a research strategy, calculations, interpretation and conclusions, presentation of data in tabular, graphical and chart format.
Reading Lists
Reading lists are detailed on the reverse of the module sheets, all available on the student intranet and on Blackboard VLE. The reading lists are intended only to provide a guide to the scope of the literature relevant to the programme. They are not intended to be exhaustive and have been compiled for easy reference. Journals and similar publications are not listed but will, of course, be used frequently. For each year and subject, the lecturers concerned have the academic freedom to specify recommended texts, to express their own preference or to reflect new publications that become available. You should verify the standard texts with individual lecturers at the start of each subject and year. You are recommended to discuss the reading matter with individual lecturers for each subject module. The reading list is structured by level, subject area and lecture subject. Many texts are relevant to more than one subject, but generally they are only listed once, but will be used for other subject modules. Occasionally major texts may be listed under more than one area heading. This is usually when it is a highly recommended text. Similarly texts used in earlier years may be relevant to later years.
References and Bibliography

When writing a piece of work you will need to refer in your text to material written or produced by others. This procedure is called citing or quoting references. Consistency and accuracy are important to enable readers and assessors to identify and locate the material used by you to underpin your arguments and solutions. Briefly, references need to be cited in two different places: Firstly at the point at which a document is referred to in the text of the work; Secondly in two lists at the end of your work - the reference list and bibliography.
The same set of rules should be followed every time you cite a reference. The system universally adopted by the School of Construction and Property Management is the Harvard System. Students are strongly encouraged to read, understand, and use this formal referencing and bibliography system. Level 1 students will receive instructions for referencing in the Construction and Property Skills module. Technician students will receive separate tuition. Submissions of coursework, projects or dissertations containing poor or no references or bibliography appropriate to the Level of study being undertaken will result in the work being classified as academically unsound and it will be rejected. Submitted work containing inadequate referencing and bibliography sections will receive a maximum mark of 40% - provided it meets with all other assessment criteria. Students in any doubt as to the meaning of the above rules should contact their Module Tutors or Level Tutors as a matter of urgency.
Resit Examinations
Resit examinations are normally held during the last week of August and first two weeks of September (for full details refer to the course calendar). You must not organise holidays etc. at that time, as alterations to these arrangements cannot be made. Resubmission of assessed coursework is usually required in August, the School office will advise on the exact date. You should consider these requirements in making arrangements for holidays etc.
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Research
Your programme of study, as it progresses through the levels, will require an increasing need to carry out research. You need to research every subject you study in order to enhance your understanding of the module being studied. Throughout your programme of study you will be given tuition on research techniques and these are transferable skills that you will need not only for your studies but also to enhance your own personal skills. Sources of information are many and varied and all research must be acknowledged and referenced correctly in your work, see sections on referencing and plagiarism. Increasingly students use electronic search methods to find information. Databases and other on-line resources are provided by Information Services Division and the School. Internet sites that provide information are often a superficial, unauthorised and poor source of information. Be very careful to verify the quality of research material, particularly if sourced from the internet.
Results from Examinations

The University Examinations office publishes end of year results. Your individual results profile will be posted to you following the Examination Board. Examinations and assessed coursework completed in semester 1 are only confirmed at the Semester 2 Examination Board. An achievement coach may contact you if you appear to be having difficulty with meeting the appropriate assessment standards after the completion of semester 1. An informal meeting will then be arranged to discuss appropriate support and guidance as required. Students who do not obtain passes in all modules must contact the Level Tutor to ascertain their results and, if applicable, to discuss the implications of and requirements for completing the Level. If you fail to achieve the required pass mark in individual modules you may be required to resit the examination and/or complete further work at the discretion of the Examination Board. Failure to satisfy the Examination Board in either resit examinations or completion of further work in modules will lead to you not being allowed to proceed to the next year of the programme. This is a very serious situation and could affect both your honours award and Professional Institution exemptions. All students in this position are requested to attend a counselling session with the Level Tutor who will explain the situation and offer advice. The Examination Board has the absolute right to amend the foregoing requirements when presented with information relevant to your performance. For example, such information may be documented illness occurring prior or during the examination periods or family bereavements etc. If any circumstance arises that may affect or has affected your performance, then it should be brought immediately to the attention of your Level Tutor. It is your responsibility to bring such matters to the attention of your Level Tutor.
School Office
The Office is in Maxwell Building and is open to enquirers from 8.00am 5.00pm. School Office staff are: Irene McNeil Office Manager Nikki Carter Receptionist Andrea Coates Assessment and general enquires on undergraduate and technician programmes Michelle Jones Timetabling and general enquires & assistance for the technician programmes Craig Brown - Postgraduate taught programme enquiries Jenny Bowden Postgraduate taught programme enquiries Sheila Walker Academic Quality, plagiarism and appeals
Student Representatives
The student group from each programme will nominate student representatives. The Student Representatives will act as a voice for the students on issues that concern the whole group, and will bring these concerns to the Staff / Student Committee. If there are immediate concerns that should
34
not wait until a staff student meeting, student representatives should encourage individual students to raise concerns with their Level Tutors.
Student Self Service

