Graduation Guide 250811 Fall 2011 REH

7/31/2019 Graduation Guide 250811 Fall 2011 REH

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MSc Track Real Estate & Housing

Coordination Dr.ir. Matthijs PrinsE: [email protected]

AR3R010 MSc Laboratory Housing Policy, Management & Sustainability

Coordination Prof.dr.ir. Vincent Gruis

E: [email protected]

AR3R020 MSc Laboratory Design & Construction Management

Coordination Ir. Rob GeraedtsE: [email protected]

AR3R030 MSc Laboratory Real Estate Management

Coordination Dr.ir. Theo van der VoordtE: [email protected] Special Group on Retail & Leisure: Dr.ir. Dion KooijmanE: [email protected]

AR3R040 MSc Laboratory Urban Area DevelopmentCoordination Dr.ir. Gerard WigmansE: [email protected]

Student Assistant

The student assistant acts under responsibility of the lab coordinator and assists all graduate studentswith questions, instructions and schedules. Important messages will be communicated through theblackboard site of the graduation lab.E: [email protected]

Secretariat Real Estate & Housing

Faculty of ArchitectureT: +31 (0) 15 27 84159E: [email protected]: http://www.re-h.nl

Useful lnformation

E-point (open: Tue till Fri 12.30 till 13.30)Julianalaan 134 / BG.Midden.140T: 015-27 84860E: [email protected]

Digital study guideW: http://studiegids.tudelft.nl

Master Track Real Estate & HousingW: http://home.tudelft.nl/index.php?id=5622&L=1


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Contents

Preface 41. Graduation labs 5

1.1 Master Track in Real Estate & Housing 51.2.1 Graduation labs 51.2.2 Overview curriculum 9

1.3 MSc Semester 3 101.3.1 Quantitative Research Methods in Design and Engineering (6 ects) 101.3.2 Free Electives 11

1.4 MSc Semester 4 121.5 Starting levels MSc Laboratories RE&H 121.6 Achievement levels MSc RE&H 12

2. Guidance and Assessment 152.1 Lab coordinator and mentors 152.2 Selection of a research subject 152.3 Presentations P1 P5 16

2.3.1 P1: Draft Research Proposal 172.3.2 P2: Final Research proposal 192.3.3 P3: Interim Presentation of Research Results 192.3.4 P4: Go/No Go to Final Exam 192.3.5 P5: Final Public Presentation 20

2.4 Assessment 203. Research RE&H 21

3.1 Innovations in the Management of the Built Environment (IMBE) 213.1.1 Objectives and research area 213.1.2 Knowledge Centres 233.1.3 Quality and scientific relevance of the research 233.1.4 Societal relevance and quality 23

3.2 Housing Quality (HQ) 243.2.1 Objectives and research area 243.2.2 Quality and scientific relevance of the research 263.2.3 Societal relevance and quality 26

3.3 Research questions and research projects 27

Appendices 28Appendix 1: Format of P1 report - Draft Research Proposal 28Appendix 2: Format of P2 Final Research Proposal 29

Presentation, report and abstract - language 30Appendix 3: Requirements for your P3-P5 reports and presentations 31Appendix 4: Graduation Assessment Forms P1-P5 32Appendix 5: Rules for Graduating at a Company 38Appendix 6: Graduation profile of student and project 40Appendix 7: Literature Survey 42


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Preface

Master Programmes

Masters programmes at TU Delft are taught in English. Master programmes can have separate MSctracks. Each track is a complete masters programme. At TU Delft each MSc programme provides youwith the knowledge, expertise and analytical skills to solve complex problems under all circumstances.

Master Tracks of the Faculty of Architecture, Urbanism and Building Sciences

Within the MSc Programme of the Faculty of Architecture, you can choose one of four tracks Architecture (A), Urbanism (U), Real Estate & Housing (RE&H), Building Technology (BT) andLandscape Architecture (LA). Each track is organised into a number of thematic master laboratories.These labs are linked to the research programmes of the departments, according to the concept ofResearch Based Education and in order to link students research to staff research.

Master Track Real Estate & Housing

This Master track is divided into four terms and lasts two years in total. After a general introduction toour complete range of training courses in the first MSc3 term, you will choose one out of fourspecialisations:

1. MSc Laboratory Housing Policy, Management & Sustainability (H)2. MSc Laboratory Design & Construction Management (DCM)3. MSc Laboratory Real Estate Management (REM)4. MSc Laboratory Urban Area Development (UAD)

In the third term you start with preparing your proposal for your final thesis. In addition you follow anobligatory course in quantitative research methods plus some courses of your choice. The fourth and

last term will be all about graduation. The thesis assignment will generally be formulated inconsultation with a company.

About this graduation guide

Chapter 1 gives a general view of the RE&H graduation labs, the supporting Methodological Programand the electives.Chapter 2 describes the way students are supervised and assessed during MSc 3-4.Chapter 3 informs you about the Research Programme of RE&H.In the Appendices you will find a format for the set-up of your research proposal, the assessmentcriteria of the five so-called peilingen P1-P5 (formal steps in the supervision and assessment process,from preliminary presentations until your final thesis), some guidelines on how to cope with linkingyour thesis to a company, a graduation profile that you have to fill out and submit to your lab-

coordinator, and a brief description of how to write a review of literature.

Research Themes

Information about interesting research themes (linked to current staff research) can be found inseparate Research Readers connected to one of the 4 specific laboratories of your choice or on theBlack Board sites of the different labs, the research topics of the mentors concerned are published.


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1. Graduation labs

1.1 Master Track in Real Estate & Housing

Managing the built environment is a major challenge to be tackled in the 21st century. Addressing thischallenge requires detailed knowledge of real estate supply and demand on different scale levels, andan understanding of how to coordinate building processes and building projects. In the Real Estate &Housing Master Track, students gain a broad array of skills required to shape and manage our futureenvironments.

The Real Estate & Housing Department of Delft University of Technologys Faculty of Architectureprovides training and carries out scientific research into real estate supply and demand, and thecoordination and management of building processes. Its field of study is concerned with the functional,cultural, technical, legal, economic, organizational and information technology aspects of initiating,design, construction and management of the built environment. RE&H concerns itself with the process

of reconciling the dynamic demand for real estate with a relatively fixed supply. Its field of studyderives its scientific material from areas such as business administration, public administration,technology, economics, law and design & decision systems. RE&H can be seen as a more process-oriented specialisation designed to follow a broad architectural basic training. RE&H endorses the viewthat real estate processes are always a means of carrying out qualitative housing processes, publicand private, and are never ends in themselves, and therefore pays a good deal of attention to thechanging requirements of different individuals, organisations and social groups.

RE&H is the only MSc track offered by the Faculty of Architecture that focuses on each phase of abuilding's life cycle: from initiation to proposed project to construction to its ultimate use. It isimportant to have this broad grasp of building processes to ensure that buildings and the builtenvironment function properly and meet users expectations and needs, as well of those of all other

stakeholders involved. One of the goals of the RE&H track is to raise awareness of the linkagebetween design and environment and to offer an academic perspective on important issues at allrelevant levels from the local (or even site) level to the national and the international level.

Once you have received your RE&H Master diploma, you will be aware of all players in the field, howto improve the match between demand and supply from different perspectives, and how to managebuilding processes in different phases of the real estate life cycle, with a sharp eye for end users andother stakeholders.

1.2.1 Graduation labs

The total duration of the RE&H Master programme is two years. The second year (MSc 3 and MSc 4)is filled in with the Graduation laboratories. We will briefly introduce the themes of the four graduationlabs that are offered by the Department of Real Estate & Housing.

