UEL MSC Construction Engineering Management-CollaborativeStudentHandbook - by Unicaf - 2020 07 22 - 14.0

Unicaf
IN COLLABORATION WITH
Master of Science in Construction Engineering Management
Course Handbook
Academic Year 2022-23

Contents Page
1. INTRODUCTION/WELCOME FROM THE PRINCIPAL 3
2. INTRODUCTION TO THE COURSE 4
3. KEY STAFF AND CONTACT DETAILS 8
4. COURSE OPERATION AND STUDENT REGISTRATION 9
5. TEACHING, LEARNING AND ASSESSMENT 11
6. MODULE SPECIFICATIONS 17
7. COURSE MANAGEMENT 42
8. SUPPORT FOR STUDENTS 44
9. RESOURCES 45
10. INFORMATION ABOUT QUALITY AND STANDARDS 46
11. ACADEMIC APPEALS 48
12. COMPLAINTS 48
13. EXTENUATION 50
APPENDIX A Academic Calendar
APPENDIX B Useful Web Pages
APPENDIX C Student Attendance Policy and Guidance
APPENDIX D Academic Misconduct and Plagiarism
APPENDIX E Collaborative Student Entitlements at UEL
APPENDIX F Health and Safety
2
1 INTRODUCTION/WELCOME FROM THE PRINCIPAL
We are pleased to welcome you to the University of East London MSc in

Construction Engineering Management course delivered in partnership with
Unicaf.
The MSc in Construction Engineering Management is an innovative course

developed in close collaboration with Unicaf to create graduates who can take a
strategic lead within organisations. This course has been designed to be
delivered via Unicaf’s state-of-the-art online learning platform and adheres to the
organisation's model for virtual delivery. All those enrolling on this course will
receive an individualised model of support by academic staff employed by Unicaf
with all aspects of the course being overseen by academic teams based at UEL.
This handbook has been designed to provide both you and Faculty with the
necessary guidance to fulfil their roles within this course of study. During your
study, the Faculty will help in any way they can and, where necessary, will refer
you to a specialist adviser.
Unicaf is the leading online platform in Africa, addressing an under-served part of

the Higher Education market through an affordable and flexible learning model.
Unicaf is a part of one of the largest independent HE Institutions in southern
Europe. It has a considerable collective intellectual and experiential capital to
draw from, which is relevant to provision of partnership services for online
learning through bespoke digital learning technologies.
The organisation’s vision is to be the higher education provider of choice for

Africa, with established learning centres in all major cities across the continent,
allowing candidates in Africa to access quality higher education, at a
considerably reduced cost.
The Faculty responsible for leading and teaching on modules, and all teaching
and learning activities/assessments are mediated through the Virtual Learning
Environment (VLE). A network of Unicaf centres allows for a locally rooted, yet
internationally connected experience for their student body which benefits from
in-country expertise.
Unicaf is an online delivery partner of the University of East London. The

partnership between the University of East London and Unicaf brings together
the resources and capabilities of both organisations to offer innovative learning
solutions and programmes which are delivered fully online to the needs of a wide
range of professionals.
3
2 INTRODUCTION TO THE COURSE
Course duration and mode of study
Each of the 4 core modules of this MSc course is 12 weeks in duration. The final
Research Skills and Dissertation module is 24 weeks duration, totalling 72 weeks
of study for the whole course. There are short (minimum 2 week) breaks for
critical reflection in between modules. Candidates are technically on a part-time
mode of study and can also elect to take longer breaks between modules to
allow flexibility with managing other commitments. Modules are offered regularly
throughout the year on a sequential delivery model, through online
asynchronous delivery allowing candidates the opportunity to manage their time
schedules effectively. Candidates must register for and complete all five modules
sequentially within a maximum registration period of 4 years, with the minimum
duration of the programme being 2 years.
Course aims and objectives
This course is designed to give you the opportunity to:
● Develop specialists in how to manage multidisciplinary organisations in the

construction industry from different perspectives such as client, contractor,
designer, and supplier.
● Develop management skills and a critically reflective practice in construction.
● Apply theory into practice in the field of construction industry
● Maximise management skills and capability to work in an international
environment.
● Maximise range of skills and knowledge in the area of construction and
engineering such as project management, Information Communication
technology, Construction law, Supply chain management, Procurement.
Course learning outcomes
Knowledge
● Develop and apply students’ proficiency in communicating ideas to a
technical and non- technical audience.
● Think critically and to solve problems in a structured logical way.
● Identify and apply appropriate theoretical frameworks to the practice.
● Demonstrate and embrace the potential of information and communication
technologies
● Evaluate the standard form of subjects’ used in construction
● Implement the skills and knowledge that underline management and
leadership effectiveness in the global environment
4
● Develop and identify the social, environmental, contractual and economic
performance of design and production construction process
Thinking skills
● Critical thinking and evaluating knowledge
● Systematically analyse problems and implementation of the effective
solution
● Demonstrate critical self-reflection on the knowledge and suggest further
development
● Demonstrate a critical awareness of the issues and challenges involved in
construction engineering management area and subjects
● Demonstrate and evaluate procurement process in construction area
Subject-Based Practical skills

● Apply and examine different methods to analyse and control construction
projects
● Evaluate how different findings and results in construction can be used in
decision making process
● Demonstrate and evaluate different legislation and environmental law in
relate to construction
● Analyse different strategies, planning and leadership style to construction
and discuss the key issues on organisation performance and team
formation
Skills for life and work (general skills)

● Develop and Improve interpersonal skills and extend the ability to work
effectively in a team
● Develop the ability to meet the deadline delivery under tight condition
● Apply and maximise the ability to undertake complex problem and develop
appropriate solutions
Professional body accreditation (where applicable)

N/A
Course structure diagram
MSc in Construction Engineering Management

Module Code Module Name Credits
PG Certificate
EG7034 Mental Wealth: Professional Life (Engineering 30
Management)
EG7036 Business Procurement and Contractual Practice 30
PG Diploma
EG7037 Environmental Sustainable Engineering and 30
Logistics
5
EG7035 Digital Construction and BIM 30
PG Award Level
EG7020 Research Skills and Dissertation 60
Total Credits 180
All courses are credit-rated to help you to understand the amount and level of study
that is needed.
One credit is equal to 10 hours of directed study time (this includes everything you
do e.g. lecture, seminar and private study
All credits in this course are at level 7 as appropriate to a master’s
Courses are made up of modules that are each credit weighted. All credits on this
course are rated at level seven.
The module structure of this course (Table I):
Available by
Credit
Module Core/Option Distance
Level Module Title Weighting
Code Learning?
Y/N
Mental Wealth:
Professional Life
7 EG7034 30 Core Y
(Engineering
Management)
Business Procurement
7 EG7036 and Contractual 30 Core
Y
Practice
Environmental Y
Sustainable
7 EG7037 30 Core
Engineering and
Logistics
Digital Construction Y
7 EG7035 30 Core
and BIM
Research Skills and Y
7 EG7020 Dissertation 60 Core
The overall credit-rating of this course is 180 credits. If for some reason students are
unable to achieve this credit they may be entitled to an intermediate award, the level
of the award being dependent on the amount of credit the student has accumulated.
6
The intermediate awards available are as follows:
• Students who have completed 60 Credits at Level 7 are entitled to obtain a
Postgraduate Certificate
• Students who have completed 120 Credits at Level 7 are entitled to obtain a
Postgraduate Diploma.
Course Specific Regulations

N/A
Induction to the course
All new students join a Unicaf induction module which is designed to familiarise
candidates with the VLE and its teaching and learning resources and communication
tools. The induction module fully prepares candidates for online study, reinforcing
academic themes such as expectations regarding academic skills - including
referencing, the pitfalls of plagiarism and expectations regarding netiquette,
communications and adherence to academic regulations (e.g. student regulatory
frameworks, submission deadlines, personal circumstances procedures and student
support services).
The online environment demands a specific approach to engaging and motivating

students which differs from that of the physical classroom, and the course design
process reflects this. The emphasis is on active, focused learning within a
well-structured and stimulating e-learning environment, using a range of interesting
tasks, activities and materials to promote discussion and reflection and to encourage
interaction between staff and students.
Unicaf is committed to establishing an optimal pedagogy for online learning,

characterised by:
● Active and focused learning

● Delivery by dedicated and expert Faculty (approved by the awarding body)
● High levels of interaction between staff and students through Faculty
moderated discussion fora and group work,
● Regular assessment review points to provide students with a clear sense of
their progress and to maintain high levels of student engagement
● Availability of a diverse range of e-learning materials in a well-structured and
stimulating e-learning environment, using technology that delivers the best
learning outcomes for students
● Use of an integrated and stable learning platform, based on those employed
by the most successful online institutions and capable of handling large
numbers of enrolled students (but cohorts for individual sections of modules
are limited to 35 candidates).
7
Students will have Academic Faculty allocated at Induction. They will also be
encouraged to be proactive in the blogs, live discussion fora, and the Student
Lounge from the beginning of the programme to help navigate their studies and build
a sense of student identity.
3 KEY STAFF AND CONTACT DETAILS
Name Job title