Student self service allows students to view, amend and update the information the University holds about you. This allows students to ensure that data held is accurate and also helps to speed up processes such as registration.
Yearout placement (for full time students only)

Note: the Placement Tutor is John Hudson who is contactable on 0161 295 3426 or j.hudson@salford.ac.uk, there is a Blackboard virtual learning environment set up to support students seeking placements, see: http://vle.salford.ac.uk/webapps/portal/frameset.jsp Nature of the work experience The third year of the thick sandwich programme is spent with a company, who provide you with a minimum of 48 weeks supervised work experience. The supervised work experience is an important part of the programme. You are prepared for work during a series of workshops / seminars in the second year. During your final year studies you are required to submit a supervised work experience report on a feature of your industrial placement. This period of work experience usually counts towards the training requirements of the Royal Institution of Chartered Surveyors or the Chartered Institute of Building. You would normally be expected to have enrolled with the Royal Institution of Chartered Surveyors or the Chartered Institute of Building prior to commencement of the work experience. Details can be obtained from your Level Tutor. Completion of the Royal Institution of Chartered Surveyors or Chartered Institute of Building requirements are not essential for the award of your degree, but you are strongly advised to enrol. If you are in doubt, then you should discuss the matter with your Level Tutor. Staff members are pleased to offer advice on training. In all cases companies are reminded of their obligation with respect to training toward the Royal Institution of Chartered Surveyors Assessment of Professional Competence (APC) or the Chartered Institute of Building (PDP). At the commencement of each period of supervised work experience a copy of the latest edition of Employers guide to the Assessment of Professional Competence in Surveying or the CIOB code as appropriate, is sent to each company, together with a copy of the Schools guide to industrial training. Other periods of paid employment, during vacations may be available; this is valuable training but is not a requirement for the thick sandwich degree. Part-time students do not have a supervised work experience requirement, since they are usually in full-time relevant employment. Occasionally problems occur, and in these instances you should seek advice and guidance from your Level Tutor. Placement tutor responsibilities A Placement Tutor is responsible for co-ordinating year-out placement opportunities and will brief you early in your second year. Although we endeavour to assist you in obtaining a placement, it is your responsibility to arrange a placement for yourself. All overseas students should discuss with the Placement Tutor the availability and/or suitability of both UK and home country based placements. You will be required to complete a standard CV form, which can be sent to prospective employers for their consideration. It should be noted that the University does not interfere in the interview process established by any organisation, nor does it involve itself in the negotiations over salary and working conditions. The University is primarily interested in the quality of training you will be given during the year-out. PLEASE COMMENCE APPLYING FOR YEAR-OUT EMPLOYMENT AS SOON AS YOU COMMENCE YOUR SECOND YEAR OF THIS PROGRAMME.
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Quality Control Mechanism of Supervised Work Experience The placement tutor will allocate you a visiting tutor; normally this will be a full-time academic staff member from within the School. Occasionally an alternative visiting tutor will be appointed, if for example you are employed overseas. Normally the first contact between your visiting tutor and yourself will be by telephone within the first eight weeks of the first semester. If you have not been contacted by the end of November, or at any other time you need to speak to someone about your work experience, then you should inform the Placement Tutor. During this telephone visit your visiting tutor will make enquiries of you and your immediate line manager / supervisor. This visit will ascertain the appropriateness of the training you are receiving at that point in time. If you have any problems with regards to your placement this is the time to let your visiting tutor try to resolve them. You should then be contacted by telephone at intervals until you receive a physical visit at your place of work. The visit will normally take place before the end of May. The purpose of these real and telephone visits is: i) ii) iii) To ensure that you are receiving suitable work experience To provide valuable feedback into the programme curriculum; To enhance employer / University liaison.
You will also be required to attend a day-in at Salford during your work experience period. This is usually some time in November. This day-in has a number of purposes related to your final year, but also allows you to compare your training experience with other students on the programme. The employing company, you and the tutor will be required to report on the supervised work experience. You are also required to keep a diary recording in detail the work undertaken. Supervised Work Experience Report Based upon an agreed aspect of the work experience from the year-out placement, you will produce a researched report, the format of which will be identical to the requirements of the Royal Institution of Chartered Surveyors APC or the CIOB. The Placement Tutor will provide further guidelines on the format and presentation of the report.
36
C PROGRAMME SPECIFICATION
PROGRAMME SPECIFICATION
1 2 3
Awarding institution/body Taught at Faculty and School(s) responsible for the programme Links with partner institutions Programme accredited by Final Award The FHEQ (Framework for Higher Education) level of the qualification Programme title
University of Salford University of Salford School of the Built Environment Faculty of Business, Law, and the Built Environment None Royal Institution of Chartered Surveyors BSc (Hons) Level H
4 5 6 7
Length of programme (in each mode)
10 11
Mode(s) of attendance/delivery Year of commencement
12 13
Funded by JACS (Joint Academic Coding System) code and any other relevant code Relevant Subject Benchmarking statements (and any other reference points)
BSc (Hons) Quantity Surveying BSc (Hons) Quantity Surveying with Industrial Experience 3 Years Full Time (6 Semesters) 4 Years Full Time including Industrial Placement (6 semesters + 3 semesters on placement) 5 Years Part Time (10 Semesters) Full Time Part Time Day Release 2008 (Amended: August 2008. To take effect from Sept 09.) HEFCE Fee-paying students
14
FHEQ Benchmark statement: Building and Surveying RICS Education and Training Dept Policy and guidance on university partnerships (2005) RICS APC Requirements and Competencies (2006)
37
The Core Skills & Knowledge Base of the Quantity Surveyor - RICS (1992) 15 Aims of programme Provide students with knowledge and understanding of the principles and theory that underlie the Quantity Surveying professions unique skill-base which comprises procurement and cost management Develop capability in quantity surveying practice and procedure including the associated skills and techniques necessary in application Enthuse and stimulate curiosity within students to engender deep learning by bringing topics alive via carefully crafted assessments that simulate problems encountered in professional practice where possible Develop the opportunity for students to investigate and apply significant innovations and ideas arising from within the industry Encourage students to develop transferable skills through the application of knowledge and understanding Introduce students to the standards and professionalism expected from a chartered quantity surveyor Enable students to become student members of the Royal Institution of Chartered Surveyors (RICS) Quantity Surveying and Construction Faculty For Level 1 entry: 280 UCAS Tariff points ND at Distinction Merit Merit NC at Distinction Distinction Other acceptable equivalents
16
Entrance requirements
For Level 2 Advanced Entry: HND/HNC or equivalent in cognate subject with average Merit grade in Year 2 Foundation Degree in cognate subject at 60% or more Degree in cognate subject Other acceptable equivalents
Appropriately experienced applicants will be considered in line with the Universitys