1. MSc Laboratory Housing Policy, Management & Sustainability2. MSc Laboratory Design & Construction Management3. MSc Laboratory Real Estate Management4. MSc Laboratory Urban Area Development

1. Housing Policy, Management & Sustainability (H) AR3R010

The specialisation in Housing focuses not only on the creation and management of housing stock, butalso on housing policy and sustainability. Increasing the economic, social and environmentalsustainability of the housing stock constitutes the largest investment challenge within the builtenvironment. This is, however, not a simple matter. Housing transformation is hampered by


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characteristics of existing building structures as well as a lack of innovative approaches within theconstruction sector. Furthermore, the possibility to stimulate housing management and developmentthrough central government regulation is limited. Non-profit and commercial housing organisationshave become much more independent and are now major actors in determining housing policies forwhich they require new strategies, skills and resources. This specialization is focused on the highlyrelevant issue of management and (re-) development of the housing stock.

At Housing, you can choose from two graduation profiles: Sustainable Housing Transformation: managing for a sustainable and feasible (re-) development

of housing stock. Housing Management: strategically managing housing portfolios at various scale levels, working

with corporations, investors, developers and other actors on the housing market.

Students who are graduated in Housing can work in several fields and for a wide range of employers.They can work for the government, developers, housing associations, or they can even start their ownconsultancy firm.

2. Design & Construction Management (DCM) AR3R020

Design and Construction Management targets the development and management of design andconstruction at the level of buildings. Courses offered include Process Re-design, Project Managementand High-rise Buildings.Since the complexity of building processes and buildings increases, there are shifts in organizationalforms and market relationships. Building processes become more complex because an increasingnumber of parties are involved. Buildings are to meet increasingly strict technical, functional,sustainable and economical demands while also design complexity is rising. In addition, the desires ofusers constantly vary and are to be anticipated. This complexity has to be managed: that is thestarting point of Design & Construction Management.The specialization deals with the possibilities of managing the design and construction processes. WithDesign & Construction Management, you learn to develop, critically appraise and apply theories,models, methods and instruments in the building process.

At Design & Construction Management, you can choose from two graduation profiles: Construction Management and Process Innovation: developing innovations in the world of

construction with the objective of realising sustainable improvements in quality and production. Architectural Design Management: strategically designing, organising and managing architectural

design processes, with the aim of adding whole live value given the increasing complexity of themodern construction and building industry.

After you graduate in Design & Construction Management, you can start working as, for example, adesign manager, a consultant, a project developer, or you can make a career in research &development in a company or as a postgraduate student at a university.

3. Real Estate Management (REM) AR3R030

Real Estate Management is concerned with the best possible alignment between supply and demandfor real estate. The demand for real estate relates to three levels of scale: society, organisation andindividual. Supply also relates to various levels of scale: area, stock, building and space. In the RealEstate Management specialisation, you learn about planning and initiation of buildings or a portfolio ofseveral buildings (start of the building process) and management of buildings-in-use andredevelopment, demolishment and new building (later phase of the life cycle). Real EstateManagement is concerned with defining demand, developing a concept, preparing programmes ofrequirements (briefing), and managing and (re-) developing existing real estate. A key issue is how tomatch demand and supply, both quantitatively and qualitatively, on the short term and in the long run.Furthermore it is essential to have a sound balance between costs and benefits and to take account

issues such as sustainability and constraints such as legislation, time and budget. For properlycarrying out this work, you need to understand the real estate market. You will address issues such as


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the distinction between private and corporate real estate, how to effectively deal with a huge range ofstakeholders, and how to cope with a dynamic demand versus a quite static supply. Our society isconstantly changing. Quite often, clients wishes and user preferences have already changed evenbefore plans are implemented and buildings completed. As a consequence, clients, designers,consultants, users and managers have to decide in a context with many uncertainties. Scenariothinking helps to cope with uncertainties.

At Real Estate Management, you can choose from two graduation profiles: Corporate Real Estate Management: developing and managing real estate for professional private

real estate users such as higher education organisations, office users, health care organisations. Public Real Estate Management: developing and managing real estate for public authorities such

as ministries and municipalities.

After you graduate in Real Estate Management, you can start working as, for example, a real estatemanager, an accommodation consultant, a process manager, a policy-making official with profitorganisations or non-profit organisations or other positions in the construction and real estate sectorwhere technology and management come together.

4. Urban Area Development(UAD) AR3R040

Urban interventions are vital to the city. These may involve renewal of inner city areas, transformationof port and industrial areas, industrial renewal, development of new residential areas, therehabilitation of the historic centre of a town or the development of leisure areas in a city, just to list afew. These various interventions are also given different names, such as urban re-development, urbanrenewal, urban revitalisation and urban regeneration. In the Urban Area Development laboratorythese different interventions can be subject for the final thesis. Within Urban Area Development is nodistinction in graduation profiles.

Due to the complexity of existing and future urban area development processes, various forms ofknowledge, insights and skills is needed who strives for an integral approach and recognises there is acoherence between the physical-spatial, economic and socio-cultural aspects, while having an eye fortheir effects from an urban perspective. The area developer is to learn new ways of thinking andworking, be able to get to the bottom of problems in their mutual coherence and be able to providecreative solutions. In this context, the capabilities to integrate diverse knowledge and skills as well asstrategic and process-oriented acting are central. Given this diversity of knowledge and skills requiredthe UAD laboratory will use intensively the knowledge and expertise of the postgraduate Master CityDeveloper (www.mastercitydeveloper.nl). This includes curriculum materials, thesis and guidanceopportunities.

After you graduate in Urban Area Development you can work for government, private organizationsand development companies as employee or consultant.

Fundamentals

Furthermore two so-called fundamentals deliver knowledge and tools to all labs: Building Law Building Economics

Study concept

The education at RE&H is based upon the so-called Problem Driven Learning Model. Students work inteams on thematic research and design projects. The Problem Driven Learning concept is meant tostimulate and support independent-study. At least twenty hours a week is allocated for independent-study. The schedule contains several hours of contact time for support and various forms of work,including lecture programmes, thematic exercises and project education. A lecture programme can bestretched out over several education units and offers a connected, systematically build up body ofknowledge. Thematic training is especially concerned with skills. Project education is particularly

directed at a synthesis of design and research.


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Relation with Research programmeThere exists a strong relationship between education and research. The relationship is mutual. Theinteraction consists of people, subjects and products. On the one hand the education at the Faculty ofArchitecture generates particular research questions, on the other hand research results can arisewhich are presented and discussed in lectures and workshops. So the education is partially steeringthe research programme and partially a result of the research programme.

Students are involved in the RE&H research in several ways: in execution of the research, indiscussions around phrasing research questions and half way results, and in implementation of theresults in their own graduation research and vice versa.

1. Housing 2. Design &

ConstructionManagement

3. Real Estate

Management

Urban Area

Development

Housing Management ArchitecturalDesign

Management

Corporate Real estateManagement

Area Development

Sustainable HousingTransformation

ConstructionProcess innovation

Public Real EstateManagement

Regional Development

Supply of fundamental knowledge & tools

Building economicsBuilding Law

Figure 1.1: Structure of the Research Programme of Real Estate & Housing, related to the fourGraduation Labs


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Figure 1.2: The 2010/2011 MSc curriculum of RE&H

1.2.2 Overview curriculum

The semesters MSc 1 and 2 of the RE&H MSc curriculum will be offered only once a year, while aimingat providing in depth knowledge acquisition with the contents of semester one as a pre-requisite forsemester two. For students who like to start their studies in February we have designed a specialroute through the curriculum. The semesters MSc 3 and 4 will be offered twice a year.

Efficiency constraints of the new curriculum

As the first semester provides essential knowledge to be able to follow the second semestersuccessfully, it is not possible to subscribe to the second semester without having followed the first.For students who are not able to start the RE&H program in September, a sub-optimal alternative isoffered. Students might want to consider following courses abroad or fulfilling a period in practicebefore starting studying at RE&H. Alternative individual studying routes can be discussed with theresponsible RE&H MSc Coordinator.


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1.3 MSc Semester 3

In the third semester much attention is given to the formulation of the research proposal for thegraduation project. First students present a preliminary version (P1-report) and second a moredefinitive version (P2-report). This proposal forms the basis of the graduation thesis in semester 4.