Dr Georgia Sakka Vronti Dean of Business School
Dr Anna Artemi Programme Leader at Unicaf
Dr Sani Reuben Akoh Faculty at Unicaf
Dr Ruoyu Jin Faculty at Unicaf
Dr Loganathan Krishnaraj Faculty at Unicaf
Dr Fabrice Ntimugura Faculty at Unicaf
Mr Moffat Tembo Faculty at Unicaf
8
The Key Staff and Contact Details were correct at point of publication.
You will be notified of any changes.
3.1 Student Support Services
Contact details Type of support
support@unicaf.org General support and

information to students
throughout their
studies.
extenuating.circumstances@unicaf.org Information to students
for extenuating
circumstances
regulations and
provision of guidance
for such applications.
registrar@unicaf.org Information to students
for academic
regulations,
progression and
graduation.
student.casework@unicaf.org Information and
assistance to students
for academic related
issues and complaints.
Circumstances in which student can access UEL directly
You will find that for most issues that arise during the course of your studies
academic and administrative staff at Unicaf will be able to help.
The UEL Link Person is appointed to manage the relationship between the Course
Leader at Unicaf and UEL.
Please contact your local Student Support/Administrative Office if you have any
queries, in the first instance. If you have been advised by your local office to contact
UEL then please send an e-mail to the UEL Academic and Employer Partnerships
Office at apo@uel.ac.uk.
4 COURSE OPERATION AND STUDENT REGISTRATION
The Admissions and Student Services Departments are led by Directors with
extensive experience in managing student support service functions in online
learning environments.
9
Should you require further information regarding admissions and degree completion
requirements, please contact one of our Student Support team. Student Support
officers will spend one-to-one time with you to provide information on the
requirements and expected commitments that a rigorous online course can require.
Any additional queries that you may have with respect to enrolment, transferability,
and applicability of previous educational credits earned, degree course options,
degree course requirements and progress, and providing information on partner
university policies, procedures, and regulations can be addressed by our Student
Support team. In addition, the Student Support team will assist you to understand
your financial obligations and identify available options to develop a personalised
financial plan.
Finally, you will have all the required support during the registration process and you
will be able thereon to successfully navigate in the online classroom and complete
your registration process. In short, the Student Support team will inform you of
appropriate time, cost and course commitments while helping you identify available
options to develop a personalised plan for success.
Module Code / Name Module Faculty at the Module Leader at UEL

partner institution (including contact
details)
EG7034 Mental Wealth: Dr Ruoyu Jin Dr Luana Parisi
Professional Life Dr Loganathan
(Engineering Krishnaraj
Management) Dr Sambo Lyson Zulu
EG7036 Business Dr Sani Reuben Akoh Dr Luana Parisi
Procurement and Dr Mojtaba
Contractual Practice Mahmoodian
Dr Sambo Lyson Zulu
Dr Jonathan
Emmumoboyama Oti
EG7037 Environmental Mr Moffat Tembo Dr Luana Parisi
Sustainable Engineering Dr Fabrice Ntimugura
and Logistics Dr Jonathan
Emmumoboyama Oti
EG7035 Digital Dr Loganathan Dr Luana Parisi
Construction and BIM Krishnaraj
Dr Fabrice Ntimugura
Dr Mojtaba
Mahmoodian
EG7020 Research Skills Dr Loganathan Dr Luana Parisi
and Dissertation Krishnaraj
Dr Jonathan
Emmumoboyama Oti
Dr Sani Reuben Akoh
10
Mr Moffat Tembo
Reference to the Academic Regulations for the course
The University’s academic regulations are available at: Manual of General
Regulations: Part 3 Academic Regulations
(https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-d
ocuments/Student-Policies/Manual-of-General-Regulations)
Local Attendance and Engagement policy (provide guidance and further information
for students in Appendix C)
It is essential that you log in to UEL directly and enrol with UEL using the UEL
student number that you have been given upon your enrolment to the first core
module.
You must login to the UEL direct page using your student username which will be
your UEL ID number and password and complete the on-line enrolment. UEL Direct
is available at https://www.uel.ac.uk/students (click on ‘new students’). Assistance in
completing your online enrolment in UEL Direct can be provided by Unicaf’s Online
Services team (onlineservices@unicaf.org).
For general enquiries concerning enrolment, you must contact the Unicaf Student
Support/Administrative Office for guidance in the first instance and then if you are
advised to contact UEL, please send an email to the UEL Academic and Employer
Partnerships Office at apo@uel.ac.uk
5 TEACHING, LEARNING AND ASSESSMENT
Teaching and learning approaches
Study materials for the course’s modules will be delivered via Unicaf’s Virtual
Learning Environment (VLE) allowing online course content and delivery as well as
online classroom management. This platform may be accessed anytime/anywhere
as long as the Faculty and student have a Unicaf computing network user name and
password. All faculty and students are expected to use the Virtual Learning
Environment (VLE) and the SIS online platforms.
Students and faculty can access academic resources via the Online Digital Library
(ODL). This is directly accessible to registered students from within each module of
their course of study housed in its bespoke Virtual Learning Environment (VLE).
The online e-library includes an extensive up-to-date collection, consisting of a

variety of sources of information and original content.
Through partnerships with content holders, the library preserves rich, vast and varied
information – whether historical archives or today’s current scientific breakthroughs –
and packages it with digital technologies that enhance its discovery, sharing and
information management. The Unicaf digital library also provides services that
enable strategic acquisition, management and discovery of additional information
collections with the goal of continuous enhancement of its services.
11
Students, staff and researchers rely on the library for research on virtually all topics
from a variety of diverse perspectives. Content is drawn from a section of
authoritative sources, along with robust discovery tools, provide rewarding search
results for users. The library collections span six centuries, in all relevant academic
disciplines as well as covering the diverse content types needed by researchers, and
also providing one of the world’s largest collection of dissertations and theses; three
centuries of newspapers; an ever-expanding collection of thousands of academic
e-books; voluminous collections of important scholarly peer reviewed journals and
other relevant content researchers need such as data; and unique digital vaults of
primary source materials. The library’s renowned abstracting and indexing enables
researchers to search for, identify and access sources in their area of study with
relative ease.
The combination of an ever-expanding content coupled with ease of access directly

from the VLE portal - without need for separate login credentials, and dedicated
in-house technical support team, offer the University and students joining the course
a leading provision in the delivery of online digital library content.
Assessment
All students are subjected to continuous formative assessment, culminating in

summative assessments, as appropriate for the course level and educational aims. A
number of principles govern this process:
i. Assessment design drives and promotes effective learning
ii. Assessments are fit for purpose and methods are valid in measuring
achievement against learning outcomes
iii. Requirements of assessment are clear and timely
iv. Assessment standards are best understood through active dialogue between
Faculty and students
v. Students engage with assessment standards seamlessly as part of their

course in order to internalise those standards and calibrate their own learning
vi. Ongoing formative feedback based on dialogue and integrated into learning
and teaching develops high-level learning and improves assessment
prospects
vii. Assessment loads are balanced and achievable within appropriate

timeframes, with a presumption towards fewer, more challenging
assessments
12
viii. Students learn in different ways, and are challenged to do unfamiliar things,
so there is variety in assessment across the course
ix. Assessment judgements (i.e. marks/grading/classification are reliable and

trusted, which involves developing shared understandings/professional
judgements in course teams and with the collaborative partner on assessment
standards
x. Assessments are secure
xi. Assessments are designed to minimise opportunities for academic

malpractice including plagiarism
xii. Assessment in each module is based on real life ‘live’ briefs and simulation,
that take learners out of ‘the classroom’, builds confidence, motivation and
skills for employability
Unicaf course staff will mark and moderate student work and a sample of internally
moderated work will also be moderated by UEL faculty.
Assessment administration, submission, deadlines, Assessment Boards, notification

of results, timing of reassessment, marking, & feedback
We strongly suggest that you try to submit all coursework by the deadline set as
meeting deadlines is expected in employment. However, in our regulations, UEL has
permitted students to be able to submit their coursework up to 24 hours after the
deadline. The deadline will be published in your module guide. Coursework which is
submitted late, but within 24 hours of the deadline, will be assessed but subjected to
a fixed penalty of 5% of the total marks available (as opposed to marks obtained).
Please note that if you submit twice, once before the deadline and once during the
24 hour late period, then the second submission will be marked and 5% deducted.
Further information is available in the Assessment & Feedback Policy at

https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corporate-do
cuments/Assessment-and-Feedback-Policy.
In accordance with the Unicaf Assessment Framework, the approach to assessment

is based on the premise that final course marks are built up by continuous graded
work spaced throughout the course. The continuous assessment approach is
designed to support and encourage students’ continuing engagement with all
aspects of the learning process. At the outset of each course, students will be
provided with a clear indication of the assessment tasks to be completed for the
course and associated submission dates, assessment criteria and marking schemes.
These regular assessment points will provide a clear structure to enable students to
effectively manage their time, as well as regular opportunities to gain feedback from
Faculty on their performance.
13
Unicaf has a Monitoring process in place to provide the opportunity to reflect on the
operation of modules and courses. These are aimed at highlighting areas of good
practice, recent enhancements and identifying areas for change/improvement.
Reference to student policies available at:

cuments/Student-Policies (also detailed in Appendix B) which provides full
information on referencing and the avoidance of plagiarism and web link to
Academic Integrity webpage.
As a student you will be taught how to write correctly referenced essays using UEL's
standard Harvard referencing system from Cite Them Right. Cite them Right is
the standard Harvard referencing style at UEL for all Schools, however professional
body requirements will take precedence for instance the School of Psychology which
uses the APA system. You will be advised of these by your School.
The electronic version of Cite Them Right: The Essential Referencing Guide (11th
edition), can be accessed whilst on or off campus via the link below and will teach
you all you need to know about Harvard referencing, plagiarism and collusion. The
book can only be read online and no part of it can be printed or downloaded.
Further information is available in Appendix D and the web links below:
Cite Them Right

http://www.citethemrightonline.com/
● Click Login
● Search for University of East London and select from the list of institutions
● Click Log in at University of East London
● Enter your UEL email address and password
● This will give you full access to the resource

Harvard referencing:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Harvard-Refer
encing-.aspx
Academic Integrity:
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Academic-int
egrity.aspx
Reference and web link to Assessment and Feedback Policy
Assessment and feedback are fundamental parts of your learning experience. The
UEL Assessment and Feedback Policy seeks to:
● actively promote student success and academic achievement;
14
● provide clear, accurate, accessible information and guidelines to all staff and
students on assessment and feedback;
● maximise the potential for consistency and fairness in assessment;
● locate assessment and feedback as an integral part of learning and teaching
processes.
Every component of assessment that contributes to an award, at all levels, is subject

to internal and External Examiner moderation (see section 11 for further information).
This ensures the maintenance of standards both internally and in comparison with
similar courses delivered at other higher education institutions. The UEL Assessment
and Feedback Policy outlines the process for the various stages of the marking
process and is available at
cuments/Assessment-and-Feedback-Policy
e) Assessment criteria or reference to where this information can be found in the

module guides.
Module Module Name Component of Percentage Word
Code Assessment Weighting count /
Duration
EG7034 Mental Wealth: Coursework
Professional Life
(Engineering Part A: Technical 80% 3000
Management) Report on Case words
Study
Part B: Reflective 20% 1200

