MSc Project and Enterprise Management look at page 71 for marking criter… · A Message from the Course Director Dr Stephen Pryke Course Director MSc Project and Enterprise Management

BARTLETT SCHOOL OF CONSTRUCTION AND PROJECT MANAGEMENT

MSc Project and Enterprise Management

Course

Guide

2015–16

RICS Accredited Programme

A Message from the Course Director

Dr Stephen Pryke Course Director MSc Project and Enterprise Management

Welcome to the MSc in Project and Enterprise Management. I know from my discussions with many of you, as you reached the final stages of selection, that you have a great deal to contribute to this exciting and challenging programme. I very much look forward to working with you. The MSc Project and Enterprise Management (PEM) programme is in its 10th year and continues to grow in prominence and popularity. The content of the programme is continually enriched by the research and publications produced by our committed and enthusiastic team of academics. We will do our very best to support you in your studies at UCL. But the course is ultimately about you - your commitment to study and learning, and your enthusiasm in facing the challenges that we shall present you with. The greater your commitment, the greater your reward. I hope that you really enjoy your time with us here at UCL and I look forward to working with you over the coming year. Stephen Pryke Monday 28th September 2015

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PEMcourseNotes1516 1.0 1.1 1.1.1 1.1.2 1.1.3 1.1.4 1.1.5 1.1.6 1.1.7 1.2 1.2.1 1.2.2 1.2.3 1.2.4 1.2.5 1.2.6 1.2.7 1.3 1.3.1 1.3.2 1.3.3 1.3.4 1.3.5 2.0 2.1 2.1.1 2.1.2 2.1.3 2.1.4 2.2 2.2.1 2.2.2 2.2.3 2.2.4 2.3 2.3.1 2.3.2 2.3.2.1 2.3.2.2 2.3.2.3 2.3.2.4

CONTENTS TIMETABLES

BASICS LOCATION Finding your way around UCL Registry Access Control Graduate Faculty Office Bartlett School of Construction and Project Management Libraries Computers STUDENT WELFARE AND RESOURCES Golden Rule Who to talk to Accommodation and Finance Support for student problems Personal Tutors Other welfare matters Disability TERM DATES, AVAILABILITY AND ENGAGEMENT MONITORING Term Dates Course length and availability Visas and engagement monitoring Engagement monitoring for all students Minimum Attendance requirements THE MSc COURSE COURSE STRUCTURE Term 1 – Four compulsory core modules Term 2 – Four option (elective) modules Full year – dissertation Non-assessed modules COMPULSORY CORE MODULES BENVGPM1 – Project Management BENVGPM2 – Owner-based management of projects BENVGPM8 – Principles of enterprise management BENVGPML – Projects, Economics, Sectors and Behaviours OPTION (ELECTIVE) MODULES Selection of modules Project-based option modules BENVGPM3 – Managing the enterprise-project relationship BENVGPM5 – The procurement of construction, engineering and professional services BENVGPM6 – Organisations and people in projects BENVGPM7 – Managing construction

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12 12 12 12 12 12 12 13 13 13 13 13 13 14 14 14 15 16 16 16 16 17 17

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23 23 24 24 25

26 27

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2.3.2.5 2.3.2.6 2.3.2.7 2.3.2.8 2.3.2.9 2.3.2.10 2.3.2.11 2.3.2.12 2.3.2.13 2.3.3 2.3.3.1 2.3.3.2 2.3.3.3 2.3.3.4 2.3.3.5 2.3.3.6 2.3.4 2.3.4.1 2.3.4.2 2.3.4.3 2.3.4.4 2.3.4.5 2.4 2.4.1 2.4.2 2.4.3 2.4.4 2.4.5 2.4.6 2.5 2.5.1 2.5.2 2.5.3 2.6 2.6.1 2.6.2 2.6.3 3.0 3.1 3.1.1 3.1.2 3.1.3 3.1.4 3.2 3.2.1 3.2.2 3.2.3 3.2.4