38
Accreditation of Prior Learning (APL) procedure. 17 For programmes not wholly Not applicable 'owned' by one School the allocation of responsibility for the administration of the programme Programme structure Full-Time Year 1 Semester 1 Introduction to Law & Regulatory Framework (20 Credits) Economics & Management (20 Credits) Technology 1 (20 Credits) Env Science & Services (20 Credits) Multi-disciplinary Project 1 (20 Credits) Semester 2
18
LEVEL 1
Discipline Project 1 (20 Credits)
Year 2 Semester 1 Technology 2 (20 Credits) Construction Process Management (20 Credits) Discipline Project 2 (20 Credits) LEVEL 2 Semester 2 Procurement & Admin (20 Credits) Construction Economics (20 Credits) Multi-disciplinary Project 2 (20 Credits)
39
Year 3 Semester 1 Risk & Value Management (20 Credits) LEVEL 3 Option A (20 Credits) Multi-disciplinary Project 3 (20 Credits) Semester 2 Construction Law & Dispute Resolution (20 Credits) Option B (20 Credits) Discipline Research Project (20 Credits)
Options (A) Project Management Introduction to Urban Regeneration Professional Practice Building Pathology Part-Time (see note below) Year 1 Semester 1 Introduction to Law & Regulatory Framework (20 Credits) Discipline Project 1 (20 Credits) LEVEL 1
Options (B) Civil Engineering Surveying Production & HR Management Sustainable Design & Construction Property Development
Semester 2
Env Science & Services (20 Credits)
Year 2 Semester 1 Economics & Management (20 Credits) Technology 1 Multi-disciplinary 40 Semester 2
(20 Credits)
Project 1 (20 Credits)
Year 3 Semester 1 Technology 2 (20 Credits) Construction Process Management (20 Credits) Semester 2 Procurement & Admin (20 Credits) Construction Economics (20 Credits)
LEVEL 2
Year 4 Semester 1 Discipline Project 2 (20 Credits) Semester 2 Multi-disciplinary Project 2 (20 Credits)
Risk & Value Management (20 Credits)
Construction Law & Dispute Resolution (20 Credits)
LEVEL 3
Year 5 Semester 1 Option A (20 Credits) Multi-disciplinary Project 3 (20 Credits) Options (A) Project Management Introduction to Urban Regeneration Professional Semester 2 Option B (20 Credits) Discipline Research Project (20 Credits) Options (B) Civil Engineering Surveying Production & HR Management Sustainable Design 41
Practice Building Pathology 19 20 Programme content Intended learning outcomes
& Construction Property Development See attached module specifications On successful completion students will be able to: Knowledge and understanding
Comprehend and apply the technology relating to both the product and process of construction activity Identify and employ sources of relevant data for a variety of purposes, data retrieval and manipulation, and the techniques and methods used in the management of data Critically review economic, business and financial environments within which quantity surveying services are offered Identify and evaluate the cultural, organisational and legal frameworks affecting the construction and property markets Understand the concepts of and apply cost, value and risk management, and procurement management
On successful completion the student will have had the opportunity to :