Log words
EG7036 Business Coursework 50% 4000

Procurement and words
Contractual Practice
Coursework 50% 4000
words
EG7037 Environmental Environmental 100% 3000

Sustainable engineering & words
Engineering and Sustainable
Logistics construction Report
EG7035 Digital Construction Professional 100% 3000
and BIM Report words
15
EG7020 Research Skills and Part 1: Dissertation 90% 15000
Dissertation Report words
Part 2: 10%
Presentation of
process
Research Integrity
The University of East London conducts high quality, innovative research and is
guided by the principles and standards outlined in The Concordat to Support
Research Integrity, 2012; the University’s Code of Practice for Research; Code of
Practice for Research Ethics and Procedures for the Investigation of Misconduct in
Research, for staff and students. The Concordat seeks to provide a national
framework for good research governance and its conduct, and applies to all fields of
research supporting a research environment that is underpinned by ethical values.
The University adheres to its responsibility to support and promote the highest
standards of rigour and integrity and embed a culture of honesty, transparency and
care and respect for all participants and subjects of research. The University is
committed to ensuring that research is conducted with integrity and good research
practices are upheld.
Research Ethics and Risk Assessment
For this programme students will be doing secondary research with no primary data
collection taking place.
16
6 MODULE SPECIFICATIONS
Module Title: Module Code: Module Leader:

EG7034
Mental Wealth:
Professional Life Level: 7
(Engineering
Credit: 30
Management)
ECTS credit: 15
Pre-requisite: None Pre-cursor: None
Co-requisite: None Excluded Suitable for incoming study
combinations: None abroad? Y
Location of delivery: Online delivery by Unicaf
Summary of module for applicants:
The module assesses the role of the engineer / construction manager in industry
and the community. It investigates advances in engineering / construction
technology and analyses its effect on the production process. The module will
involve studying current management skills and the appropriate numerical
techniques, contract procedures and financial controls.
Main topics of study:
● Principles of management
● Environmental and economic analysis
● The sustainability of modern methods of production
● Total quality management
● Types of contracts and constructional law
● Financial controls and risk assessment
● Contract programming and planning
● Professions within the construction industry
● Health and Safety legislation
● Introduction to Building Information Modelling (BIM)
● Role of technologies in management of construction
This module will be able to demonstrate at least one of the following

examples/ exposures
(please tick one or more of the appropriate boxes, evidence will need to be
provided later in this document)
Live, applied project ☒
Company/engagement visits ☐
Company/industry sector endorsement/badging/sponsorship/award ☐
17
Learning Outcomes for the module
Code of Competencies
● Digital Proficiency - Code = (DP)
● Industry Connections - Code = (IC)
● Emotional Intelligence Development - Code = (EID)
● Social Intelligence Development - Code = (SID)
● Physical Intelligence Development - Code = (PID)
● Cultural Intelligence Development - Code = (CID)
● Community Connections - Code = (CC)
● UEL Give-Back - Code = (UGB)
At the end of this module, students will be able to:

Knowledge
1. Understand quality assurance and quality control procedures used within the
industry. (IC).
Thinking skills
2. Demonstrate a critical awareness of the objectives and issues involved in
technical management
3. Critically apply quality assurance and quality control procedures used within
the industry
4. Understand and evaluate contract law and procedures and exercise
judgement to apply the main forms of engineering contracts. (IC).
5. Critically assess the environmental impact of engineering and construction
projects and the use of sustainable methods of production. (CC)
Subject-based practical skills

6. Use various numerical methods to analyse project programming & financial
controls and to critically and independently evaluate how the findings can be
used in the decision making process

7. Undertake professional presentations & display clear communication skills.
(DP, EID, SID)
Teaching/ learning methods/strategies used to enable the achievement of

learning outcomes:
18
The module will be taught through the use of study materials developed
specifically for online learning. Students will have access to dedicated support
staff and academic Faculty as well as an Online Student Community throughout
their studies. Preparation for and undertaking assessments are included in the
teaching and learning time. Because of the direction and support in the study
guide, student/ Faculty interaction time should be minimal. However, dedicated
support staff and academic Faculty will be available through the Online Student
Community and will address all queries in line with our student charter for online
learning.
Formative assessment may take place in a variety of ways such as practice
quizzes, group discussions, presentations, group work, and practical exercises.
The inclusion of formative assessment activities in modules aims at providing
students with opportunities to practise skills they acquired in a specific period of
time in the course of a module, reflect upon their own progress and work, share
knowledge, ideas and thoughts with their peers and Faculty, as well as test new
knowledge, without focusing on or worrying about grades.
What is equally important is that this type of activities also provide Faculty with
comprehensive evidence of student engagement, participation and learning. This
is crucial in the Faculty's endeavour to render each module an environment that
fosters meaningful learning and personal development rather than one in which
students focus solely on their performance with summative assessment.
Students are thus strongly encouraged to log in to the Virtual Learning
Environment (VLE) at least two separate days each week and take advantage of
every opportunity to participate in all formative activities, which simultaneously
enhance their learning experience and help them achieve learning outcomes.
They are expected to contribute to the building of an online learning community
that will enable all to create an active learning environment. In this joint
endeavour, it is important that learning is recognised as a social act. In this light,
students are expected to participate in all discussion forums, posting their own
comments as well as responding to those made by their peers and Faculty. As
communication is online, it is essential to bear in mind that netiquette is required
to avoid misinterpretations and ensure that online rapport is maintained. Finally,
students must complete formative tasks in a timely manner and submit them
within the designated period of time.
Assessment methods which enable Weighting: Learning Outcomes

students to demonstrate the learning demonstrated:
outcomes for the module; please define
as necessary:
Coursework (Critical assessment of case 100% 1-7

studies that are expected to take 210 hours
to complete)
Reading and resources for the module:
19
These must be up to date and presented in correct Harvard format unless a
Professional Body specifically requires a different format
Core
Harris, F. and McCaffer, R. (2013) Modern construction management 7th edn.
London: Wiley-Blackwell
Graham, M. W. (2010) Managing construction projects. Oxford: Wiley-Blackwell.
Cooke, B. and Williams, P. ( 2009) Construction planning and programming and
control. London: Wiley-Blackwell.
Recommended
Pat, P. (2007) CDM2007. Oxford: Butterworth-Heinemann.
Smith, N. J. (2008) Engineering project management. Oxford: Blackwell.
I.C.E. (2000) ICE conditions of contract. 7th edn.
University Cambridge (2009) Landmark for sustainability. Shefield: Greenleaf
Publishing.
Lupton, S. (2007) Guide to SB05. London: RIBA.
Miles, K. and Shiers, D. (2004) Sustainable property development. Oxford:
Blackwell.
Provide evidence of how this module will be able to demonstrate at least

one of the following examples/ exposures
Live, applied project

The students will work on projects that involve real life engineering applications.
Company/engagement visits
Company/industry sector endorsement/badging/sponsorship/award

Indicative Activity
learning and
teaching time
20
(10 hrs per
credit):
1. Activity and hours (Defined as lectures, project supervision,
Student/Faculty demonstrations, formative assessment) See further descriptions
interaction: in guidance
http://www.uel.ac.uk/qa/Moduleindicativelearningandteachingti
me.docx
48 hours
Lectures/online lectures
24 hours
Tutorials
2. Student Activity (e.g. seminar reading and preparation/assignment

learning time: preparation/ background reading/ on-line activities/group
work/portfolio/diary preparation, unsupervised studio work etc):
Essential and private learning and study.
228 hours
Total hours 300 hours
(1 and 2):

EG7036
Business
Procurement and Level: 7
Contractual Practice
Credit: 30
ECTS credit: 15
Co-requisite: None Excluded Suitable for incoming study
combinations: None abroad? Y
21
This module enables students to develop their business management skills
required for the construction industry both in the UK and in developing areas of
the world. It explores the changing and increasingly global construction industry
with a focus on the financial, planning and management aspects of a project life
cycle. It will consider the differing international requirements for overseas
construction trade and development.
The aim is to understand how the social and political environment can shape the
way that the construction industry operates in any country. Students will be able
to recognise how to manage international construction projects and what will be
the key factors.
Also, the module will enable students to explore and develop their understanding
of the Contract negotiation and strategy of construction procurement and
tendering. Explain how the current, common standard construction contracts
evolved. To examine the nature of construction contracts, standard form of
contracts, procurement and construction processes, contract claims, and dispute
resolutions.
22
● Understand general management principles in the global engineering and
construction environment.
● Understand innovation, creativity and its role on construction organization
● Demonstrate the construction marketing strategy
● Financial and cost management
● Organisational structure, design, and environment. and the influence of
culture on an enterprise.
● The key difference when buying design and construction services around the
world.
● Critically review companies’ development strategy and an implementation
plan for the international market.
● Systems thinking and its application in an international business.
● The institutional infrastructure of the industry and standard form of contracts
such as JCT, NEC, FIDIC
● The selection of contract and risk allocation
● The formation of contract, tendering procedures and liability
● Environmental law and legislations related to the construction industry
● Contractual terms and clauses in construction contracts, such as extension of
time, liquidated damages, nature and quality of contract work, payment,
claims, subcontracting, insurance and bonds
● Remedies for breach of contract, litigation, Alternative Dispute Resolution,
arbitration, mediation, negotiation and adjudication
● Construction law

examples/ exposures
Live, applied project ☐
1. Digital Proficiency - Code = (DP)
2. Industry Connections - Code = (IC)
3. Emotional Intelligence Development - Code = (EID)
4. Social Intelligence Development - Code = (SID)
5. Physical Intelligence Development - Code = (PID)
6. Cultural Intelligence Development - Code = (CID)
7. Community Connections - Code = (CC)
8. UEL Give-Back - Code = (UGB)

Knowledge
23
1. Explain and demonstrate the development of business management
theories on international projects. (IC)
2. Compare and contrast different project environments for major projects.
(PID)
3. Demonstrate and be able to analyse cost and financial information for a

construction project (CID)
4. Assess and compare and contrast various construction contracts and their
application for different construction projects (CC)
Thinking skills
5. Outline the role of organizations and how they are shaped to meet short,
medium and long term objectives (CID)
6. Illustrate how management has developed over time and the relevant
connections and influences between key authors and identify why business
must cope with change and uncertainty (DP)
7. Demonstrate and be able to analyse cost and financial information for a
construction project (CID)
8. Critically evaluate the selection of contract and risk allocation (SID)
9. Evaluate strategic planning models and leadership styles (DP)