After choosing one of three specialisations in the second semester the RE&H student makes adefinitive choice in the third semester. This choice is further refined in the individual research proposalin semester 3. Work is carried out in a thesis laboratory, which is related to one of the four chosenspecializations.In MSc3 the preparation of the thesis proposal is carried out individually and in group meetings. As arule, connection to actual business problems is sought out. Many students conduct their thesisresearch within a company in the real estate sector, the construction sector or with a housingassociation. Students who carry out a more fundamental research may be offered a working space inthe department of Real Estate & Housing. Apart from the formulation of the research proposal for agraduation project, the third semester consists of a course called Quantitative Research; Methods inDesign and Engineering of 6 ECTS and Free Electives of 15 ECTS in total.

1.3.1 Quantitative Research Methods in Design and Engineering (6 ects)

Course code:AR3R055Course coordinator: Dr. C.J. (Clarine) van OelInstructors: Dr. Ir. D.J.M. (Theo) van der Voordt, Dr. Ir. P.P. (Peter Paul) van Loon

The mission of this course is to teach methodological concepts, research methods andproblem solving methodology that can be applied by Real Estate & Housing students in theirfinal year project (master thesis). A distinction will be made between description-drivenmethodologies, with a focus on generating knowledge to understand, explain and predict(theoretical empirical, probabilistic) and prescription-driven methodologies, with a focus on

generating knowledge to be used to design solutions to solve problems (theoretical formal,deterministic).

The course will start with an introduction to the domain of problem solving methodology inscience, both in the technological sciences as well as in the social sciences, including forinstance mathematical models, operations research, simulation, logical argumentation andmathematical-formal logical systems (software supported) and a critical appraisal of appliedmethods. The differences and similarities between design and engineering methods andempirical research methods will be explained using examples from graduation theses andprofessional projects in the fields of design and construction management, real estatemanagement and housing. On the basis of case study methodology, comparative analysis

and the systems approach (system thinking and system theory) methodological difficultiesconcerning practical application and integration of knowledge, theories, methods andtechniques will be analysed. Then, there will be lectures and exercises regarding basicconcepts, research and problem solving strategies and methods, research (project) designand operationalization as input to getting started with the graduation thesis. Finally, therewill be a series of lectures and exercises regarding quantitative empirical researchmethodology, including parametric and non-parametric statistics, data-collection (forinstance with NetQ; web-based questionnaires), data-analysis with SPSS, and a criticalappraisal of one or more scientific journal papers.


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When you have completed this course you will be able to: Characterize different types of management problems in the fields of architecture,

urbanism and building science Understand the complexities and subtleties of these problems, from a descriptive point of

view as well as a prescriptive point of view

Describe the overall process of formulating, analysing and re-structuring a managementproblem in a solvable and researchable way Understand the various theoretical perspectives and quantitative methods in management

science and research Operationalize theoretical/methodical concepts into quantitative terms and indicate which

analyses and syntheses fit the questions to be solved on the relevant level of scale Select one or more methods applicable to the problem situation at hand Use and elaborate the method(s) chosen to generate knowledge and/or solve the problem Make a critical methodological appraisal of one or more scientific quantitative studies in

empirical design and engineering research, published within the domain of RE&H.

For more information about this course please check the study guide and the blackboard site ofAR3R055 2011-2012.

1.3.2 Free Electives

In the third semester of the Master Real Estate & Housing, you can obtain 15 ECTS with electivesubjects, irrespective of the specialization degree program you have chosen. Elective subjects can beused for widening or deepening of knowledge for the benefit of the students own graduation project.Elective course have to be offered on MSc level. You can decide yourself whether these are electivesubjects offered by RE&H, other degree programs within Building and Architecture, other faculties ofDelft University of Technology or elective subjects offered by other universities in the Netherlands.Elective courses offered outside the Delft University need to be formally approved by the responsibleMSc coordinator of the laboratory, and the Board of Examiners of the Faculty of Architecture.Students need to sign in for all courses at E-point, including the elective courses.


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1.4 MSc Semester 4

In the fourth semester the student focuses completely on his or her individual graduation project. Amain tutor and a second tutor supervise the student. Halfway the student presents his or her progressin a meeting with both tutors (P3-report). At the end the research set up and the research findings

have to be presented in a so-called Go/NO GO meeting (P4-report). If the results are assessed assufficient, after 3-4 weeks the P4 is followed up by the final presentation (P5-report).

1.5 Starting levels MSc Laboratories RE&H

Students that are to follow one of the MSc laboratories of RE&H are expected to have, in addition totheir general architectural competences, a comprehensive know-how of building and housingproblems and relating policy and management processes, the mutual relationships between phases ofthe life cycle of real estate and the parties and stakeholders operating within those phases. Otherconditions include an elementary know-how of business administration, organizational science andproject management applied within an architectural context.

Transfer students that fail to meet the faculty conditions to enter the MSc graduation laboratories areindividually assessed. Based on the assessment, students may be accepted, rejected, or accepted withadditional obligations to correct deficiencies from the BSc program of the faculty of Architecture ofDelft University of Technology or the MSc RE&H program in semesters 1 and 2. Incidentally,deficiencies may be corrected with units of study of other institutions.

1.6 Achievement levels MSc RE&H

Below, you will find the generic achievement levels for the integral curriculum of the MSc track ofRE&H. They are a supplement to/subdivision of the achievement levels of the faculty.

1. Academic contributionThe ability to make an inspiring and innovative contribution at an academic level to the developmentof the domains of project management, real estate management and housing, and to academicresearch in this area.

2. Academic methods and techniques

Knowledge, understanding and skills in the field of academic research, methods and techniques,generally and more specifically focusing on the life cycle of real estate on an urban area level,location level, stock level and object level in the building sector, real estate sector and public housingsector, and applying those qualities when preparing and executing building processes, housingprocesses and management processes.

3. Integrating disciplinesThe ability to integrate within one project the work of varying disciplines in building processes,housing processes and management processes.

4. Markets, actors, processes and procedures

Knowledge and understanding of the building market, real estate market and housing market, theexisting stock and the positions and roles of various parties in this context, the decision-makingprocesses and decision-making procedures, joint ventures, forms of contract, provision of land,funding, briefing, development, design, determination of costs, execution and management ofbuildings and the built environment, and the professional practice of the architectural line of work inthe broadest sense.


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5. History and relationship with other disciplines

Knowledge and understanding of the history and the theory of building and housing and the relatingadministrative and management processes, as well as the accompanying architectural, urban,structural and management developments within their social, cultural, ethical and commercial context.

6. The future in an international context

Knowledge and understanding of national and international developments in the real estate marketand building market, futures approaches in these areas, as well as social, organisational, managementand technological developments.

7. Quality within requirements and preconditions

Knowledge and understanding of the relationship between people and the built environment and theability to match the architectonic, functional, technical and environmental quality of the builtenvironment with human needs and standards, combined with the ability to translate the wishes andrequirements of clients into management factors, such as money, time and risk.

8. Designs, processes and methods

Knowledge, understanding and skills with respect to designing objects and processes in the area of

building, renewing and managing the built environment and the ability to integrate design methodsand design results into decision-making processes and evaluation processes in these areas.

9. Social developments

Knowledge and understanding of building projects and housing projects as social processes in ademand-and-supply market, in which housing services are adapted, in their environment, to changingrequirements and needs.

10. Economy and sustainability

Knowledge, understanding and skills in the area of general economics, business economics,construction economics and real-estate economics; financial, economic and cost management,valuation and depreciation methods, the economic, technical, functional and social expected life ofconstructions and their components, the relating environmental agents, the various technologicalproblems and the ability to create an optimal mutual coordination.

11. Life cycle of real estate and management

Knowledge and understanding of the life cycle of real estate on the level of objects and stocks and theability to strategically give shape to the relating processes, as well as to actually organise and managethese processes.

12. Life cycle of real estate and relationship with other disciplines

Knowledge and understanding of the disciplines involved in building and housing processes andrelating -management- processes, such as urban planning, architecture, constructional engineering,electrical and mechanical engineering, building technology, economics, law, legislation, information,the environment, business administration, organisational science, sociology, and public administration.