BENVGPMD – Environmental sustainability in the construction sector BENVGPME – Supply chain management: principles and case studies BENVGPMG – The management of large projects and programmes BENVGPMH – Social Networks in project and enterprise organisations BENVGPMJ – Integrating project information systems with BIM BENVGPMM - The Management of Value BENVGPMN - The Management of Innovation BENVGPMP - Contractual Claims and Dispute Resolution BENVGPMQ - Transforming Projects into Business Ops Enterprise-based option modules BENVGCM7 – Managing professional practice BENVGPM9 – Enterprise management: relationships between firms BENVGPMA – Capturing and delivering value BENVGPMB – The construction firm: contractors and sub-contractors BENVGPMF – Marketing and project business development BENVGPMK – Managing change in organisations Economics-based option modules BENVGCM3 – Construction booms and slumps BENVGCM4 – Construction clients and the market for contracts BENVGCM5 – Economics of appraisal of construction projects: leading issues BENVGCM6 – The economics of speculative development BENVGCMD – Construction industry development MSc DISSERTATION Selecting and developing a dissertation topic Dissertation topic presentation and 1,000 word Outline Dissertation supervisors Presentation of the 10,000 word Dissertation Research ethics and safety Reference work NON-ASSESSED MODULES Research methods Management skills Project planning software AIMS, OBJECTIVES AND ACHIEVEMENT Aims Learning and teaching objectives Student achievement LEARNING AND TEACHING RESOURCES STAFF Academic staff based at 1-19 Torrington Place Visiting teaching staff Administrative staff based at 1-19 Torrington Place Graduate Faculty staff STUDENTS Attendance at lectures Asking questions and involvement in discussions Group work Student feedback Staff-Student Consultative Committee READING MATTER

28 29 30 31 32 32 34 35 36 37 37 38 39 40 41 42 42 42 43 43

44 44 45 45 47 51 52 53 54 53 55 55 55 55 55 56 58

59 59 59 63 63 64 65 65 65 65 66 66 67

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3.2.5 3.3 3.3.1 3.3.2 3.3.3 3.3.4 3.3.5 3.3.6 3.4 3.4.1 3.4.2 3.5 3.5.1 3.5.2 4.0 4.1 4.1.1 4.1.2 4.1.3 4.1.4 4.1.5 4.1.6 4.1.7 4.1.8 4.1.9 4.2 4.2.1 4.2.2 4.2.3 4.2.4 4.2.5 4.2.6 4.2.7 4.2.8 4.2.9 4.2.10 4.2.11 4.3 4.4 4.5 4.5.1 4.5.2 4.6 4.6.1 4.6.2 4.6.3 4.6.4 4.7 4.7.1

Reading lists Books – buying – shops and on-line Books lent to students Libraries Ejournals Relevant journals ELECTRONIC RESOURCES Electronic teaching resources – MOODLE Electronic teaching administration resources - PORTICO FACILITIES Working space Computer clusters ASSESSMENT AND AWARDS OVERALL ASSESSMENT Mode and weighting of assessment for the MSc Scheme of award for the MSc Scheme of award for the MSc with Distinction Scheme of award for the MSc with Merit Commendation of the Dissertation Scheme of award for the Postgraduate Diploma Scheme of award for the Postgraduate Diploma with Merit Postgraduate Diploma with Distinction Scheme of award for the Postgraduate Certificate SCHEDULES/SEQUENCE OF ASSESSMENT AND DEFERRAL/INTERRUPTION Schedule of assessment for full-time students Schedule of assessment for first year part-time students Schedule of assessment for second year part-time students Notes to the schedules of assessment Sequence of assessment Sequence of assessment for part-time students requiring more than 2 years Assessment governance and assurance Extension of time for submission Extenuating Circumstances Deferral of assessment Interruption of studies REGISTRATION OF MODULES IN PORTICO GENERAL CRITERIA FOR ASSESSMENT AT MSc LEVEL EXAMINATION MODE OF ASSESSMENT General Assessment criteria TERM PAPER MODE OF ASSESSMENT General Assessment criteria Term paper presentation checklist Term Paper requirements for the whole paper DISSERTATION MODE OF ASSESSMENT Dissertation Topic Outline The Dissertation Dissertation assessment criteria

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70 70 67 71 71 71 71 71 71 71 72 72 72 72 72 72 73 73 73 74 74 74 74 74 75 76 76 77 77 78 78 79 80 80 80 83 83 84 84 85 85