10. Recognize the importance of resource management on organizational
performance, cost, financial management and marketing strategy (CC)
11. Critically apply tendering procedures within the construction industry (PID)
12. Demonstrate the choice of dispute resolution in construction contracts and
critically evaluate it (SID)
13. Develop the ability to construct robust arguments whilst drawing upon theory
(IC)
14. Select & justify the use of construction contracts to manage different
construction work within the industry (PID)
learning outcomes:
The module will be taught through the use of study materials developed specifically
for Online learning. Students will have access to dedicated support staff and
academic Faculty as well as an Online Student Community throughout their
studies. Preparation for and undertaking assessments are included in the teaching
and learning time. Because of the direction and support in the study guide,
24
student/ Faculty interaction time should be minimal. However, dedicated support
staff and academic Faculty will be available through the Online Student Community
and will address all queries in line with our student charter for online learning.
comprehensive evidence of student engagement, participation and learning. This is
crucial in the Faculty's endeavour to render each module an environment that
Students are thus strongly encouraged to log in to the Virtual Learning Environment
(VLE) at least two separate days each week and take advantage of every
opportunity to participate in all formative activities, which simultaneously enhance
their learning experience and help them achieve learning outcomes. They are
expected to contribute to the building of an online learning community that will
enable all to create an active learning environment. In this joint endeavour, it is
important that learning is recognised as a social act. In this light, students are
expected to participate in all discussion forums, posting their own comments as
well as responding to those made by their peers and Faculty. As communication is
online, it is essential to bear in mind that netiquette is required to avoid
misinterpretations and ensure that online rapport is maintained. Finally, students
must complete formative tasks in a timely manner and submit them within the
designated period of time.
Assessment methods which enable Weighting: Learning Outcomes

students to demonstrate the learning demonstrated:
outcomes for the module; please define
as necessary:
● Business procurement and

50%
contractual practice (two pieces of 1 – 14
course work) (4000 words) 50%
25
Core
Whole life appraisal for construction by Professor Roger Flanagan and Dr

Carol Jewell (2004)
Adriaanse, J (2010) Construction Contract Law, 3rd Edition, Palgrave

Macmillan
Recommended
Organizational Management: Approaches and Solutions (2016) P

Stokes, N Moore, SM Smith, C Rowland, P Scott – 2016
Management and Organizational Behaviour by Laurie J. Mullins (2013)
Organization Management in Construction eidet by Paul S. Chinowsky

and Anthony D.Songer (2011)
Organizational Management: Policies and Practices (2016) by C

Machado, JP Davim
International Business and Management by Phil Kelly ( 2009)
Organization Design for International Construction Business by Peh, Lu

Chang, Low, Sui Pheng (2013)
Management of organizational behavior by P Hersey, KH Blanchard

(1969)
on becoming a leader By Warren G. Bennis (1989)
Understanding the small business sector, by Storey D.J. (1994)
Towards a theory of the small firm: theoretical aspects and some policy
implications by Tommaso, H and Dubbini, S. (2000)
Thomas, R. and Wright, M. (2011) Construction Contract Claims, 3rd

Edition, Palgrave Macmillan
Bunni, N. G.(2013) The FIDIC Forms of Contract, John Wiley & Sons.
Hughes, K (2013) Understanding the NEC3 ECC Contract: A Practical
Handbook, Routledge
26
Chappell, D. (2012) Understanding JCT Standard Building Contracts, 9th
Edition, Routledge
Brown, H and Marriott, A. (2011) ADR: Principles and Practice, 3rd Edition,
Sweet & Maxwell
Harris,B., Planterose,R., and Tecks, J. (2008) The Arbitration Act 1996: a
commentary, 4th Edition, John Wiley & Sons.
Murdoch J and Hughes W (2014) Construction Contracts Law and management
Published by Spon press
Indicative learning Activity

and teaching time
(10 hrs per credit):
1. Student/Faculty Activity and hours (Defined as lectures, formative
interaction: assessment).
48 hours
24 hours Lectures/online lectures
Tutorials
2. Student learning Activity (e.g. seminar reading and

time: preparation/assignment preparation/ background
reading/ on-line activities/group work/portfolio/diary
preparation, unsupervised studio work etc):
228 hours
Essential and private learning and study.
27
Total hours (1 and 2): 300 hours

EG7037
Environmental
Sustainable Level: 7
Engineering and
Credit: 30
Logistics
ECTS credit: 15
Co-requisite: None Excluded Suitable for incoming
combinations :None study abroad? Y

The module provides a holistic approach to deliver sustainable construction
projects. The module focuses on sustainable development & sustainable
construction. The module will enable students to explore and develop their
understanding of the construction industry, and its environmental challenges
and opportunities. They will learn about the industry’s output, scope and
constraints. Integrated process of design, operation and management will be
the core of this module. The module considers management of health and
safety within the built environment including relevant regulations and
management systems.
1. Identify and describe the principle of sustainability

2. Importance of the built environment, sustainable construction management
and its role
3. Introduction to the new thoughts of sustainable cities & building
4. To broaden understanding of climate change, waste, pollution, energy and
the role of materials management
5. Understand the principle of passive & Active building/architectural design
6. Assess building performance of passive design
7. The difficulty of construction complexity organisation/ learning within
environmental engineering
8. Organisational culture and its effect to the environment
28
9. To appreciate the principles of Health & Safety in construction (Human
factors, workplace hazard, legal framework, challenges, etc.)
10. The application of planning, organising, leading and controlling
resources in construction process
11. Risk associated with the build environmental management
12. Supply chain management
examples/ exposures
(please tick one or more of the appropriate boxes, evidence will need to
be provided later in this document)
Live, applied project ☒


Code of Competencies
● Digital Proficiency - Code = (DP)
● Industry Connections - Code = (IC)
● Emotional Intelligence Development - Code = (EID)
● Social Intelligence Development - Code = (SID)
● Physical Intelligence Development - Code = (PID)
● Cultural Intelligence Development - Code = (CID)
● Community Connections - Code = (CC)
● UEL Give-Back - Code = (UGB)
Knowledge
1. Understand the social, environmental and economic performance

requirements of the design & construction process from sustainable
perspective
2. Identify and describe health and safety and the concept of
environmental limits to continuing current development practices,
Thinking skills
3. Describe the terms of sustainable development and sustainable
construction
29
4. Understand challenge and opportunities of construction projects and its
impacts on sustainability
5. The impacts of construction projects on sustainable development

6. Environmental assessment of buildings and cities
7. Develop a deeper understanding of the ways in which managers

interact with the built environment by the use of tools and techniques.
learning outcomes:
specifically for online learning. Students will have access to dedicated support
staff and academic Faculty as well as an Online Student Community
throughout their studies. Preparation for and undertaking assessments are
included in the teaching and learning time. Because of the direction and
support in the study guide, student/ Faculty interaction time should be minimal.
However, dedicated support staff and academic Faculty will be available
through the Online Student Community and will address all queries in line with
our student charter for online learning.
quizzes, group discussions, presentations, group work, and practical
exercises. The inclusion of formative assessment activities in modules aims at
providing students with opportunities to practise skills they acquired in a
specific period of time in the course of a module, reflect upon their own
progress and work, share knowledge, ideas and thoughts with their peers and
Faculty, as well as test new knowledge, without focusing on or worrying about
grades.
comprehensive evidence of student engagement, participation and learning.
This is crucial in the Faculty's endeavour to render each module an
environment that fosters meaningful learning and personal development rather
than one in which students focus solely on their performance with summative
assessment.
Environment (VLE) at least two separate days each week and take advantage
of every opportunity to participate in all formative activities, which
simultaneously enhance their learning experience and help them achieve
learning outcomes. They are expected to contribute to the building of an
online learning community that will enable all to create an active learning
environment. In this joint endeavour, it is important that learning is recognised
30
as a social act. In this light, students are expected to participate in all
discussion forums, posting their own comments as well as responding to those
made by their peers and Faculty. As communication is online, it is essential to
bear in mind that netiquette is required to avoid misinterpretations and ensure
that online rapport is maintained. Finally, students must complete formative
tasks in a timely manner and submit them within the designated period of time.
Assessment methods which enable Weighting: Learning

students to demonstrate the learning Outcomes
outcomes for the module; please demonstrated:
define as necessary:
Environmental engineering & Sustainable

construction Report (3000 words, plus 100%
1–7
supporting documentation and
appendices)
Core
Morton, R (2007) Construction UK: Introduction to the Industry 2nd edn.

Blackwell Publishing, Oxford.
Recommended
Osborne, D & Greeno,R (2006) Mitchell’s Introduction to Building. 4th edn.

London: Longman.
Life Guides: Construction, (2007) 2nd edn. Trotman Publishing, London
Hagerty,J (1997) Opportunities in Civil Engineering Careers. McGraw-Hill

Contemporary. Illinois USA
Working in Built Environment and Construction (2006) VT Lifeskills, London
31
Ferrett, E & Hughes,P (2008) Introduction to Health and Safety in
Construction, 3rd Edition, Butterworth-Heinemann, Oxford.