Present written, numerical and verbal information to a professional standard Reflect on accepted practices/values Synthesise professional practice issues Critically evaluate/analyse, identify and apply appropriate research techniques to a topic Generate logical conclusions from research Reflect/theorise possible scenarios from findings Plan activities with others including working effectively in teams in discipline and multi-disciplinary project activities which simulate, as far as is appropriate, professional and industrial practice Learn to operate effectively in the workplace environment
42
21
Teaching, learning and assessment strategies
The strategies for the design and delivery of this programme have been derived from a number of influential sources including extensive experience of delivering a similar programme, an awareness of the demands and expectations of the professional role, and feedback from employers and professional institutions. The programme content represents the diversity and breadth of subjects which make up the discipline and which form the platform of knowledge, competencies, and expertise which are to be acquired by a student intending to be an effective practitioner. The programme is one of a suite of related programmes within the construction and property sector and benefits from the opportunities to exploit inter-disciplinary learning and collaborative activities. There is extensive selective sharing of modules with other programmes in addition to certain modules which are exclusive to this programme and which provide it with its distinctive identity. The programme is based on a modular structure over three levels with each module representing a discrete package of learning and appropriate skill development consistent with the positioning of each module in the overall structure and complementary to the other modules at each level.. Lectures and tutorials form the basis of the teaching delivery mechanism and will be the primary means of knowledge transfer. Students will be actively encouraged to enlarge and extend their knowledge by further reading and investigation of alternative information sources. Other teaching and learning events such as guest lectures, site visits, and integrated projects will be provided as appropriate to enrich the learning experience. Personal development of each student will be encouraged at each level of the programme by appropriate structured activities and processes. Significant in this will be the development of research skills to enable each student to practice self-directed research as a feature of the learning process. This will conclude with the conduct and execution of a major discipline research project
43
on a research topic of the students choice and in a form of output of the students choosing. The mix of assessment will be determined by its appropriateness to meet the desired learning outcomes and achieve the attainment of the module learning outcomes. A carefully considered mix of coursework assessments and examinations will be conducted in order to establish a credible, balanced, and rigorous assessment diet which will appropriately challenge the student cohort and effectively discriminate between performance outcomes. Extensive use will be made of the University Virtual Learning Environment (VLE) to enhance the learning experience and provide efficiencies of delivery. 22 Assessed professional experience Each Full Time student on the programme is provided with the opportunity to undertake an Industrial Placement Year in the form of paid employment with an appropriate employer drawn from the construction, design, or property sectors. This occurs between Levels 2 and 3 This is an optional element of the programme although all students are actively encouraged to undertake such an experience as the benefits in terms of personal development, enhancement of career prospects, and meaningful first hand experience of the profession and industry, are several and substantial. These placements can be undertaken in any geographical location, including overseas, and with a broad and diverse range of employers, the emphasis being upon the relevance and value of the proposed experience. All student placements are managed by a Placement Tutor and each student is allocated a Visiting Tutor who maintains contact with the student and their employer, including making a personal visit to the workplace. During the year the Placement Students are invited to return to the School for a day to collectively review their experiences and to be briefed on issues affecting their Final Level studies. The placement student prepares an end-ofCombined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying
44
placement report on their experience and this is assessed by the Visiting Tutor. Successful completion of this, together with the satisfactory conclusion of the industrial placement, will result in the student being eligible for the award of the degree with Industrial Experience. The time spent on placement and the experience gained can contribute towards meeting the requirements of the Assessment of Professional Competence of the Royal Institution of Chartered Surveyors 23 Special features of programme See note on placement learning in section 22, above. As some modules of the programme are shared with other built environment programmes within the School there will be the opportunity to actively and beneficially engage with students from other disciplines which is consistent with the contemporary manner of operating found in the construction and property industries and professions Of particular significance is the role of project activity which occurs at all levels of the programme. This takes two forms: Discipline project students collaborate with others from the same programme to collaboratively address a project challenge based upon a distinctive topic which is of significance to the professional discipline. Multi-disciplinary project students engage with others from the other programmes in the School in meeting the requirements of a practice related project task which requires cross-disciplinary collaboration, the ability to operate in a team structure, and to meet challenging performance criteria which are closely related to professional practice The Level 3 Discipline Research Project provides the opportunity for students to undertake structured research on a subject of their choosing within the boundaries of their professional discipline. The alternative potential outputs from this research are several and could include, amongst others, a text based
45
dissertation, a design analysis, an innovative product or process development, etc. 24 Requirements for progression at each level, plus the criteria on which the final award is based Arrangements for student support Requirements for progression are governed by the University credit framework. The final award will be based on the University Degree Classification Guidelines The University has a wide range of student support services, including a Health Service, Nursing, Chaplaincy, Student Advice Centre, Student Assistance Office, Tutor Advisor Scheme, study skills support and Careers Service. All students have access to a member of staff who can provide personal guidance and suggest other sources of help
25
Date of completion of this version of programme specification 12 August 2008 Date of approval by PARSC: August 2008
Note on programme structure for Part-time Programme: Due to some re-alignment of module delivery to part-time students in academic year 2008/09 there will be a slightly revised version of this structure posted following Faculty approval during w/c 6 October 2008.
D MODULE SPECIFICATIONS
7 Modules
Full details of all the modules can be found on the student intranet: http://intranet.scpm.salford.ac.uk/studentintranet/
46