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4.7.2 4.7.2.1 4.7.2.2 4.7.2.3 4.8 4.8.1 4.8.2 4.8.3 4.9 4.9.1 4.9.2 4.9.3 4.9.4 4.9.5 5.0 5.1 5.1.1 5.1.2 5.1.3 5.2 5.3 5.3.1 5.3.2 5.3.3 5.3.4 5.3.3 5.3.5 5.4 5.5

Dissertation presentation checklist Validity of data and oral examination SUBMISSION OF DRAFTS Term papers Dissertation Topic Outline The Dissertation TRANSFERABLE SKILLS AND EQUITY IN ASSESSMENT Transferable skills English language Word count Timing of submission Referencing and plagiarism AFTER THE COURSE THE GRADUATE FACULTY OFFICE The work of the graduate faculty office Keeping your contact details updated Graduation ceremony FURTHER STUDY MPhil/PhD MRes/EngD CAREERS ADVICE Introduction UCL Careers School Events Construction Society Plan Ahead! Careers and Alumni REFERENCES UCL ALUMNI NETWORK

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100 100 100 100 101 101 101 101 101 101 102 103 103

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2015-16 TIMETABLE – TERM 1 PEM

Module Code

Module Title Date Day From To FT PT Y1

PT Y2

Induction Day 29/09/15 Tue 11:00 18:00 X X Drinks Reception/Boat Trip 29/09/15 Tue 18:00 20:00 X X BENVGPM8 Enterprise Management – 1 06/10/15 Tue 10:30 18:00 X X BENVGPM1 Project Management – 1 08/10/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 12/10/15 Mon 09:00 18:00 (X) X BENVGPM8 Enterprise Management – 2 13/10/15 Tue 10:30 18:00 X X BENVGPM1 Project Management – 2 15/10/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 19/10/15 Mon 09:00 18:00 (X) BENVGCP1 Research Methods 21/10/15 Wed 09:00 18:00 (X) X BENVGPM8 Enterprise Management – 3 20/10/15 Tue 10:30 18:00 X X BENVGPM1 Project Management – 3 22/10/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 26/10/15 Mon 09:00 18:00 (X) X BENVGCP1 Research Methods 28/10/15 Wed 09:00 18:00 (X) X BENVGPM8 Enterprise Management – 4 27/10/15 Tue 10:30 18:00 X X BENVGPM1 Project Management – 4 29/10/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 04/11/15 Wed 09:00 18:00 (X) X BENVGPM8 Enterprise Management – 5 03/11/15 Tue 10:30 18:00 X X BENVGPM1 Project Management – 5 05/11/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 09/11/15 Mon 09.00 18.00 x X BENVGCP1 PT Dissertation Topic Presentations 10/11/15 Tues 10:00 18:00 X BENVGCP1 Research Methods 11/11/15 Wed 09:00 18:00 (X) BENVGPM1 TERM PAPER HAND-IN 16/11/15 Mon 16:00 X BENVGPML Projects, Economics & Behaviour – 1 17/11/15 Tue 10:30 18:00 X X BENVGPM2 Owner-based Mgmt of Projects - 1 19/11/15 Thu 10:30 18:00 X X BENVGCP1 Research Methods 23/11/15 Mon 09:00 18:00 (X) BENVGPML Projects, Economics & Behaviour – 2 24/11/15 Tue 10:30 18:00 X X BENVGCP1 Research Methods 25/11/15 Wed 09:00 18:00 (X) BENVGPM2 Owner-based Mgmt of Projects - 2 26/11/15 Thu 10:30 18:00 X X BENVGCP1 PT DISSERTATION OUTLINE DUE 30/11/15 Mon 16:00 X BENVGCP1 Research Methods 30/11/15 Mon 09:00 18:00 (X) BENVGPML Projects, Economics & Behaviour – 3 01/12/15 Tue 10:30 18:00 X X BENVGCP1 Research Methods 02/12/15 Wed 09:00 18:00 (X) BENVGPM2 Owner-based Mgmt of Projects - 3 03/12/15 Thu 10:30 18:00 X X BENVGPML Projects, Economics & Behaviour – 4 08/12/15 Tue 10:30 18:00 X BENVGPM2 Owner-based Mgmt of Projects - 4 10/12/15 Thu 10:30 18:00 X X BENVGPML Projects, Economics & Behaviour – 5 15/12/15 Tue 10:30 18:00 X BENVGPM2 Owner-based Mgmt of Projects - 5 17/12/15 Thu 10:30 18:00 X X BENVGPM8 TERM PAPER HAND-IN 18/12/15 Fri 16:00 X