Students will be given projects with real applications towards sustainable
engineering.
Indicative Activity
learning and
teaching time
(10 hrs per
credit):
1. Activity and hours (Defined as lectures, formative
Student/Faculty assessment) See further descriptions in guidance
interaction: http://www.uel.ac.uk/qa/Moduleindicativelearningandteachin
gtime.docx
48 hours
Lectures
24 hours
Tutorials

work/portfolio/diary preparation, unsupervised studio work
etc):
228 hours Essential and private learning and study.
Total hours 300 hours

(1 and 2):
32
EG7035
Digital Construction
and BIM Level: 7
Credit: 30
ECTS credit: 15
Co-requisite: Excluded Suitable for incoming
None combinations: None study abroad? Y

The module will enable students to explore and develop their
understanding of the requirements of information, communication and
digital modelling in construction of building projects, different technology,
information management, and its application within Construction, and the
risks involved. It also inspires students to develop a full understanding of
the principles of Construction Management, BIM, Auto ID technology. The
importance of collaboration between all stakeholders is essential for a
successful project, as well as effective and affordable technology and cash
flow control. The characteristics of companies and their reaction to the
different types of technology from small, medium to large will need to be
investigated as well as BIM with regards to how it can be used effectively
to achieve successful projects, on time and within budget.
● Importance of Technology and Operations in the success of a
construction project
● Project Planning techniques, and the application of Auto-ID
technology
● Techniques for effective Supply Chain management, Supply chain
Risk & disruption
● ICT, Auto-ID
● BIM and collaborative working
● Analogue and Digital
● Principle and practice
● Effective programme and budgetary control
● Characteristics of Small and Medium Enterprises and large
companies
33
examples/ exposures
☐


Knowledge
1. Understand of the requirements of Construction Technology and its

operations for successful project outcomes (DP)
2. Outline the concept of BIM and Information Communication
Technology (ICT) on construction industry (DP,CC)
Thinking skills
3. Evaluate the possible risks involved with collaborative working

Information communication technology (SID)
4. Show the ability to use BIM to gather and use evidence and data to
find, retrieve, sort and exchange project information (PID)
5. Distinguish between the various contributions and requirements of

small, medium and large stakeholders (IC)
34
specifically for online learning. Students will have access to dedicated
support staff and academic Faculty as well as an Online Student
Community throughout their studies. Preparation for and undertaking
assessments are included in the teaching and learning time. Because of
the direction and support in the study guide, student/ Faculty interaction
time should be minimal. However, dedicated support staff and academic
Faculty will be available through the Online Student Community and will
address all queries in line with our student charter for online learning.
Formative assessment may take place in a variety of ways such as
practice quizzes, group discussions, presentations, group work, and
practical exercises. The inclusion of formative assessment activities in
modules aims at providing students with opportunities to practise skills they
acquired in a specific period of time in the course of a module, reflect upon
their own progress and work, share knowledge, ideas and thoughts with
their peers and Faculty, as well as test new knowledge, without focusing on
or worrying about grades.
What is equally important is that this type of activities also provide Faculty
with comprehensive evidence of student engagement, participation and
learning. This is crucial in the Faculty's endeavour to render each module
an environment that fosters meaningful learning and personal development
rather than one in which students focus solely on their performance with
summative assessment.
Environment (VLE) at least two separate days each week and take
advantage of every opportunity to participate in all formative activities,
which simultaneously enhance their learning experience and help them
achieve learning outcomes. They are expected to contribute to the building
of an online learning community that will enable all to create an active
learning environment. In this joint endeavour, it is important that learning is
recognised as a social act. In this light, students are expected to participate
in all discussion forums, posting their own comments as well as responding
to those made by their peers and Faculty. As communication is online, it is
essential to bear in mind that netiquette is required to avoid
misinterpretations and ensure that online rapport is maintained. Finally,
students must complete formative tasks in a timely manner and submit
them within the designated period of time.

demonstrated:
35
outcomes for the module; please
define as necessary:
● Professional Report (3000 words,

plus supporting documentation 100% 1–5
and appendices)
Core
Modern Construction Management by Frank Harris , Ronald McCaffer ,

Francis Edum-fotwe ( 2013)
Engineering, Construction and Architectural Management by Vachara

Peansupap, Derek H.T. Walker ( 2006)
Bridging the physical and the digital on construction projects by Roger

Flanagan and Carol Jewell ( 2008)
Applications of Information Technology in Construction by Institution of Civil

Engineers, J. W. S. Maxwell (2008)
BIM in Small Practices: Illustrated Case Studies, by Klaschka R (2014),
BIM in Principle and in Practice, 2nd Edition, by Peter Thomas Barnes

Nigel Davies (2015)
Recommended
Advances in Construction ICT and e-Business by Srinath Perera,

Bingunath Ingirige, Kirti Ruikar, Esther Obonyo (2017)
Information Technologies for Construction Managers, Architects and

Engineers by Trefor Williams ( 2006)
BIM and Construction Management: Proven Tools, Methods, and

Workflows (2nd edition), by Hardin B and McCool D (2015),
Wiley-Blackwell
36
BIM and Construction Management: Proven Tools, Methods, and
Workflows (2nd edition), Wiley-Blackwell by Hardin B and McCool D
(2015),
BIM Management Handbook , RIBA Publishing by Shepherd D (2015) ,
BIM and Quantity Surveying, Routledge by Pittard S and Sell P (2015,)
BIM in Small Practices: Illustrated Case Studies, RIBA Publishing by

Klaschka R (2014),
BIM in Principle and in Practice, 2nd Edition, ICEby Barnes P and Davies
N (2015),
The role of information technology in business process reengineering. Int.

J. Production Economics, by Gunasekaran, A. and Nath, B. (1997).
‘’Construction material procurement using Internet-based agent system‟,

by Hadikusumo, B.H.W., Petchpong, S. and Charoenngam, C. (2005).
Strategies for Growth in SMEs: The Role of Information and Information

Systems, Elsevier Butterworth and Heinemann, Amsterdam by Levy, M.
and Powell, P. (2005).
Culture change and the new technology, Plenum Press, New York/ A
Division of Plenum Publishing Corporation by Shackel, P. A. (1991).
Provide evidence of how this module will be able to demonstrate at

least one of the following examples/ exposures

Indicative Activity
learning and
teaching time
37
(10 hrs per
credit):
1. Student/Faculty Activity and hours (Defined as lectures, formative
interaction: assessment) See further descriptions in guidance
http://www.uel.ac.uk/qa/Moduleindicativelearningandteachin
gtime.docx
48 hours
Lectures/online lectures
24 hours
Tutorials

work/portfolio/diary preparation, unsupervised studio work
etc):
228 hours
Experimentation / Research / Presentation Preparation
Total hours (1 and 300 hours

2):
Module Title: Module Code: EG7020 Module Leader:

Research Skills and Level: 7
Dissertation
Credit: 60
ECTS credit: 30
Co-requisite: None Excluded combinations: Suitable for incoming
None study abroad? Y
This module develops student’s skills of independent academic research, review,
analysis, argument and self-expression in a field of study. Students will explore
38
their critical knowledge and understanding of research and develop their personal
skills when managing a moderately large project. This module will enable
students to integrate skills of analysis, judgment and communication in order to
present results both orally and in the form of a structured scientific or
philosophical thesis.
1.Research methods and data sources

2.Proposal
3.The Scientific Method
4.Referencing
5.An area of research study, which must be derived from each student’s,
own study pathway
6. Presentation and communication skills
7. Preparing a dissertation and meeting the criteria by which it is
assessed
examples/ exposures

Knowledge
1. Identify and apply appropriate research methodologies (EDI)

2. Make value judgements in defining issues and in undertaking analysis
(SID)
Thinking skills
3. Critically reflect on data produced (DP)
39
4. Critically reflect on the ethical consideration and broader research integrity
of the chosen research topic (CC)
5. Frame a research project (PID)

6. Critically review related literature subject (SID)
7. Data collection and analysis (DP)

8. Manage time effectively (SID)
9. Present an appropriately structured report (CID)
10. Deliver a presentation on a chosen research topic (CC)
specifically for Online learning. Students will have access to dedicated support
staff and academic Faculty as well as an Online Student Community throughout
their studies. Preparation for and undertaking assessments are included in the
teaching and learning time. Because of the direction and support in the study
guide, student/ Faculty interaction time should be minimal. However, dedicated
support staff and academic Faculty will be available through the Online Student
Community and will address all queries in line with our student charter for online
learning.

comprehensive evidence of student engagement, participation and learning. This
is crucial in the Faculty's endeavour to render each module an environment that
Environment (VLE) at least two separate days each week and take advantage of
every opportunity to participate in all formative activities, which simultaneously
enhance their learning experience and help them achieve learning outcomes.
They are expected to contribute to the building of an online learning community
that will enable all to create an active learning environment. In this joint
endeavour, it is important that learning is recognised as a social act. In this light,
students are expected to participate in all discussion forums, posting their own
comments as well as responding to those made by their peers and Faculty. As
communication is online, it is essential to bear in mind that netiquette is required
40
to avoid misinterpretations and ensure that online rapport is maintained. Finally,
students must complete formative tasks in a timely manner and submit them
within the designated period of time.

outcomes for the module; please define demonstrated:
as necessary:
Single summative Dissertation comprising

the following assessed tasks:
● Part 1: Dissertation Report (15000

90% 1 – 10
words, plus supporting
documentation and appendices)
● Part 2: Presentation of process /

10% 9-10
findings & questions (Annotated
PowerPoint)

Core
● Breach, M (2008) Dissertation Writing for Engineers and Scientists,

Pearson: vPrentice Hall
Recommended
● Naoum, S.G. (2013) Dissertation Research & Writing for Construction

Students, 3rd Edition. London: Routledge
● Greetham, B (2009) How to Write your Undergraduate Dissertation,
Palgrave Macmillan
● Pears, R & Shields, G (2010) Cite Them Right, 8th edition, Palgrave
Macmillan
● Cottrell, S (2011) Critical Thinking Skills, 2nd edition Palgrave Macmilla