13. Life cycle of real estate and various levels of scale

Knowledge and understanding in the area of decision-making, defining, briefing, site analysis,designing, constructing, budgeting, financing, contracting, executing, producing and operatingconstructions on the various possible levels of scale.

14. Communication skills

The ability to set out to others clearly and logically the design process, planning process, policyprocess, management process and decision-making process by making use of pictures, texts, figuresand the spoken word.


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15. Presentation skills, communication skills and computer skills

Knowledge, understanding and skills in the area of cooperation, communication, negotiation, meetings,reporting orally and in writing and computer use for modelling, simulation, planning, optimisation andvisualisation.

16. Professional practice

The ability to work as a design manager, construction manager, real-estate manager and public-housing expert, or as a consultant or policy-maker in these areas, or to work at an operational levelwithin these professions, based on a comprehensive knowledge and understanding of the professionalpractice of a graduate building engineer and of his role in society, combined with an expert knowledgeand understanding with respect to the domains of Design and Construction Management, Real EstateManagement and Housing.


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2. Guidance and Assessment

This chapter takes care of subjects like who is supervising the graduate students, which researchtopics are important in the RE&H labs and especially how to select an individual topic, and finally

some outlined information about the assessment procedure for evaluating the progress of yourgraduation research project.

2.1 Lab coordinator and mentors

At the start of the project, the lab coordinator carries out supervision. Halfway through the thirdsemester, the student should hand in his or her draft research proposal to the lab coordinator,including a proposal for the chief mentor, if possible for the second mentor as well, and his chosenfree electives. It is on the basis of this proposal that the lab coordinator nominates the mentor ormentors. In general, each graduate will be assigned two mentors, although in exceptional cases itmay be considered desirable for a third mentor to be appointed or for a tutor or researcher to be

consulted.

The chief mentor should be from the lab where the student is carrying out his or her work. Thesecond mentor can be from the RE&H-wide fundamental research groups: Building Law, BuildingEconomics, or from the other RE&H labs: the Design and Construction lab, the Housing lab, The RealEstate Management lab or the Urban Area Development lab. Students that specifically want to standout across the fields of RE&H may prefer to have a second mentor from the staff of one of the otherDepartments of the TU Delft Faculty of Architecture who is authorised to mark examinations, i.e.Architecture, Urbanism, or Building Technology.

It is not allowed to select the second mentor from the staff as the same section of the main mentor.

As a rule, the graduation project is conducted in consultation with a graduation company, providedthat the theme of the project corresponds with the MSc Laboratories of RE&H. The companysupervisor supervises students in their graduation but does not have the power to examine thestudent. See also appendix 5.

2.2 Selection of a research subject

To propose a good research project, the knowledge of a subject is a must. The following criteria areimportant to make a choice of a good subject:

1. Fit within the research programme of Real Estate & Housing.

And more especially within the MSc laboratory you have chosen. The Delft University is strengtheningthe relation between education and research. The board of the university is heading for ResearchDriven Education. The choice for a specific research subject therefore has to fit within the presentresearch program. More detailed information can be found in chapter 3 of this Guide, on the websiteof RE&H: www.re-h.nl, as well as in the thematic overview of the labs and graduation topics that willbe provided to you by the respective labs. You are expected to start your graduation project with oneof the topics listed. Preferably you main mentor belongs to the employees who are participating withtheir own research in this topic.

2. The research subject must have a personal appeal to the student.

An important criterion is that, as a student, you choose a subject that appeals to you personally,within the boundaries as specified above. You may find inspiration for refinement of your graduation

project in various sources, for instance, a teachers lecture you have attended, a staff membersscientific production on a research project listed in this reader, one of the annual BOSS constructioncompany day (BOSS 'Bedrijvendag') or an article in a newspaper or weekly magazine.


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3. Scientific and practical relevance

The students subject has to contribute to further exploration and testing of theories and tools in thedomain of Real Estate and the current RE&H research programme. Questions that are raised bypractice e.g. by consultancy firms, project developers or municipalities are good subjects for researchtoo, provided that these questions fit with the RE&H topics listed, the researcher keeps an

independent position, and the subject is of sufficient scientific relevance and worth to study in-depth.In general each semester the lab coordinators will provide a series of practice related graduationtopics as an appendix to the more durable list of graduation topics derived from staff researchers ofRE&H.

4. Research ability

Time and means to study are limited. It is intended to finish the final project within two semesters. Soan important criterion for selection and refinement of your graduation project is its research abilitywithin the available time budget (both with regard to student time as well as time for supervision ofthe project). Prerequisites are for instance: availability of data, availability of the requiredmethodological skills and willingness of practice to co-operate and to be open about whats going on.

Graduating at a companyAn ideal situation would be one where you were able to determine, in consultation with your mentor,the company at which you could do your graduation project. The risk exists that the involvement ofthe company selected could result in subjects that are not really suitable for a scientific approach dueto the company being more interested in short-term solutions to present-day problems. You willtherefore need to prepare yourself for a robust discussion with your mentor before deciding on yourfinal curriculum. Fortunately, most companies are flexible enough to accept that their problems can bereformulated in a more scientific manner, so that it is still possible to graduate satisfactorily at such acompany. See also appendix 5 (Rules for Graduating at a Company).

Drawing up a curriculum that fulfils the above requirements is no easy task and takes a fair amount oftime, but ultimately you will gain time, as having a proper curriculum will enable you to start yourresearch much more quickly.

2.3 Presentations P1 P5

In the course of the graduation process two obligatory progress reviews (P1 and P3) and three formalassessments (P2, P4 and P5) take place. The P1 and the P2 are part of the Master 3 programme andP3, P4 and P5 take place within the master 4. All evaluations will be held in the incorporated periods,according to academic graduation calendar. For more information see also the Manual MasterGraduation, Master Architecture, Urbanism & Building Sciences.


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Figure 1.3: Programme MSc semester 3 and 4 with schedule P1 P5

2.3.1 P1: Draft Research Proposal

Once you have chosen a specific graduation topic, you are advised to make an inventory of reportsand other literature that are available on the subject or perhaps there is an MSc thesis on a similarsubject that has been prepared by a former graduate student at Real Estate & Housing. If this is thecase, read the sources, make summaries, note down definitions and solutions used and/or theconclusions and recommendations at the end of the reports. You may also use the University Libraryto get acquainted with people who have dealt with the same or similar subjects and read theirreports.

Production

Once you have decided on the graduation topic of your research proposal, you need to look into thesubject in more detail. You may proceed to write a P1 proposal if:1. You have read the most relevant literature on your specific subject;

2. You can formulate a brief and concise title and subtitle for your proposal;3. You can define the final definition of your major research question in approx. 2-3 lines;4. You can define several detailed research questions;5. You can formulate the final result or outcome of your research project;6. You have a detailed book list of the literature available, showing your teachers you have collected

the most relevant literature;7. You have formulated your personal study targets;8. You have prepared a realistic schedule for your research project.

Personal Learning Objectives

Personal learning objectives are an addition to or more detailed versions of the final attainment levels

of the programme. The final attainment levels are formulated in such a way that when you havegraduated, it can be assumed by REH that you are able in principle to fulfil them in terms of your


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knowledge and skills. However, it is quite conceivable that you yourself may feel you have certaingaps in your knowledge and that you would like to fill them during your time as a student. Arealisation of this kind is a useful impetus for formulating your personal learning objectives. It is alsopossible that you have other study targets you would like to aim for that are quite separate from yourfinal attainment levels. These, too, should be considered for inclusion on your list of personal learningobjectives.

It is important to plan ahead, in order to see how your study schedule can be adapted to the scheduleand sequence of the evaluation moments of the Faculty (P1 and P2 in Semester 3, P3, P4 and P5 inSemester 4) and holiday periods of the faculty.

