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This document only provides information for the academic year selected and does not form part of the student contract

Awarding Institution

University of Huddersfield

Final Award

BSc(Hons) Bachelor of Science with Honours

Teaching Institution

University of Huddersfield

School

School of Arts and Humanities

Subject Benchmark Statement

UG Land, Construction, Real Estate and Surveying (2019)

Date of Programme Specification Approval

2025-04-03

Version Number

2024.01

Educational Aims of the Course

This course is developed with the intention of preparing the students to undertake quantity surveying related roles within the construction industry.  The students will experience the delivery of industry relevant and technology rich course content whereby the future graduates will not only be highly employable but also equipped with the … For more content click the Read More button below. Within this context students will also develop excellent leadership skills, as well as skills in Lean Construction and Building Information Modelling (BIM), to deal with the complexities of collaborative projects with an understanding of the regulatory environment and investment decisions. The course has a particular focus on digital technology, which is embedded throughout the course, ensuring students are at the cutting edge of the modern construction environment and equipped with necessary skills to respond the UK government mandate on BIM by 2016. The Quantity Surveying course aims to provide the student with knowledge and exposure in a wide range of approaches and techniques related to the Quantity Surveying profession. While the Quantity Surveyors’ primary task is to manage costs and value within both the design and construction phases, their involvement in the construction process includes managing construction contracts, advice on construction procurement methods, managing risks (specifically from the cost and value point of view) of construction projects and quantifying construction work. Continued investment in facilities such as access to industry standard methods of measurement, building regulations, cost and project management software, building information modeling software, cost and price databases, standard forms of contracts and other general facilities in the department will provide a rich learning environment for students to develop a personal working knowledge which will not only help them to develop traditional Surveying related work skills but also skills related to the modern work practices using digital technologies and tools. This course also takes the view that construction industry could benefit from a process oriented rather than a functionally oriented workforce. As such, the learning environment for the students for this course is developed in such a way that they interact with other built environment professionals and appreciate their roles within the overall construction process. To this end, for example, the students will engage in a collaborative project, where they will work with students from one other built environment discipline course to address a common practice-based challenge.  The course curriculum reflects the way in which the balance between the core traditional skills (such as Measurement and Quantification) of the Quantity Surveying profession and the future advancements in areas such as digital technologies can be maintained within an educational programme. The ethos of the course is to develop industry ready Quantity Surveying graduates with the required core skills demanded by the industry who are equally capable of utilizing the modern technologies to shape the future of the Quantity Surveying profession within the construction industry. To this end, the course content has been developed in accordance with the requirements of the Royal Institute of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) with the view of obtaining the accreditation of respective professional bodies for this course. Accordingly, the course aims to ensure that, for the final award, the student achieves academic and professional standards as laid-out in the QAA Benchmark Statement relevant to Construction, Property and Surveying, RICS professional requirements and CIOB education frameworks.   The aims of the programme are therefore:   To develop in students a range of technical, managerial, intellectual, personal and team working skills and approaches relevant to the Quantity Surveying profession transferable to a wider range of solutions as the context demands. To provide a range of modules and projects, which can be integrated to stimulate and foster the theoretical and practical skills, professional awareness and expertise related to the relevant professions. To allow students to explore a wealth of new and upcoming technologies which are capable of transforming the techniques, practices and processes of the relevant professions. To create the foundation for and make the students inquisitive about the subject matter and professional ethics so that a culture of life long and self-learning will be created within each individual student, so that they value the continuous professional development in their respective careers.

Course Offering(s)