41
Indicative Activity
learning and
teaching time
(10 hrs per
credit):
1. Activity and hours (Defined as project supervision and
Student/Faculty formative assessment). 72 hours include:
interaction:
72 hours ● Allocation of a supervisor assisting students with their
project
● Moodle - Online discussions through VLE forums
2. Student Activity (e.g. online reading and preparation/assignment

learning time: preparation/ background reading/ online activities/
portfolio/diary preparation, unsupervised studio work etc):
528 hours
528 hours include essential and private learning and study:
● Literature searches
● Reading
● Undertaking research
● Writing up dissertation
7 COURSE MANAGEMENT
The Unicaf model of student support is based on a system of regular contact

between students, academic Faculty and a specialist network of student support
advisors. Ongoing communication between students, academic Faculty and support
staff is undertaken. Students also have regular opportunities to reflect on their
learning and to evaluate learning opportunities and experiences as part of their
Personal Development Planning.
There is direct Faculty guidance within the Virtual Learning Environment (VLE).
Faculty are present to guide Unicaf students while they navigate through the learning
materials and provide responses to student queries with an expectation that this
occurs within 24 to 48 hours.
As technology and its effectiveness is fundamental to the success of the online

provision, Unicaf’s technological systems are available 24 hours per day, 7 days per
week to provide appropriate support. A Student Guide to Online Resources is
available to provide students with an introduction to the University’s online resources
42
and more specifically to the Student Panel (SIS) and the Virtual Learning
Environment (VLE).
Student Administration and Advice is provided by Unicaf through online engagement;

research evidence, and reflects the validating university’s practices. Such support
would be provided by Unicaf with links to the validating university’s course team.
Student feedback mechanisms including module evaluation and any student

surveys.
As the carousel model of rolling admissions renders the traditional cohort of a

defined group of students redundant, the idea of student representation of that group
is also redundant as it is impossible to define a representative group sharing exactly
the same experience as each candidate will have a unique trajectory through their
learner journey. As such Unicaf have adopted a model of total student representation
where the views of every student are collected at the end of each module, in addition
to regular whole student body surveys soliciting feedback on the wider student
experience
Through this structured survey process, Unicaf allows students to express their
overall satisfaction with their course of studies, teaching experience and with the
support services in general. This provides a comprehensive view of their experience.
Throughout the year, Faculty Staff will receive feedback on their courses and
evidence as to how well the modules are proceeding from numerous sources such
as:
● Student feedback Mechanism (anonymous)
● Staff feedback (delivery/advice)
● Student Assessment Performance
● Student Survey (anonymous)
● Complaints
Considerations when reflecting:
● Effectiveness of Assessment Methods
● Currency of the modules on the course
● Opportunities for improvement
● Evidence of good practice which could be useful to disseminate to other
areas
● Barriers that prevent changes
● Feedback relating to Diversity & Equality
● The Progress made on actions identified in the last cycle.
8 SUPPORT FOR STUDENTS
Local arrangements for academic and pastoral care for students
43
The online environment demands a specific approach to engaging and motivating
students which differs from that of the physical classroom, and the programme
design process reflects this. The emphasis is on active, focused learning within a
well-structured and stimulating e-learning environment, using a range of interesting
tasks, activities and materials to promote discussion and reflection and to encourage
interaction between staff and students.
The Unicaf model of student support is based on a system of regular contact

between students, academic Faculty and a specialist network of student support
advisors. Ongoing communication between students, academic Faculty and support
staff is undertaken. Students also have regular opportunities to reflect on their
learning and to evaluate learning opportunities and experiences as part of their
Personal Development Planning.
There is direct Faculty guidance within the Virtual Learning Environment (VLE).
Faculty are present to guide Unicaf students while they navigate through the learning
materials and provide responses to student queries with an expectation that this
occurs within 24 to 48 hours.
As technology and its effectiveness is fundamental to the success of the online

provision, Unicaf’s technological systems are available 24 hours per day, 7 days per
week to provide appropriate support. A Student Guide to Online Resources is
available to provide students with an introduction to the University’s online resources
and more specifically to the Student Panel (SIS) and the Virtual Learning
Environment (VLE).
Student Administration and Advice is provided by Unicaf through online engagement;

research evidence, and reflects the validating university’s practices. Such support
would be provided by Unicaf with links to the validating university’s course team.
An Online Induction course is provided by Unicaf to prepare the students for online
study, which in itself will reduce a lot of the support requirements, and which will
make clear to students the mechanisms for support that are on offer. An Additional
Support Needs Operational Manual is in place to assist students with additional
needs.
On a daily basis, students can contact the Student Support Department via the
internet through various channels (Gmail, Live chat and telephone during working
hours, except weekends). They also have the possibility to express their views in the
VLE forums. Module evaluations as another key mechanism for providing feedback
and actions are communicated to students.
Financial support is provided to students through generous scholarships available

from Unicaf to support some of the costs of the course.
a) Local arrangements for supporting students with disabilities/dyslexia
44
Students can report any learning disability at the time of admission and
can contact the Unicaf Learning Support Services (lss-aa@unicaf.org) at
any given time.
b) Local English Language support offered at Unicaf.

For applicants where language proficiency in the language of instruction
cannot be established by virtue of prior study, Unicaf has in place internal
procedures for addressing this. Specifically, in order to ascertain the
English proficiency of these applicants Unicaf employs a bespoke
Academic English Placement Test (EPT). This is an IELTS type test used
to determine the candidate's level of English proficiency. The EPT is a
three part test that consists of two Reading parts and one Writing part and
takes one hour and forty minutes to complete. As the delivery mode
primarily focuses on reading and writing as the main uses of the English
language, the EPT mainly assesses these two core elements, and is
meant to complement the interview conducted by the Enrollment Advisor
which already addresses the verbal component.
Candidates passing the EPT, are placed on the Induction module where
further checks on English proficiency are carried out by the Faculty. By
taking these introductory modules, students with weaker English language
skills have the opportunity to improve their level and proceed to the core
modules of their program.
c) Refer to Appendix E: Student Entitlements, for support available at

UEL
N/A
d) Placement Arrangements
Placements and volunteering provide opportunities for students to gain
work experience, develop work-related skills, and learn about professional
sectors and how their studies can be directly applied in the work
environment. Unicaf can support any applications for placement or training
by issuing official confirmation/recommendation letters to students.
9. RESOURCES
Library and IT resources
The Unicaf IT platform seamlessly progresses and manages the student journey
from recruitment, admissions, engagement with academics and peers, student
support, assessment, evaluation and graduation. Built upon a fully-hosted, always-on
platform, the learning management system is designed to deliver a student centred
learning experience which connects the student to their peers and their instructors
45
and support services to create a sense of academic community, vital for online mode
learners that are susceptible to feeling isolated and unsupported.
Study materials are accommodated in Unicaf’s state of the art Virtual Learning
Environment (VLE), allowing online course content and delivery as well as online
classroom management. This platform may be accessed anytime/anywhere as long
as the Faculty and student have a Unicaf computing network username and
password and connectivity. All faculty and students are expected to use the Virtual
Learning Environment (VLE) and the SIS online platforms. A relevant student guide
to VLE is available.
Students and faculty have excellent access to rich academic resources, via Unicaf’s
state-of-the-art Online Digital Library. This is directly accessible to registered
students from within each module of their course of study. It is housed within a
course’s bespoke Virtual Learning Environment (VLE).
10 INFORMATION ABOUT QUALITY AND STANDARDS
10.1 Assuring the quality and standards of the award
You are enrolled on a course of study leading to the award of a degree of the
University of East London (UEL). As such, you are regarded as a student of the
University of East London as well as Unicaf and both institutions work together to
ensure the quality and standards of the course on which you are registered. The final
responsibility for all quality assurance, validation and standards’ matters rests with
UEL.
Some of the ways in which we ensure the quality and standards of the course
include:
Approval of the course and institution at which you are studying

Before the course started, our University, through an approval process, checked that:
● there would be enough qualified staff to teach the course;
● adequate resources would be in place;
● the overall aims and objectives were appropriate;
● the content of the course met national benchmark requirements, where
applicable
● the course met any professional/statutory body requirements if
applicable;
● the proposal met other internal quality criteria covering a range of
issues such as admissions policy, teaching, learning and assessment
strategy and student support mechanisms.
Appointment of external examiners

The standard of this course is monitored by at least one external examiner external
to UEL, appointed by UEL. External examiners have two primary responsibilities:
● To ensure the standard of the course;
● To ensure that justice is done to all students.
46
External examiners fulfill these responsibilities in a variety of ways including:
● Approving exam papers/assignments;
● Attending assessment boards;
● Reviewing samples of student work and moderating standards;
● Ensuring that regulations are followed;
● Providing feedback to the University through an annual report that
enables us to make improvements for the future.
eview and Enhancement Process

R

This annual review includes the evaluation of and the development of an action plan
based on:
● external examiner reports and accreditation reports (considering quality
and standards);
● statistical information (considering issues such as the pass rate);
● student feedback obtained via course committee and module
evaluation questionnaires.

Periodic reviews of the partnership and course
This is undertaken by a panel that includes at least two external subject specialists.
The panel considers documents, looks at student work, speaks to students and
speaks
to staff before drawing its conclusions.

Award certificates
Issuing transcripts of results to students, and award certificates to successful
students on courses.

The UEL Award Board will confer an award on a student for completion of a course
at the first occasion on which the student is eligible for the award. Students whose
award has been confirmed by the Award Board will be invited to attend the next
graduation ceremony, normally held twice a year, in July and in November.
Graduation ceremonies are normally held during specific periods of time unless
unforeseen circumstances force otherwise.

Following the ceremony, certificates and transcripts will be sent to Unicaf
Headquarters and will be dispatched to the students via a courier service.