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2015-16 TIMETABLE – TERM 2: Wks 1-4 Module Code Module Title Date Day From To

BENVGPML EXAMINATION 11/01/16 Mon tba tba BENVGPMB The Construction Firm 1 12/01/16 Tue 09:00 11:00 BENVGPMH Social Networks 1 12/01/16 Tue 11:00 13:00 BENVGCM3 Construction Booms and Slumps 1 12/01/16 Tue 11:00 13:00 BENVGCM7 Managing Professional Practice 1 12/01/16 Tue 14:00 16:00 BENVGCM5 Economics of Appraisal of Projects 1 12/01/16 Tue 16:00 18:00 BENVGPM7 Managing Construction 1 14/01/16 Thu 09:00 11:00 BENVGCM4 Constr. Clients & Mkt for Contracts 1 14/01/16 Thu 11:00 13:00 BENVGPMJ Integrating Project IS with BIM 1 14/01/16 Thu 11:00 13:00 BENVGPM6 Organisations and People in Projects 1 14/01/16 Thu 14:00 16:00 BENVGPMM VM and the Management of Value 14/01/16 Thu 14:00 16:00 BENVGPM5 Procurement of Construction Services 1 14/01/16 Thu 16:00 18:00 BENVGPMF Marketing and Project Business Dev. 1 14/01/16 Thu 16:00 18:00 BENVGPMB The Construction Firm 2 19/01/16 Tue 09:00 11:00 BENVGPMH Social Networks 2 19/01/16 Tue 11:00 13:00 BENVGCM3 Construction Booms and Slumps 2 19/01/16 Tue 11:00 13:00 BENVGCM7 Managing Professional Practice 2 19/01/16 Tue 14:00 16:00 BENVGCM5 Economics of Appraisal of Projects 2 19/01/16 Tue 16:00 18:00 BENVGPM7 Managing Construction 2 21/01/16 Thu 09:00 11:00 BENVGCM4 Constr. Clients & Mkt for Contracts 2 21/01/16 Thu 11:00 13:00 BENVGPMJ Integrating Project IS with BIM 2 21/01/16 Thu 11:00 13:00 BENVGPM6 Organisations and People in Projects 2 21/01/16 Thu 14:00 16:00 BENVGPMM VM and the Management of Value 21/01/16 Thu 14:00 16:00 BENVGPM5 Procurement of Construction Services 2 21/01/16 Thu 16:00 18:00 BENVGPMF Marketing and Project Business Dev. 2 21/01/16 Thu 16:00 18:00 BENVGPMB The Construction Firm 3 26/01/16 Tue 09:00 11:00 BENVGPMH Social Networks 3 26/01/16 Tue 11:00 13:00 BENVGCM3 Construction Booms and Slumps 3 26/01/16 Tue 11:00 13:00 BENVGCM7 Managing Professional Practice 3 26/01/16 Tue 14:00 16:00 BENVGCM5 Economics of Appraisal of Projects 3 26/01/16 Tue 16:00 18:00 BENVGPM7 Managing Construction 3 28/01/16 Thu 09:00 11:00 BENVGCM4 Constr. Clients & Mkt for Contracts 3 28/01/16 Thu 11:00 13:00 BENVGPMJ Integrating Project IS with BIM 3 28/01/16 Thu 11:00 13:00 BENVGPM6 Organisations and People in Projects 3 28/01/16 Thu 14:00 16:00 BENVGPMM VM and the Management of Value 28/01/16 Thu 14:00 16:00 BENVGPM5 Procurement of Construction Services 3 28/01/16 Thu 16:00 18:00 BENVGPMF Marketing and Project Business Dev. 3 28/01/16 Thu 16:00 18:00 BENVGPMB The Construction Firm 4 02/02/16 Tue 09:00 11:00 BENVGPMH Social Networks 4 02/02/16 Tue 11:00 13:00 BENVGCM3 Construction Booms and Slumps 4 02/02/16 Tue 11:00 13:00 BENVGCM7 Managing Professional Practice 4 02/02/16 Tue 14:00 16:00 BENVGCM5 Economics of Appraisal of Projects 4 02/02/16 Tue 16:00 18:00 BENVGPM7 Managing Construction 4 04/02/16 Thu 09:00 11:00 BENVGCM4 Constr. Clients & Mkt for Contracts 4 04/02/16 Thu 11:00 13:00 BENVGPMJ Integrating Project IS with BIM 4 04/02/16 Thu 11:00 13:00 BENVGPM6 Organisations and People in Projects 4 04/02/16 Thu 14:00 16:00 BENVGPMM VM and the Management of Value 04/02/16 Thu 14:00 16:00 BENVGPM5 Procurement of Construction Services 4 04/02/16 Thu 16:00 18:00 BENVGPMF Marketing and Project Business Dev. 4 04/02/16 Thu 16:00 18:00