Discussion and evaluation

The development of the learning objectives is being discussed with the lab coordinators and yourfellow students during plenary sessions (check your lab time schedule). Attendance at thesediscussions is compulsory. The details of the curriculum will be covered, and a possible graduationteam will be formed. The P1 report will be submitted in week 7 to the lab coordinator and your chiefmentor (if already available also to the second mentor), followed in week 8 by a joint evaluation andpresentation for your graduate team and your fellow students. You will then be able to make an

appointment with a second graduation mentor for orientation purposes, who will be definitivelyassigned before the plenary presentation of the P2 report at the end of the semester in week 20.

Completion of the P1 report

1. Make a real report: Provide the report with a separate and appealing cover with the necessary personal data; Use a table of contents with page numbers; Make you report more appealing to read by paying attention to the layout. See what other reports

you like or do not like. See the examples provided on the Blackboard site.

2. In addition to the contents referred to earlier in this document, make a clear distinction between: An extensive analysis of the main problems; A concisely phrased main problem to be solved; The final result(s) to be aimed at and a description of the actor(s) to whom the result will be

useful.

3. Scientific basis Formulate scientific bases for the statements in your report by, among others, referring to the

existing literature and using references in accordance with international standards (HarvardReference Style)

4. Scheduling Hand in your P1 report for evaluation and assessment at the end of the first quarter (week 7). Prepare a PowerPoint presentation to present your P1 research proposal in the laboratory in week

8. For details, check the schedule published on the REM Lab site on Blackboard.

For a format for your P1-report see Appendix 1 (Format of P1 report Draft Research Proposal).For more information about a literature survey see the Appendix 7 (Literature Survey).


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2.3.2 P2: Final Research proposal

The final curriculum marks the conclusion of the introductory phase before individual graduation inMSc semester 4. The purpose of the report is twofold: to describe the findings that have been madeup to that point, and to give an insight into the consequences of the graduation research. Clearagreements about the problems under discussion, the objective, the method of approach, the endproduct that is aimed for, and the timetable help both the student and the mentors know where theystand. It can be seen as a kind of contract between students and their supervisors. This does notmean that you are being forced into a straitjacket: a certain degree of flexibility will be inevitable as aresult of changing insights in the formation of theories, the nature of the problems and researchissues being tackled, the extent of the research activities, and the availability (or not) of data, etc.

Practicalities

The documents to be evaluated are to be handed in printed form unless otherwise agreed aftermutual consultation between the student and mentors. In addition, you are to pay attention to theformal procedures of the student administration in the prospectus and student charter. Follow thenotifications on the websites of Building and Architecture and RE&H and on Blackboard.

Communication by e-mail with students who are enrolled is conducted only through the official TUaccounts of students.

Please check Appendix 2for a setup of the final research proposal.

2.3.3 P3: Interim Presentation of Research Results

The idea behind P3 in MSc 4 is to show how far the research has progressed and what the likelihoodis of the conclusion and presentation being ready at P4 and P5, in accordance with the graduationtimetable of the student. P3 involves an assessment of what has been done to answer the problemsthat have been formulated in the light of the questions set out in the project, the deductions(provisional or otherwise) that can be drawn, and what still remains to be done in order to reach a

satisfactory conclusion in the time that is still available. It may be necessary at this stage to amendthe questions set out in the project. No complete report is required for P3 an interim report willinstead suffice, covering the progress made since the second evaluation, and details of the activitiesto be carried out during the period following P3. No external examiner will be present at the P3. Eachlab coordinator organises P3 in a different way. Some may leave the mentors and the student to geton with it individually, while others may organise a joint P3 presentation. Sometimes the student willbe asked to give a brief explanation, to be followed by a discussion about the current state of playand what the student will be doing in the next period. It could equally be that the student will beasked to give a short PowerPoint presentation. Ask your main mentor about what he or she believesyou should expect.

2.3.4 P4: Go/No Go to Final ExamThe P4 is an exam to determine whether and if so, when, you can proceed to the final evaluation. TheP4 will be scheduled by O&S. The student must first consult with his or her mentors as to whether theresearch is at a sufficiently advanced stage for a Go/No Go before proposing a date (in principle) withthe mentors and external examiner. An external examiner will be present at P4. Generally speaking,the report should be ready in terms of being your final MSc graduation thesis, as the period betweenP4 and P5 is not much longer than three weeks. The period is intended for the inclusion of commentsmade at P4, for making the conclusions more concise, for making the layout of the final MScgraduation thesis, and for the preparation of the final public presentation. As a guideline, it can betaken that a P4 report that is given a GO is worth at least a 6 and is therefore a guarantee that thefinal presentation will be awarded a pass. However, the student should really be aiming to use theperiod between P4 and P5 to enhance the quality of the report and to improve it on the basis of the

suggestions and comments made during P4.


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3. Research RE&H

All research projects of the Department of Real Estate & Housing are clustered within two researchprograms:

1. Innovations in the Management of the Built Environment (IMBE)2. Housing Quality (HQ)

3.1 Innovations in the Management of the Built Environment (IMBE)

3.1.1 Objectives and research area

Vision, mission and objectives

Vision: In order to attain a built environment that performs well in terms of spatial, functional andtechnical quality, cost effectiveness and sustainability, it is necessary to incorporate the interests,requirements and constraints of the various stakeholders in all phases of the lifecycle (from initiationto use) and at different levels of scale (buildings, real estate portfolios and urban areas see figure3.1). The Innovations in Management of the Built Environment research group (IMBE) thereforecombines knowledge from public administration, strategic management, economics, law, mathematics,sociology and psychology with insights from the field of design and engineering mainly architecture,urbanism, and building technology.

Figure 3.1: Managing the process of accommodating people, activities and connections

Mission: The IMBE research group aims to encourage and evaluate innovations in the management ofthe built environment and contribute to the best possible alignment between supply and demand bydeveloping and testing evidence-based knowledge on a) performance requirements and constraints,adding value through real estate, and successful and sustainable real estate strategies (product-oriented research); and b) the planning, briefing, design, construction, management andredevelopment of the built environment (process- oriented research).Objectives: We aim to stimulate innovative and evidence-based decision making on the part of clients,developers, investors, architects, engineers, consultants, policy makers, product developers,contractors and users involved in the initiation, design, construction and the development orredevelopment of the built environment:


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1. To contribute to the best possible alignment between the supply of relatively static real estateand the dynamic market demand for up-to-date buildings, infrastructure and public space;

2. To promote and facilitate cooperation, innovation and integration in planning, design andconstruction processes of buildings and urban areas.

We aim to become a recognised key academic player in this field by delivering theories, conceptual

frameworks, (benchmark) data, key performance indicators, guidelines, process models and decision-support systems based on empirical research and research-by-design.

Societal concerns and issues

The research of the IMBE group focuses primarily on utilities such as offices, educational institutions,retail and leisure facilities, healthcare facilities and urban infrastructure. A substantial proportion ofthis stock is vacant (currently about 15%) and/or is in need of transformation, renovation ordemolition. The research includes post-occupancy evaluations, case studies into briefing, designingand construction of real estate and urban area development strategies, the analysis and forecasting ofmarket trends, scenario analyses, feasibility studies, valuation research and stakeholder analyses.Research questions include, for instance:

Which choices should policy makers, clients, investors, developers and designers make in order toprovide enduring high-quality performance of the built environment?

What are the main performance requirements with regard to sustainability, affordability,accessibility, satisfaction, health and well being in order to add value for society?

How can integration and collaboration be managed during design and construction to attain thebest possible quality with respect to time, money, information and other constraints?

Position

The particular contribution of our group to the field is its integrated and multidisciplinary approach tothe design, development and maintenance of buildings and urban areas. In order to achieve theoptimum connection between the process of planning, design and construction and the quality of theproduct, we conduct in-depth studies of the phases prior to design (initiation and briefing, exploringperformance criteria, stakeholder analysis) and after construction (maintenance, renovation,transformation) and of the processes of partnership and innovation during the design andconstruction phase, with particular regard to spatial quality, utility value, stakeholder needs andconstraints, legal issues and decision making.