Equality and Diversity
Link to the UEL Equality and Diversity Strategy:

https://www.uel.ac.uk/-/media/main/images/about/temp_governance_pro
totype/polices-and-regulations/students/equality-and-diversity-policy-09
0615.ashx?la=en&hash=A1327CCC49248602E7683F626D9606B64550B6
46
47
11 ACADEMIC APPEALS
11.1 Students who wish to appeal against a decision of an

Assessment/Progression Board may appeal in accordance with the procedure
for Appeals against Assessment Board decisions (Manual of General
Regulations: Part 7 Appeals Against Assessment Board Decisions).
11.2 Disagreement with the academic judgement of a Board of Examiners’ decision

cannot, in itself constitute a reason to Appeal. Academic judgement is a
judgement that is made about a matter where only the opinion of an academic
expert will suffice. For example, a judgement about assessment or degree
classification or a judgement about a decision where a student is required to
repeat or take further assessment will usually be academic judgement, and a
student cannot appeal simply because they believe they ought to have
received a higher grade or mark. For further information on the scope of this
procedure, please refer to Part 7 of the Manual of General Regulations.
11.3 Further information about the UEL appeals process, including copies of the
formal Notification of Appeal Form, is available to view at
https://www.uel.ac.uk/Discover/Governance/Policies-Regulations-Corpor
ate-documents/Student-Policies/Student-Appeals
11.4 To help you decide whether your query would be an Appeal or Complaint,
please refer to
ate-documents/Student-Policies
11.5 If you would like to lodge a formal appeal or have any queries, please contact
our Student Casework team at student.casework@unicaf.org at the first
instance.
12 COMPLAINTS
12.1 If you feel that you have not received the standard of service which it would be
reasonable to expect, you may be entitled to lodge a complaint. Complaints
should be used for serious matters, and not for minor things such as
occasional lapses of good manners or disputes of a private nature between
staff and students
12.2 Separate procedures exist for the following, which therefore cannot form the
substance of a complaint:
− appeals against the decisions of Assessment Boards (Manual of
General Regulations : Part 7 Appeals Against Assessment Board
Decisions);
48
− appeals against annual monitoring reviews, transfer of research degree
registration or oral examination decision for postgraduate research
students (Manual of General Regulations: Part 9 Research Degrees);
− appeals against the decisions of the Extenuation Panel (Manual of
General Regulations: Part 6 Extenuating Circumstances);
− complaints against the Students' Union (see the Complaints Procedure
in the Students' Union constitution);
− appeals against decisions taken under disciplinary proceedings (Manual
of General Regulations: Part 12 );
− complaints about businesses operating on University premises, but not
owned by our university (contact the Deputy Vice-Chancellor and Chief
Operating Officer);
− complaints about the behaviour of other students (see Part 12 of the
Manual of General Regulations this Manual);
− appeals against the decisions of Academic Misconduct Panels (see Part
8 of the Manual of General Regulations)
− appeals against the decisions of Attendance Appeal Panels (see the
University’s Attendance Policy).
12.3 Students wishing to submit a complaint must, in the first instance, follow
the complaints policy of Unicaf which aligns to the Office of the
Independent Adjudicator’s good practice framework
(https://www.oiahe.org.uk/media/96361/oia-good-practice-framewor
k.pdf). Students shall contact student.casework@unicaf.org.
12.4 Unicaf will administer all stages of its complaints policy and, upon exhaustion
of this policy, will issue a formal letter to the complainant notifying them that its
complaints policy has been exhausted. If the complainant is still not satisfied
with the outcome they will be entitled to request that the University of East
London undertake a review of their complaint.
12.5 The University of East London will conduct a review of the complaint in
accordance with Stage 3 of its own Complaints Procedure. The University of
East London Complaints Procedure is available at:
https://www.uel.ac.uk/discover/governance/policies-regulations-corporat
e-documents/student-policies/manual-of-general-regulations
12.6 The University of East London will administer the Stage 3 review in
accordance with its Complaints Procedure and, upon completion of the
review, will issue a Completion of Procedures Letter. If the complainant is still
not satisfied with the outcome they will be entitled to make a complaint to the
Office of the Independent Adjudicator.
12.7 Complainants are strongly advised to make every reasonable effort to resolve
their complaint informally through meeting with the member of Unicaf staff
49
most directly concerned with the matter, such as the Course or Module
Leader, before submitting a formal complaint.
12.8 Complaints must normally be lodged within the set time limits outlined in the
relevant complaints policy. This ensures that the people involved still
remember the case, and the facts can be established.
12.9 If you would like to request that the University of East London undertake a
review, following the exhaustion of the Unicaf complaints policy, please email
the Complaints and Appeals Office at complaints@uel.ac.uk
13 EXTENUATION
The University of East London has agreed, through Academic Board, procedures
governing extenuation for students concerning the assessment process.
The MSc in Construction Engineering Management will be subject to equivalent

procedures, with the process being administered by, and the panel being held within,
Unicaf. Any such requests shall be made to
extenuating.circumstances@unicaf.org. Relevant guidance on this process is
provided in the Student Help Centre.
What are extenuating circumstances?
Extenuating Circumstances are circumstances which
• impair your examination performance or prevent you from attending examinations

or other types of assessment, or
• prevent you from submitting coursework or other assessed work by the
scheduled deadline date
Such circumstances rarely occur and would normally be
• unforeseeable - in that you could have no prior knowledge of the event

concerned, and
• unpreventable - in that you could do nothing reasonably in your power to
prevent such an event, and
• expected to have a serious impact on performance
You are expected to make reasonable plans to take into account commonly
occurring circumstances (such as transport or computer problems) even those
which, on occasion, may have been unforeseeable and unpreventable.
The extenuation procedures are intended to be used rarely by students, not as a

matter of course.
Examples of circumstances which would normally be regarded as serious are:
50
● A serious personal illness (which is not a permanent medical condition – this
is governed by disability procedures)
● The death of a close relative immediately prior to the date of assessment
Examples of circumstances which would not normally be regarded as extenuating

circumstances are:
● Failure of computer equipment / USB stick
● Transport problems, traffic jams, train delays
● Misreading the exam timetables / assessment dates
● Minor illnesses
The judgement as to whether extenuation is granted is made by a panel of senior

persons in the organisation who make this judgement on the basis of the evidence
the student provides (not on their knowledge of the student). The judgement is made
on the basis that the circumstances could reasonably be thought to be the sort of
circumstances which would impair the performance of the student. The actual
performance of the student is not considered and is not available to the panel.
It is the responsibility of the student to notify the panel, with independent evidential
documentary support, of their claim for extenuation. Students can contact
extenuating.circumstances@unicaf.org for assistance and guidance.
Link to the Student Handbook page on Extenuation:

https://uelac.sharepoint.com/sites/studenthandbooks/SitePages/Extenuation.a
spx
51
ACADEMIC CALENDAR 2022-23 APPENDIX A
Module start dates One start date per month

Module duration Core modules: 12 weeks
Dissertation: 24 weeks
Assessment deadlines Core module, Assessment 1: End of
week 6
Core module Assessment 2: End of week
12
Dissertation: End of week 12
Marking/moderation duration 20 working days
Boards 3-4 times per year
Reassessment period To be followed after each Board
52
USEFUL WEB PAGES APPENDIX B
Academic Appeals
ate-documents/Student-Policies/Student-Appeals
Academic Integrity
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Academ
ic-integrity.aspx
Accreditation of Experiential Learning

ate-documents/Student-Policies/Manual-of-General-Regulations
(Manual of General Regulations – Part 2 – Admission of Students)
Assessment and Feedback Policy

ate-documents/Assessment-and-Feedback-Policy
Civic Engagement
https://www.uel.ac.uk/Connect/Civic-Engagement
Complaints procedure
ate-documents/Student-Policies/Student-Complaint-Procedure
Equality and Diversity Policy

ate-documents/Student-Policies
(click on ‘other policies’)
Extenuating Procedures
ate-documents/Student-Policies/Extenuation-Procedures
Library and Learning Services

https://www.uel.ac.uk/lls/
Manual of General Regulations

Referencing guidelines
https://uelac.sharepoint.com/LibraryandLearningServices/Pages/Harvard-
Referencing-.aspx
Suitability Procedures
(Manual of General Regulations – Part 13 – Suitability Procedure)
53
UEL Intranet (UEL ID required to login) https://www.uel.ac.uk/students
54
APPENDIX C
Student Attendance and Engagement Policy – Guidance for Students
Teaching takes place in an online environment. Students can log in at any time
at their convenience. Once online, they communicate with their instructors and
fellow students, read assigned texts, access digital materials, post
assignments and comment on other students’ assignments. The expectation
is that students will log in on at least two separate days each week. However,
they are strongly encouraged for regular and more frequent attendance. The
instructors are monitoring students’ activity from the first week of module
commencement and ensure that any unresponsive students are contacted and
encouraged to participate in the module. Similar to a campus classroom, the
online learning experience will include extensive participation and interaction
with faculty and fellow students and for that reason the above mechanisms are
in place for students who remain unresponsive.
Each module is carefully planned to align with an expectation of the depth and
breadth of study required to achieve an award at a given level. In accordance
with international agreements, each award is expressed as a number of credits
to make the achievement transportable and transparent to future employers
and other institutions of higher education. In planning the learning activities
within each programme, there is an expectation that the average student will
dedicate approximately ten hours of total study time to achieve 1 ‘credit’ (this
approximation includes all preparatory work, reading, writing, assessment
tasks, time spent communicating in discussion forums or attending virtual
seminars and workshops). As an example, a candidate participating in a 20
credit module which lasts eight weeks could be expected to devote an average
of 25 hours of study time each week (200 hours total) in order to achieve the
learning outcomes of the module and complete the assessments. Whilst there
is no hard and fast rule on this (for example, each candidate will have a unique
profile in terms of the time it will take them to read and understand learning
materials, or complete written work), the following list of tasks may help to
outline the time commitment necessary to successfully complete the course:
Within a typical module, students will be required each week to:
● Plan their study time according to the weekly plan of activities set out
in the module and guided by the instructor;
● Read case-study and background materials from e-books and other
sources;
● Participate in discussion fora, reading contributions, making
contributions and responding to particular questions;
● Prepare formative tasks that have been set up (for example, submit
a draft response to a question for feedback);
● Prepare written assignments and submit them by a deadline for
formal marking and feedback (typically this is not a weekly task but
may be required, normally at the end of a module);
● Reflect on learning and feedback experiences of the module to
instructors and peer group;
55
Students normally study one module at a time to allow them to concentrate
their entire focus on one subject area before moving onto the next, however,
they do have the option to concurrently take two modules. Module sequences
commence regularly so students can enrol in and begin their modules at a time
to suit them but always in accordance with the University's policy on maximum
permitted duration.
56
APPENDIX D
ACADEMIC MISCONDUCT
For the purposes of university’s regulations, academic misconduct is defined