Sandwich Year Out

Sandwich Year Out - September

Full Time

Full Time - September

Learning Outcomes

On successful completion you will be able to:
1.
Knowledge of the key concepts, theories and principles of Quantity Surveying profession, including measurement and quantification, whole life cost analysis (traditional and BIM based); cost, value and risk management in construction (traditional and software based); legal principles, construction contracts and dispute resolution; construction technology; economic theories and construction economics; and procurement arrangements in construction.
2.
An awareness of the context in which building, construction industry operates, including the legal; business; social; economic; health and safety; cultural; technological; physical; environmental; and global influences on the Quantity Surveying profession.
3.
Understand the linkages and interdisciplinary relationships between the functions of the Quantity Surveying discipline and the relationships between the Quantity Surveying and related disciplines operating in the built and natural environments.
4.
Systematic understanding of the digital technologies and BIM tools that supports Quantity Surveying functions.
5.
Awareness of the evolution of the role of the Quantity Surveyor; the contemporary issues that the Quantity Surveying profession is facing and driving change within it, for example, the sustainability/environmental agenda and the shift from transactional to consultancy-based businesses.
6.
Understanding of professional ethics, their impact on the operation of the Quantity Surveying profession and their influence on the society; conflict avoidance/dispute resolution; communities and the stakeholders with whom they have contact.
7.
Demonstrate a comprehensive range of skills related to Quantity Surveying practices, with the ability to describe, evaluate and apply a variety of working methods.
8.
Demonstrate the ability to critically and logically evaluate evidence and arguments and to apply that to the context of Quantity Surveying practices.
9.
Evidence the collating, inputting and analysis of appropriate research data.
10.
Effective use of Quantity Surveying related ICT tools (including BIM based tools)
11.
Demonstrate the ability to gather, summarise and interpret legal and other related documents within the context of construction contracts and building regulations.
12.
Evidence the preparation of professional reports in accordance with published conventions and/or client expectations, including executive summaries.
13.
Demonstrate understanding of the significance of professional ethics and accountability.
14.
Study independently, set goals, manage own workloads and meet deadlines.
15.
Devise solutions to routine and unfamiliar problems, by collecting, analysing and interpreting data.
16.
Work effectively with others within the context of a multidisciplinary team.
17.
Identify personal strengths, weaknesses and needs.
18.
Articulate ideas and information comprehensibly in oral and written forms.
19.
Present ideas and work to audiences in a range of situations.

Course Structure

Foundation Level

Intermediate Level

Sandwich Year Out

Honours Level

Interim Award

Certificate of Higher Education

Diploma of Higher Education

Teaching, Learning and Assessment

With the aim of providing the best possible teaching and learning experience to the students, this course is designed to create a vibrant teaching and research environment, supported by a staff team diverse in their experience and research interests. While developing the core skills and the knowledge required to function … For more content click the Read More button below. Diverse teaching and learning approaches are adopted throughout the years in group and collaborative works for students aiming to make networking opportunities and learning from peer interaction possible. Also, the programme incorporates live projects where appropriate. The assessment process is considered a vital aspect of the learning development for both students and staff. Both formative and summative assessment are integrated in all modules across the years. A range of approaches to assessment are utilized on the course which are adjusted according to the context of the work and employed at points considered most beneficial to the student. During year 1 of the course, all the modules are assessed based on two course works each (details in module specification), whereby the students are tested for their depth and breadth of knowledge. At the same time, this also encourages self-directed learning, potentially helpful for the students who are going through their transition from high school style learning to more independent learning. Second and third year assessments are a mixture of coursework based assessments and examinations, whereby students are not only tested for their in-depth subject knowledge but also for their ability to relate and apply their newly gained knowledge to various scenarios under time pressure. In addition to these two key methods, group assessments, peer assessments, individual and group presentations, exhibition style visual aids and portfolio of works are used in some of the modules as other modes of assessments. Providing appropriate feedback on student work is considered in great detail within the course design. For each of the coursework, the students will receive a written individual feedback. In addition, after releasing the feedbacks, the tutor will organize a drop-in session allowing the students to discuss their feedbacks with the tutor if necessary. The tutor will also provide a verbal general feedback about the assignment in an in-class discussion. For examinations, after releasing the results, the tutor will provide a verbal general feedback to the class, and organize a drop-in session allowing students to discuss their respective individual feedbacks if necessary.           For the collaborative project, group feedbacks are provided verbally for each group just after their respective group presentations. In addition, for the individual reports and portfolios, the students will receive written individual feedbacks. This will further be supported by a drop-in session that the tutors will organize, should any student like to discuss their feedback further. Preparation for the optional (but highly encouraged) placement year encourages self-reflection and maintaining a placement diary, and this signals the students about responsibility for their own development. This further supports the student’s preparation for the final year of the course. Student staff collaboration on research is guided by staff research interests and facilitated through the Major Project module offered in the final year (Honours level) of the course.  Within this module students are encouraged to design and conduct research to address either an industry based (possibly recognised during the placement year) or a theoretical problem related to the selected route. Students will have the freedom to select a topic of their interest and a supervisor will be allocated for each of the student to support their research. When allocating the supervisors, attention will be given to match the research interests of the staff members to the topics that the students have selected. Within this module, sessions will be organised to support the students to improve their research skills. Furthermore, this programme is aligned with our Innovative Design Lab (IDL), providing students with a unique opportunity to engage in activities and events led by a community of research active staff within the School. Researchers will provide valuable input into the modules on the programme. IDL incorporates research within the areas of Lean Construction and BIM. The development of research impacts on the content delivery and expertise on the programme, bringing research-led and practice-led activities together to reflect the aims and ambitions of the School of Arts and Humanities.  