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2015-16 TIMETABLE – TERM 2: Wks 5-8

Module Code Module Title Date Day From To BENVGPMB The Construction Firm 5 09/02/16 Tue 09:00 11:00 BENVGPMH Social Networks 5 9/02/16 Tue 11:00 13:00 BENVGCM3 Construction Booms and Slumps 5 9/02/16 Tue 11:00 13:00 BENVGCM7 Managing Professional Practice 5 9/02/16 Tue 14:00 16:00 BENVGCM5 Economics of Appraisal of Projects 5 9/02/16 Tue 16:00 18:00 BENVGPM7 Managing Construction 5 11/02/16 Thu 09:00 11:00 BENVGCM4 Construction Clients 5 11/02/16 Thu 11:00 13:00 BENVGPMJ Integrating Project IS with BIM 5 11/02/16 Thu 11:00 13:00 BENVGPM6 Organisations and People in Projects 5 11/02/16 Thu 14:00 16:00 BENVGPMM VM and the Management of Value 11/02/16 Thu 14:00 16:00 BENVGPM5 Procurement of Construction Services 5 11/02/16 Thu 16:00 18:00 BENVGPMF Marketing and Project Business Dev. 5 11/02/16 Thu 16:00 18:00 Project Software Training 15/02/16 Mon 10:00 16:00 Project Software Training 16/02/16 Tue 10:00 16:00 BENVGCP1 Dissertation Topic Presentations 16/02/16 Tue 09:00 18:00 BENVGCP1 Dissertation Topic Presentations 17/02/16 Wed 09:00 18:00 BENVGCP1 Dissertation Topic Presentations 18/02/16 Thu 09:00 18:00 BENVGCP1 Dissertation Topic Presentations 19/02/16 Fri 09:00 18:00 BENVGPMD Environmental Sustainability 1 23/02/16 Tue 09:00 11:00 BENVGPME Supply Chain Management 1 23/02/16 Tue 11:00 13:00 BENVGPMN Man of Innov in Firms and Projects 1 23/02/16 Tue 14:00 16:00 BENVGPMA Capturing and Delivering Value 1 23/02/16 Tue 14:00 16:00 BENVGCM6 Speculative Development 1 23/02/16 Tue 16:00 18:00 BENVGPMK Managing Change in Organisations 1 23/02/16 Tue 16:00 18:00 BENVGCMD Construction Industry Development 1 25/02/16 Thu 09:00 11:00 BENVG PMQ Transforming Projects into Bus Ops 1 25/02/16 Thu 11.00 13.00 BENVGPM3 The Enterprise-Project Relationship 1 25/02/16 Thu 14:00 16:00 BENVGPMG Managing Large Projects 1 25/02/16 Thu 14:00 16:00 BENVGPMP Contractual Claims and Dispute Reso 1 25/02/16 Thu 16:00 18:00 BENVGPM9 Relationships between Firms 1 25/02/16 Thu 16:00 18:00 BENVGPMD Environmental Sustainability 2 01/03/16 Tue 09:00 11:00 BENVGPME Supply Chain Management 2 01/03/16 Tue 11:00 13:00 BENVGPMN Man of Innov in Firms and Projects 2 01/03/16 Tue 14:00 16:00 BENVGPMA Capturing and Delivering Value 2 01/03/16 Tue 14:00 16:00 BENVGCM6 Speculative Development 2 01/03/16 Tue 16:00 18:00 BENVGPMK Managing Change in Organisations 2 01/03/16 Tue 16:00 18:00 BENVGCMD Construction Industry Development 2 03/03/16 Thu 09:00 11:00 BENVG PMQ Transforming Projects into Bus Ops 2 03/03/16 Thu 11.00 13.00 BENVGPM3 The Enterprise-Project Relationship 2 03/03/16 Thu 14:00 16:00 BENVGPMG Managing Large Projects 2 03/03/16 Thu 14:00 16:00 BENVGPMP Contractual Claims and Dispute Reso 2 03/03/16 Thu 16:00 18:00 BENVGPM9 Relationships between Firms 2 03/03/16 Thu 16:00 18:00