Figure 3.2: Development and testing of new ways of organizing building processes


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3.1.2 Knowledge Centres

In order to improve our connections with practitioners (demand and supply side), extend our researchcapacity, and support the multidisciplinary research approach, we have founded three knowledgecentres together with external parties:

1. The Centre for People & Buildings (CfPB) was founded with the Governmental Building Agencyand ABN AMRO Bank in 2001. Its research focuses on the relationships between people,working processes and places of work.

2. The Centre for Process Innovation in Building and Construction (CPI) was founded in 2002with the Faculty of Civil Engineering and Geosciences and TNO. The centres objective is topromote innovation in the area of building processes throughout the building industry.

3. The Knowledge Centre for Urban Area Development (SKG) was founded in 2006 with theMinistry of Spatial Planning (VROM), TU Delft and other public and private partners. Theresearch focuses on the formation of partner- ships between public and private partners andinteraction between different knowledge fields such as real estate, design, processmanagement and finance.

3.1.3 Quality and scientific relevance of the research

The quality that distinguishes us is our multidisciplinary approach, which integrates the interests andconstraints of various stakeholders over the whole life cycle in order to achieve a high-quality builtenvironment from the social, cultural, functional, technological, legal and economic perspectives.We constantly seek to combine our fundamental research themes with issues that arise from the fieldin practice. Before 2003, we focused mainly on successful real estate strategies in the office and retailsectors, on design management, and on market analysis and forecasting. This was due to theacademic and societal debates and demand for knowledge. The particular themes that we currentlyfocus on are integrated urban area development, supply chain integration, information managementsystems, strategies to reduce and prevent vacancy, willingness to pay, and real estate strategies forhigher education on a campus level. Future priorities will include the alignment of organisations and

cities, integrated contracts, SMEs in construction, valuation studies, designing for flexible demand,real estate strategies of health care organisations and municipalities, and sustainability bytransformation.

3.1.4 Societal relevance and quality

Socio-cultural, technical and/or economic quality

The social relevance of the research is evidenced by the research projects commissioned and by theknowledge centres affiliated with the department of Real Estate and Housing. Professors from IMBEare involved in the management teams of the research centres. Both junior and senior researchersare involved in the management and implementation of projects. The problem statements and aims ofthe projects are being discussed with public and private partners. Preliminary findings, conclusionsand recommendations are discussed in workshops and at national and international conferencesand usually attract positive feedback. Clients and related organisations are often involved in follow- upactivities. This indicates that the research issues have a high level of societal relevance and are usefulto the stakeholders.

Key results/highlights

Our research activities resulted in, among other things, a tool with which to assess the potential fortransformation of office buildings and the risks involved (Transformation Potential Meter, Vacancy RiskMeter), PaPer (a past performance tool), WODI (a toolkit to measure the performance of officeworkers), IGOMOD and PARAP (cost modelling systems), the Urban Decision Room (a multi-actor

decision support tool), and the development of partnership models for PPP projects. A particularexample of the valorisation of our research is our extensive involvement in realising a new building for


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the Faculty of Architecture after the fire of 13 May 2008 (Ideas Competition, Thinktank, Campusvision), the TU Delft campus strategy and real estate portfolio development.

Key knowledge contributions to practices and policies

The research contributes to the development and testing of new strategies and tools for successful

and sustainable management of the built environment, both now and in the future, by amassing abody of knowledge on themes such as: The impact of real estate strategies on attaining organisational goals and objectives, Managing the campus of the future in connection with the Knowledge City Implications of new policies and legislation on cooperation in construction. The effects of complex multi-actor decision making processes on time, quality and costs.

Subjects addressed in our research include the evaluation of new workplace concepts, the legal andsocietal impact of integrated contracting, collaborative design, sustainable urban redevelopment, theredevelopment of obsolete urban areas, the reduction of failure costs through supply-chainmanagement, past performance measurements by contractors, and the changing role of the architect.

3.2 Housing Quality (HQ)

3.2.1 Objectives and research area

Vision, mission and objectives

Vision: The quality of the housing stock is of major importance to the occupants quality of life, to theecological footprint in urban areas and to economical assets. This quality has to be maintained and

improved considerably in coming decades to support the increasing demands of occupants, to reducethe ecological burden and to contribute to CO2 reductions. These major challenges require innovative,multidisciplinary scientific research, in which technical engineering approaches are combined withsocial sciences.Mission: Our aim is to develop knowledge that will be used to support practices in the building,regeneration and maintenance of housing in the decades to come. Societal demands require afunctional and environmental transformation of the current housing stock quality. The Housing Quality(HQ) programme uses multidisciplinary approaches to provide new scientific insights through acombination of four perspectives: technical knowledge of the health and sustainability of dwellings;organisational knowledge for the management of housing providers; knowledge of effective policyinstruments and enforcement procedures and innovation of building and maintenance processes.Objectives: The objectives include fundamental contributions to the scientific fields that relate to the

improvement of housing quality; contributions to the innovation of the educational curricula; andinsights that can be utilised for improving the actual quality of the housing stock. The programmeaims to be a frontrunner at national level and to be a key player in specific niches of the internationalresearch arena, particularly in the areas of assessment methods for energy efficient housing, buildingregulations, and strategic management of social landlords.

Societal concerns and issues

Increasing the environmental and socio-economic sustainability of the housing stock constitutes thelargest investment challenge within the built environment. Climate change is one of the major globalchallenges of our time. It has, and will continue to have in the coming decades, a huge impact onhow we think about the physical quality of housing in all its dimensions: technique, management,

governance and processes. It has recently become clear that the need for a dramatic reduction ofCO2 emissions will, now more than ever, have a major impact on the direction taken with respect tonewly built houses as well as existing housing stock. The building stock in the European Union


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accounts for about 40% of total EU energy consumption. Energy saving in the built environment hasbeen rated so highly by the European Union that it has opted for a communal approach. In 2000, theEuropean Committee adopted an action plan in line with this to improve energy efficiency, stating thatthe use of energy in the Union should be reduced by 1% annually until 2010. This was the precursorto the slogan 20% in 2020.Although crucial to society, transformation of the housing stock is not a simple matter. It is hampered

by the characteristics of existing building structures as well as a lack of innovative approaches withinthe construction sector. The cost of failures in the Dutch building industry amounts for more than 10%of its turnover. Total investment costs in homes were 46 billion euros in 2007, which means an annualwastage of 4.6 billion euros. In recent years there have been many problems with construction safetyand building physics. In many cases, the faults are not due to a lack of technical knowledge but tocarelessness in the building process. Furthermore, the possibility to stimulate sustainable housingmanagement and development through central government regulation is limited. Non-profit andcommercial housing organisations have become much more independent and are now major actors indetermining housing policies, for which they require new strategies, skills and resources. Thus, theneed for higher performance with respect to energy and other quality issues in dwellings, incombination with the evidence on poor performance in the building industry, demands strong policy,management and process innovations.

Position

The academic discipline of Housing studies the way in which society meets the accommodation needsof households. The position of the academic discipline of Housing within the wider field of architectureis to contribute to the realisation of a sustainable housing stock. In doing so, HQ focuses not so muchon the aesthetical quality, but on the quality of housing in terms of safety, comfort, health, energysaving, environmental and socioeconomic sustainability as well as the processes that can improve thisquality.

Figure 3.3: Four perspectives of Housing Quality

Research area

Within HQ, research questions address the task of improving housing quality. Firstly, in relation to the

product: what constitutes sustainable housing stock and how can the sustainability of the existinghousing stock be improved? Secondly, in relation to the processes, organisation and governance: howcan the actors involved in the housing market contribute to the realisation of sustainable housing, and


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how can the transformation process of the existing housing stock be improved, for example, byensuring adequate organisation, cooperation and policy instruments? These questions form the basisof the research being carried out within four themed groups: Sustainable and Healthy Housing(product), Housing Management (organisation), Policy Instruments and Enforcement Procedures(governance) and Innovation of Building and Maintenance Processes (processes - see Figure 3.3).