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University of Salford Faculty of Business, Law and the Built Environment

School of the Built Environment

Combined Undergraduate Degree Programme Handbook

BSc (Hons) Quantity Surveying

Academic Session 2008/09 Edition 1: September 2008

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

GENERAL INFORMATION Introduction and Background

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Philosophy and Rationale

Use/occup ation Demand side

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Reflection and innovation moving the business on

Diverse entry profiles

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Teaching and Learning Policy

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Pass Grade Award % A 1 70-100 B 2.1 60-69 C 2.2 50-59 D 3 40-49

Fail E 30-39 F 0-29

Define Investigate Construct Design Analyse Contrast Develop Devise

Recognise Describe Organise Commcate Criticise Interpret Predict Imagine

Illustrate Identify Compile Demstrate Synthesise Question Formulate Theorise

Table 6.3 Guidelines for criteria grading

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Blackboard Virtual Learning Environment (VLE)

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Key School Communication Policy

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Financial Queries or Difficulties

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

See the services provided, times open etc. at URL: http://www.isite.salford.ac.uk/sa/healthcare/medical_centres.php

Information Services Division

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Learning Resource Centre Maxwell 341

Management of your Programme

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Opportunities for Additional Student Support

Personal Development Planning (PDP)

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

References and Bibliography

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Results from Examinations

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying

Student Self Service

Yearout placement (for full time students only)

Combined Undergraduate Degree Programme: BSc (Hons) Quantity Surveying