Criteria for Admission

The University of Huddersfield seeks and encourages applicants in order to widen participation, improve access and apply the principles of equal opportunities.  We provide support for applicants who require additional assistance in order to select the right course of study and make a successful transition to studying at University.  We encourage local, national and international applications.  Further information for International Students can be found on their website.

If you were educated outside the UK, you are required to have International English Language Testing System (IELTS) at a score of 6.0 with a minimum score of 6.0 in writing and a minimum of 5.5 in any single component. If you have alternative qualifications or do not meet the IELTS requirement we also offer a range of Pre-Sessional English Programmes.

The University provides opportunities for the accreditation of prior learning (APL) as stated in Section 3 of the Regulations for Awards.

The University’s general minimum entry requirements are specified in Section 1.5 of the Regulations for Awards.

Every person who applies for this course and meets the minimum entry requirement – regardless of any disability – will be given the same opportunity in the selection process.  General advice and information regarding disability and the support the University can give can be found by contacting student services as follows:

Telephone: 01484 472675

Email: disability@hud.ac.uk

Further information is available on the disability services website.  

Further advice on the specific skills and abilities needed to successfully undertake this course can be found by contacting the admissions tutor and by visiting our course finder website page.

Candidates must be able to satisfy the general admissions requirements of the University of Huddersfield and the specific requirements of the course as follows:

Minimum 112-104 UCAS tariff points with at least 2 A levels as well as passes in five subjects at GCSE (including English and Math)

 

AND/OR          A Scottish Certification of Education with passes in 5 subjects including passes in four subjects at the higher level

AND/OR          National Diploma awarded by Ed Excel Foundation (formerly BTEC) in relevant subject area – Distinction, Distinction, Merit

AND/OR          The Irish Leaving Certificate with grades BBCC in 4 subjects at higher level

AND/OR          An European Baccalaureate

AND/OR          An International Baccalaureate (26 points or above)

AND/OR          A national certificate awarded by Ed Excel Foundation (formerly BTEC) in relevant subject area Distinction or above and 1 A-level at grade B or above.

AND/OR            Qualifications deemed equivalent to the above

 

Exceptionally, applicants whose qualifications do not conform to the standard requirements may be admitted on the basis of appropriate prior learning or experience.

A student seeking credit for advanced standing on the course under Section D3 of the University’s Regulations for Awards may claim accreditation for prior learning (APL) or for prior experiential learning (APEL) which is equivalent to that arising from relevant modules of study.  The School Accreditation and Validation Panel (SAVP) will look at each applicant individually to assess whether the applicant has acquired the necessary skills and knowledge deemed appropriate to be granted credit where applicable on the course. 

Mature and Overseas Students (considered on an individual basis)

Mature students with no or few formal qualifications will be considered for admission but will be expected to show their aptitude and suitability for the course.

Applicants from non-English speaking countries will be required to demonstrate that they have a suitable level of English, which would normally be a qualification such as IELTS at grade 6 or above, or equivalent and at least 5.5 in each component.

 

Additional Course Requirements

N/A

Please note

University awards are regulated by the Regulations for Awards (Taught Courses) on the University website.

Quick links to the Regulations for Taught Students, procedures and forms can be accessed on the University website.

Indicators of Quality and Standards

This course is validated by the University of Huddersfield. 

Professional Body reviews:

The accreditation of the Royal Institution of Chartered Surveyors (RICS) and Charted Institute of Builder (CIOB) is planned to be applied for, for this course. 

 

Please note: This specification provides a concise summary of the main features of the course and the learning outcomes that a typical student might reasonably be expected to achieve and demonstrate if he/she takes full advantage of the learning opportunities that are provided.

 

More detailed information on the learning outcomes, content and teaching, learning and assessment methods of each module can be found in the study module guide and course handbook. The accuracy of the information contained in this document is reviewed by the University and may be checked by the Quality Assurance Agency for Higher Education.

 

Key sources of information about the course can be found at

http://www.hud.ac.uk