3.2.2 Quality and scientific relevance of the research

HQ concentrates on academic fields that are rap- idly developing at an international level. This can beseen by the number of new academic journals and their increased impact in these academic fields. Inaddition, national and European budgets for scientific research are paying more and more attention tothe development of fundamental knowledge on energy and the environment, as well as the processesand policies required for the implementation of new approaches in society. The HQ group is uniquewithin this field in the sense that it has a relatively large group of researchers focusing on one keysocietal and academic issue. The size and multidisciplinary approach of the group allows us to developa holistic vision to the question of how to achieve a sustainable housing stock. It also enables us todevelop knowledge on specific issues such as available and necessary building legislation, assessment

methods for energy efficiency of housing, and methods for strategic asset management in support ofa sustainable housing stock.

3.2.3 Societal relevance and quality

Socio-cultural, technical and/or economic quality

Our research is highly valued by the building industry and the housing and management sector. Thiscan be seen in the continuing stream of research projects commissioned by the various stakeholders.These projects result in research reports, books and professional papers. The resulting insights areused for the development of policies and process innovations by the stakeholders. They also serve as

input for national and international conferences and seminars. For many years, the group has givencourses and master classes for professionals, mainly from housing associations.

Key results/highlights

Criteria for performance-based maintenance contracting Formulation of an assessment guideline for a certification scheme for private building control Harmonisation protocol for LCA databases and calculation methods Assessment method for a healthy indoor climate Development of a decision-making model for heat and cold networks for housing associations

Key knowledge contributions to practices and policies

Knowledge has been generated within HQ that can be used to improve the design of new dwellings aswell as the refurbishment and maintenance of existing dwellings, in particular, in the energy efficiencyof housing. This knowledge will be incorporated in design and maintenance regulations, standards,codes and guidelines.


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3.3 Research questions and research projects

Interesting research questions linked to the current REH research program can be found on theBlackboard sites of the different graduation labs.

For more detailed information about the several research projects of staff members of D&CM you areadvised to look into the separate Research Readers, connected to one of the four Graduationlaboratories.

For a recent overview of both programs (IMBE and HQ) please check the website of the ResearchAssessment 2010:http://www.bk.tudelft.nl/onderzoek/onderzoeksgroepen/rae/research-assessment-2010

For further information about different projects please check the website of Real Estate & Housingresearch programmes:http://re-h.tudelft.nl/en/about-faculty/departments/real-estate-and-housing/research/research-programmes


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Appendices

Appendix 1: Format of P1 report - Draft Research Proposal

1. Report cover with personal data

Title research project Name of student Photo of student Student number Address Phone E-mail address Date proposal Name MSc Laboratory

2. Introduction with personal aspects Motivation for choosing this research subject Vision about the research subject Profile for the future role in the construction industry Study targets for the research project: general and personal

Personal learning objectives are additional to the final requirements according to Chapter 1 (RE&H).Challenge yourself to think about omissions in your knowledge and skills and use your final project tofill in the gaps as much as possible.

3. Research proposal

Kind of research project (kind of research, modelling, designing, etc.)

Problem analysis (who, where, when, how, why; more practical or more scientific Main Problem to be solved Main research question to be answered Detailed research questions to be answered Final result(s) to be aimed at, and suited for who Research methods to be used during the project Literature found to be used (national and international) Relation with specific research theme or project within Design & Construction Management. Proposed 1st mentor

Problem Analysis What is the main question that needs to be answered in the graduationresearch project?

Research questions What are the most relevant research questions?Research result(s) What is / are the final result(s) to be aimed at and for which actor in the

construction process are they effective or appropriate?Research methods Which research methods are used to answer the given research questions?Literature Which literature is used for the time being (look for diversity and depth;

concerning content, scientific, Dutch and international, books, (graduation)reports, magazines)?

Research programme What is the relation between your research proposal and the researchprogramme of RE&H?

4. Research Organisation Scientific domains (at least two) Mentors (1st mentor, 2nd mentor)

Scheduling the different phases in the research project, leading to the final result. Construction company where the research project is accomplished.


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Appendix 2: Format of P2 Final Research Proposal

An efficient set-up of the definitive research proposal may be as follows:

1. Title page stating the title of the graduation project and, if required, an explanatory subtitle,

the name of the person graduating (including student number, address, postal code, place ofresidence, telephone number, e-mail address), the RE&H MSc laboratory in which you arestudying, the date of the evaluation and the supervisors names and fields of expertise(including those of the company supervisor).

2. Optionally, a concise foreword.

3. An abstract.

4. Table of contents of the curriculum report (do not yet include that of the final report here!)

5. An introductory chapter 1 that includes:- A concise reflection on:

The scientific relevance and originality: the relationship with related and/or overlappingresearch (including that of RE&H), substantiated with sources (literature, own experiences,conversations) explicitly addressing whats the added value of your research.The societal relevance: which societal problems are related to your research, what are thepotential/intended effects that the outcomes of your research proposal might have for(specific groups within) society.The utilisation potential: who, or what instance directly- can make use of the outcome ofyour research, and to what extend does it contribute to their work, live or processes, arethe outcomes directly applicable or are additional steps needed, whats the economicalvalorisation.Personal motivation: whats your personal interest, in terms of learning aims andambitions to study the subject chosen.

- The study question and research questions (sub-questions), introduced by a conciseproblem analysis.

- The objective and intended end product (result) plus application possibilities (what willyou deliver, for whom, in what form, e.g. a checklist of attention points, policyrecommendations, a process model, a computer model, a calculation model).

- The research design: a concise reflection on the research methods to be used (method ofdata collection and data analysis) as well as the phasing, linked to the research questions.Preferably juxtaposed and visualised in a block diagram. The diagram clarifies theresearch structure at a glance and shows what steps are parallel and what steps aresequential, as well as the extent to which the output of one phase or activity constitutesthe input for another part of the research.

- A readers guide.

- Optionally, an explanation of the limited accessibility of data, if so required by thecompany or your respondents. Every graduation project is open to the public, althoughdetails of costs or data linked to a person or company, for example, may constitutesensitive information. It is customary to include such data in an appendix that is open toyour supervisors only and to include in the report only the conclusions based on such data.

6. Chapter 2, further identifying the research field, including the results of the source study.Although you may integrate this into chapter 1, it is advisable to keep chapter 1 short in orderto keep the report going (allowing the reader to know the ins and outs of the research afterseveral pages) and to not go into more detail until chapter 2. In fact, chapter 2 constitutes thetheoretical framework of your study.

7. Provisional table of contents of the final reportPreparing an annotated table of contents (a concise description of the intended contents perchapter) at an early stage will structure your way of thinking and force you to think about the


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Appendix 3: Requirements for your P3-P5 reports and presentations

The P3 and P4 and P5 report are structured reports on the results and outcomes of your researchproposal. They are presenting the research activities and results consistently, logically and coherently.In case of the P4 and the P5 a poster with a concise summary of your research is obliged.

Although there is no strict format for the interim (P3) and final (P4-P5) research report at least thefollowing items are required. Preferably your final research report the MSc. Graduation Thesis ismaximally90- 100 pages, excluding summary and appendices.

1. Title page stating the title of the graduation project and, if required, an explanatory subtitle,the name of the person graduating, the date of the evaluation and the supervisors names andfields of expertise (including those of the company supervisor).

2. A concise foreword.

3. An abstract in Dutch as well as an abstract in English. The English abstract at least is 10pages (5000 words).

4. A table of contents.

5. Chapters including at least the following topics:- A readers guide.- The results of the literature survey done.- A main problem state followed by an extended problem analysis in which the research

questions (sub-questions) are made explicit.- The objective and the end product intended to be delivered.- The research design: a description of the research methods used (for instance the

method of data collection and data analysis) as well as the phasing, linked to the researchquestions. Preferably juxtaposed and visualised in a block diagram. The diagram clarifies

the research structure at a glance and shows what steps are executed parallel and whatsteps are done sequential, as well as the extent the output of one phase or activityconstituted the input for another part of the research.