as any type of cheating in an assessment for the purposes of achieving
personal gain. Examples of such misconduct are given below: the list is not
exhaustive and the use of any form of unfair or dishonest practice in
assessment can be considered potential misconduct.
Coursework Submitted for Assessment
For coursework submissions, academic misconduct means:
(a) The presentation of another person’s work as one’s own with or without
obtaining permission to use it.
(b) The inclusion within one’s own work of material (written, visual or oral),
originally produced by another person, without suitable acknowledgment.
(c) The submission, as if it were one’s own work, of anything which has been
offered to you for your use, but which is actually not your own work.
(d) The inclusion within one’s work of concepts paraphrased from elsewhere
without citing your source.
(e) The inclusion in submitted work of sections of text, whether from electronic
or hard copy sources, without appropriate acknowledgement of the source.
(f) The submission of work that the student, as the author, has previously
submitted, without suitable acknowledgement of the source of their
previous work; this should not normally be more than a short quotation as
the same work cannot be submitted for different assignments.
(g) Including or quoting the work of other students in one’s work, with the
exception of published work, or outputs held in the library as a learning
resource, which should be cited and acknowledged appropriately.
(h) Being party to any arrangement whereby the work of one candidate is
represented as that of another.
(i) The submission, as your own work, of any work that has been purchased,
or otherwise obtained from others, whether this is from other students,
online services, “cheat sites”, or other agents or sources that sell or
provide assignments.
(j) Practices such as ‘cutting and pasting’ segments of text into your work,
without citing the source of each.
57
(k) For work not intended to be submitted as a collaborative assignment:
producing work with one or more other students, using study practices that
mean the submitted work is nearly identical, overall or in part, to that of
other students.
(l) Offering an inducement to staff and/or other persons connected with

assessment.
Examinations
For examinations, academic misconduct means:
(a) Importation into an examination room of materials or devices other than

those which are specifically permitted under the regulations applying to the
examination in question.
(b) Reference to such materials (whether written or electronically recorded)

during the period of the examination, whether or not such reference is
made within the examination room.
(c) Refusing, when asked, to surrender any materials requested by an

invigilator.
(d) The application of an electronic device, unless this has been expressly
permitted for that examination.
(e) Copying the work of another candidate.
(f) Disruptive behaviour during examination or assessment.
(g) Obtaining or seeking to obtain access to unseen examination questions

prior to the examination.
(h) Failure to observe the instructions of a person invigilating an examination,

or seeking to intimidate such a person.
(i) Offering an inducement to invigilators and/or staff and/or other persons

connected with assessment.
Where academic misconduct is suspected, the matter will be dealt with under
the Procedure to be followed in the event of a suspected case of academic
misconduct, Part 8, paragraph 4 (or, for postgraduate research students,
Appendix I) of the Manual of General Regulations (available for view at
ate-documents/Student-Policies/Manual-of-General-Regulations ).
If it is determined that academic misconduct has taken place, a range of
penalties may be prescribed which includes expulsion from the course.
58
PLAGIARISM - A GUIDANCE NOTE FOR STUDENTS
1. Definition of Plagiarism
Our University defines plagiarism and other academic misconduct in

Part 8 of the UEL Manual of General Regulations (to which all students
are referred upon joining UEL)
The submission of material (written, visual or oral), originally produced

by another person or persons or oneself, without due
acknowledgement*, so that the work could be assumed to be the
student's own. For the purposes of these Regulations, this includes
incorporation of significant extracts or elements taken from the work of
(an)other(s) or oneself, without acknowledgement or reference*, and the
submission of work produced in collaboration for an assignment based
on the assessment of individual work. (Such misconduct is typically
described as plagiarism and collusion.)
The following note is attached:

*(Note: To avoid potential misunderstanding, any phrase that is not the
student’s own or is submitted by the student for a different assessment
should normally be in quotation marks or highlighted in some other way.
It should also be noted that the incorporation of significant elements of
(an) other(s) work or of one’s own work submitted for a different
assessment, even with acknowledgement or reference, is unacceptable
academic practice and will normally result in failure of that item or stage
of assessment.)
2. Plagiarism in greater detail
Work that students submit for assessment will inevitably build upon
ideas that they have read about or have learnt about in lectures. That is
perfectly acceptable, provided that sources are appropriately
acknowledged. It should be noted, however, that the wholesale
reproduction of the ideas and words of others, however well referenced,
is likely to lead to failure at assessment (see section 6 below)
The submission of work that borrows ideas, words, diagrams, or

anything else from another source (or sources), without appropriate
acknowledgement, constitutes plagiarism. Plagiarism is not limited to
unattributed cutting-and-pasting; it includes the reproduction, without
acknowledgement, of someone else's work, taken from a published (or
unpublished) article, a book, a website, a friend’s (or anybody else’s)
assignment, or any other source.
When an assignment or report uses information from other sources, the

student must carefully acknowledge exactly what, where and how s/he
has used them. If someone else’s words are used, they must be within
59
quotation marks and a reference must follow the quotation. (See
section 6 for further guidance on referencing.)
Where a concept or argument in another source is paraphrased (rather

than directly quoted), quotation marks should not be used, but it will still
be necessary to acknowledge the source. Remember, however, that the
making of simple changes to the wording of a source, while retaining the
broad structure, organisation, content and/or phraseology of the source,
is unacceptable academic practice and will probably be regarded as
plagiarism. (For helpful tips on how to avoid plagiarism, see "The Study
Skills Handbook" by Dr Stella Cottrell, pages 122-125.)
3. Collusion
Collusion is the term used to describe any form of joint effort intended to
deceive an assessor as to who was actually responsible for producing
the material submitted for assessment. Clearly, students are
encouraged to discuss assignments with their peers, but each student
must always ensure that, where an individual assignment is specified,
the report/essay submitted is entirely the student’s own. Students
should, therefore, never lend work (in hard or electronic copy) to friends.
If that work is subsequently plagiarised by a “friend”, an act of friendship
might lead to a charge of collusion.
4. When to Reference
Our regulations do not distinguish between deliberate and accidental

plagiarism, but you will not be accused of plagiarism, provided that you
properly reference everything in your work that was said, written, drawn,
or otherwise created by somebody else.
You need to provide a reference:
● when you are using or referring to somebody else's words or ideas

from an article, book, newspaper, TV course, film, web page, letter
or any other medium;
● when you use information gained from an exchange of

correspondence or emails with another person or through an
interview or in conversation;
● when you copy the exact words or a unique phrase from

somewhere;
● when you reprint any diagrams, illustrations, or photographs.
60
You do not need to reference:
● when you are writing of your own experience, your own

observations, your own thoughts or insights or offering your own
conclusions on a subject;
● when you are using what is judged to be common knowledge

(common sense observations, shared information within your
subject area, generally accepted facts etc.) As a test of this,
material is probably common knowledge if
- you find the same information undocumented in other sources;
- it is information you expect your readers to be familiar with;
- the information could be easily found in general reference

sources.
5. How to Reference
Our University has agreed on a single version of the Harvard

referencing system (the School of Psychology uses the American
Psychological Association (APA) referencing style) and this (along with
APA) can be found in Cite Them Right:
Pears, R. and Shields, G (2016) Cite Them Right. Newcastle: Pear Tree
Press
Cite Them Right is available on line and hard copies can be found in our
libraries and bookshops
6. Plagiarism, or Unacceptable Academic Practice?
If work that you submit for assessment includes substantial and

significant elements of other sources and all of those sources are
appropriately acknowledged, you will not have plagiarised, but you will
be culpable of unacceptable academic practice, because there will be
too little of your “own voice” to allow your knowledge to be assessed.
Work that you submit for assessment must:
● use your own words;

● provide a critical commentary on existing literature;
● aim for novelty and originality;
● demonstrate your understanding of the subject area by
paraphrasing.
Work that does not meet those criteria will fail.
61
APPENDIX F
HEALTH AND SAFETY
The courses are delivered entirely online with no physical presence required at
any specific location.
62

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Unicaf

Master of Science in Construction Engineering Management

Academic Year 2022-23

1. INTRODUCTION/WELCOME FROM THE PRINCIPAL 3

2. INTRODUCTION TO THE COURSE 4

3. KEY STAFF AND CONTACT DETAILS 8

4. COURSE OPERATION AND STUDENT REGISTRATION 9

5. TEACHING, LEARNING AND ASSESSMENT 11

8. SUPPORT FOR STUDENTS 44

10. INFORMATION ABOUT QUALITY AND STANDARDS 46

11. ACADEMIC APPEALS 48

APPENDIX A Academic Calendar

APPENDIX B Useful Web Pages

APPENDIX C Student Attendance Policy and Guidance

APPENDIX D Academic Misconduct and Plagiarism

APPENDIX E Collaborative Student Entitlements at UEL

APPENDIX F Health and Safety

We are pleased to welcome you to the University of East London MSc in

The MSc in Construction Engineering Management is an innovative course

Unicaf is the leading online platform in Africa, addressing an under-served part of

The organisation’s vision is to be the higher education provider of choice for

Unicaf is an online delivery partner of the University of East London. The

Course duration and mode of study

Course aims and objectives

This course is designed to give you the opportunity to:

● Develop specialists in how to manage multidisciplinary organisations in the

Course learning outcomes

Subject-Based Practical skills

Skills for life and work (general skills)

Professional body accreditation (where applicable)

Course structure diagram

MSc in Construction Engineering Management

All credits in this course are at level 7 as appropriate to a master’s

The module structure of this course (Table I):

Course Specific Regulations

Induction to the course

The online environment demands a specific approach to engaging and motivating

Unicaf is committed to establishing an optimal pedagogy for online learning,

● Active and focused learning

3 KEY STAFF AND CONTACT DETAILS

Name Job title

Dr Sani Reuben Akoh Faculty at Unicaf

Dr Ruoyu Jin Faculty at Unicaf

Dr Loganathan Krishnaraj Faculty at Unicaf

Dr Fabrice Ntimugura Faculty at Unicaf

Mr Moffat Tembo Faculty at Unicaf

3.1 Student Support Services

Contact details Type of support

support@unicaf.org General support and

​Circumstances in which student can access UEL directly

4 COURSE OPERATION AND STUDENT REGISTRATION

Module Code / Name Module Faculty at the Module Leader at UEL

5 TEACHING, LEARNING AND ASSESSMENT

Teaching and learning approaches

The online e-library includes an extensive up-to-date collection, consisting of a

The combination of an ever-expanding content coupled with ease of access directly

All students are subjected to continuous formative assessment, culminating in

i. Assessment design drives and promotes effective learning

iii. Requirements of assessment are clear and timely

v. Students engage with assessment standards seamlessly as part of their

vii. Assessment loads are balanced and achievable within appropriate

ix. Assessment judgements (i.e. marks/grading/classification are reliable and

x. Assessments are secure

Circumstances in which student can access UEL directly