- Theoretical and paradigmatic viewpoint, axiomatic assumptions, theoretical propositions,research hypotheses and key-terminology related to the state of the art as surveyed inthe literature study.

- The research findings and the end product delivered plus application possibilities (whathave you delivered, for whom, in what form, e.g. a checklist of attention points, policyrecommendations, a process model, a computer model, a calculation model).

- Main conclusions and recommendations for further research.- Reflection and discussion on scientific relevance and validity of the results, societal

relevance and utilisation potential especially referring to the expected relevance as stated

in the P2 report.- Literature and other sources (e.g. interviews, conferences, websites- Any appendices- Optionally, an explanation of the limited accessibility of data, if so required by the

company or your respondents. Every graduation project is open to the public, althoughdetails of costs or data linked to a person or company, for example, may constitutesensitive information. It is customary to include such data in an appendix that is open toyour supervisors only and to include in the report only the conclusions based on such data.

The A0 research poster accomplishing your P4 and P5 report must be written in English and must bemade using the template delivered on Black Board. It contains the research objective, the problemstate, the research questions, methodology followed and the main research findings, illustrated byinstructive figures.


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Appendix 4: Graduation Assessment Forms P1-P5

Graduation assessment form P1/P2 Date: ___/___/_____

Student: Graduation laboratory:Student enrolment number: Assessor:

Assessment criteria for the research plan

Criteria Remarks pass/fail

P1 P2

1 The problem is clearly formulated and described in thehypothesis, objective and questions

2 Literature and other sources of information have beenprocessed to the required academic standard, and used

to outline the problem area and the theoreticalframework4 The theoretical framework is consistent and meets the

required standard (including the concept framework andconceptual model)

5 It is clear which questions are to be answered usingwhich methods (design, case study, experiment, etc.).

6 The choice and motives for a particular research methodhave been satisfactorily explained, and are adequate fortackling the problem

5 The intended end product (design, policy plan, model,recommendations) will provide a genuine social andacademic contribution to the resolution of a practical orempirical problem

6 Interim and end products of the graduation work aredescribed in clear terms

7 The report is structured logically and clearly

8 The content of the report only contains information thatis relevant to attaining the objective, or to answeringthe questions

9 The research timetable and the acquiring of data andother material, for interim and end products, is realisticand feasible in the time remaining

10 The concise reflection on scientific relevance andoriginality, the societal relevance, the utilisationpotential and the personal motivation is well thoughtand adequately made.


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Assessment of the oral contribution and of the written and verbal presentation of the

student

Assessment criteria Remarks P1 P2

I The report is well presented, and in an engagingway (lay-out, correct use of language, style,

imagery)II The student conveys his or her intentions clearly

during the presentation

III The student shows an ability to discuss duringpresentations and is capable of providing well-founded responses to questions from fellowstudents and tutors

Generalremarks:

Final assessment P1

Pass

Fail, retake recommended in around three weeks

Fail, retake recommended in three months

Other remarks

Mark P2


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Graduation assessment form P3 Date: ___/___/_____

Student: Graduation laboratory:Student enrolment number: Assessor (1st mentor):

Assessment of current progress:

Criterion Remarks pass/fail

1. The comments made at P2 have been takenon board

2. Sufficient progress has been made

a Description of problemb Literature surveyc Field surveyd Movement towards conclusionse Theory developmentf Development of model

3. The progress suggests that the end resultwill be achieved in the allotted time

Assessment P3

0 Go0 No Go

General remarks


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Graduation assessment form P4/P5 Date: ___/___/_____

Student: Graduation laboratory:Student enrolment number: Assessor (1st mentor):

Assessment of the report

Criterion Remarks Pass/fail

P4 P51. The research/design (description of problem, method and

results) is adequately articulated in the summary2. The problem is clearly formulated and detailed in the

hypothesis, objective and questions3. Literature and other sources of information have been

processed to the required academic standard, and used toexplain the problem area and the theoretical framework in

greater depth4. The methodology of the research /design has been carried

out well (acquisition and processing of information) and isrelevant to the research questions

5 Models and theories have been applied adequately andappropriately


P4 P56 The conclusions refer to the hypothesis, and highlight clearly

and logically which research questions have been answered7 The conclusions state whether or not the problem has been

solved and whether or not extra research is needed8 The recommendations are clear, concrete, and supported by

the results from the research9 The graduation work gives a picture of the generic relevance

of the research/design and what the research has producedin terms of fresh insights and contributed to the subject field

10 The graduation work provides fresh insights into and/orconcrete application opportunities for the subject field (socialrelevance)

11 The graduation work is critically reflected upon its utility

potential in terms of applicability in the industry, society orthe academic world, and the eventual steps needed forfurther development of the results.

12 A personal reflection on the research process is given in anepilogue (note: what advice would be useful for otherstudents?)

Assessment of the graduation process

Criterion Remarks Pass/

failP4 P5


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1. Efficiency The student graduated in the allotted time(in 2 semesters = +; in 2 semesters = -;longer = --)

2. Independence

The student worked independently:Little (+) or a great deal (-) of supervision wasneeded

Little (+) or a great deal (-) of substantialguidance was needed

Assessment of the verbal and written presentation of the student


P4 P5

I The student conveys his or her intentionsclearly during the presentation

II The student shows an ability to discuss duringpresentations and is capable of providing well-

founded responses to questions from fellowstudents and tutors

III The report is well presented and in anengaging way (lay-out, correct use oflanguage, style, imagery)

IV The drawings (if shown) are clear, welldesigned, and provide a good insight into theproposed design

V The English summary is well written andprovides an adequate insight in the graduationwork done. If it might serve as a basis for apaper of journal publication according to the

mentors judgment, the final mark might be 8or higher.

VI The poster is adequately summarizing thegraduation work done in clear and concise textand figures.

P4 P4 provides a good launch towards criteria 6 11 and is a good representation of the draft finalreport; (max. 90-100 pages, excluding appendices)

P5 Definitive final report (max. 90-100 pages, excluding appendices)

Assessment P4

0 Pass (go)0 Fail (no go)0 deferment

(deferment: make arrangementson when and under whatconditions the deferment will belifted)

General remarks Mark P5


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Appendix 5: Rules for Graduating at a Company

1. The graduation project is the final stage of the Architecture degree course at TU Delft and takes upthe last the fifth - year of the course. Tutors from the Faculty supervise the project. Information

about the rules for graduating is in the prospectus and the student charter, new versions of which arepublished every academic year.

2. Students of the Real Estate & Housing (RE&H) Masters track often carry out their graduationproject in a company, known as the graduation company that facilitates the graduation researchproject. The student is able to use the information and secondary source material that is often foundat the companys disposal. The graduation company receives a structured report in return for itscontribution. The overall effect is that graduating within a company leads to benefits for the studentand company alike.

3. Students are not obliged to complete their graduation within a company, but it is stronglyrecommended.

4. A graduation company is not an internship company. An internship is where the student takes partin the work process of the company attends meetings, carries out tasks, etc. Students on theirgraduation projects do not participate in activities of this kind.

5. A graduation company may put forward a subject for the graduation project. However, the studentretains full responsibility for the structure of the research project; the objective, questions, theoreticaljustification, method of acquiring data, conducting fieldwork, etc. are all part of the project. Studentsreceive supervision from mentors or tutors from the Architecture Faculty.

6. A graduation company is not a commissioning party for the purpose of the research. The studentand nobody else should set up his or her graduation project and follow it through entirelyindependently.

7. Any confidential information that is contained in the graduation project should be included in aseparate appendix to the graduation report. The appendix will not be made public for a period ofmaximum 1 year after graduation, but it will count towards the assessment of the content of thereport by the mentors and external examiners of the Architecture Faculty. The status of a confidentialappendix is exceptional and will only be allowed in extraordinary ca

Documents

Graduation Guide 250811 Fall 2011 REH