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2015-16 TIMETABLE – TERM 2: Wks 9-11 Module Code Module Title Date Day From To BENVGCP1 DISSERTATION OUTLINE HAND-IN 07/03/16 Mon 16:00 BENVGPMD Environmental Sustainability 3 08/03/16 Tue 09:00 11:00 BENVGPME Supply Chain Management 3 08/03/16 Tue 11:00 13:00 BENVGPMN Man of Innov in Firms and Projects 1 23/02/16 Tue 14:00 16:00 BENVGPMA Capturing and Delivering Value 3 08/03/16 Tue 14:00 16:00 BENVGCM6 Speculative Development 3 08/03/16 Tue 16:00 18:00 BENVGPMK Managing Change in Organisations 3 08/03/16 Tue 16:00 18:00 BENVGCMD Construction Industry Development 3 10/03/16 Thu 09:00 11:00 BENVG PMQ Transforming Projects into Bus Ops 3 10/03/16 Thu 11.00 13.00 BENVGPM3 The Enterprise-Project Relationship 3 10/03/16 Thu 14:00 16:00 BENVGPMG Managing Large Projects 3 10/03/16 Thu 14:00 16:00 BENVGPMP Contractual Claims and Dispute Reso 3 10/03/16 Thu 16:00 18:00 BENVGPM9 Relationships between Firms 3 10/03/16 Thu 16:00 18:00 BENVGPMD Environmental Sustainability 4 15/03/16 Tue 09:00 11:00 BENVGPME Supply Chain Management 4 15/03/16 Tue 11:00 13:00 BENVGPMN Man of Innov in Firms and Projects 4 15/03/16 Tue 14:00 16:00 BENVGPMA Capturing and Delivering Value 4 15/03/16 Tue 14:00 16:00 BENVGCM6 Speculative Development 4 15/03/16 Tue 16:00 18:00 BENVGPMK Managing Change in Organisations 4 15/03/16 Tue 16:00 18:00 BENVGCMD Construction Industry Development 4 17/03/16 Thu 09:00 11:00 BENVG PMQ Transforming Projects into Bus Ops 4 17/03/16 Thu 11.00 13.00 BENVGPM3 The Enterprise-Project Relationship 4 17/03/16 Thu 14:00 16:00 BENVGPMG Managing Large Projects 4 17/03/16 Thu 14:00 16:00 BENVGPMP Contractual Claims and Dispute Reso 4 17/02/16 Thu 16:00 18:00 BENVGPM9 Relationships between Firms 4 17/03/16 Thu 16:00 18:00 BENVGPMD Environmental Sustainability 5 22/03/16 Tue 09:00 11:00 BENVGPME Supply Chain Management 5 22/03/16 Tue 11:00 13:00 BENVGPMN Man of Innov in Firms and Projects 5 22/03/16 Tue 14:00 16:00 BENVGPMA Capturing and Delivering Value 5 22/03/16 Tue 14:00 16:00 BENVGCM6 Speculative Development 5 22/03/16 Tue 16:00 18:00 BENVGPMK Managing Change in Organisations 5 22/03/16 Tue 16:00 18:00 BENVGCMD Construction Industry Development 5 24/03/16 Thu 09:00 11:00 BENVG PMQ Transforming Projects into Bus Ops 5 24/03/16 Thu 11.00 13.00 BENVGPM3 The Enterprise-Project Relationship 5 24/03/16 Thu 14:00 16:00 BENVGPMG Managing Large Projects 5 24/03/16 Thu 14:00 16:00 BENVGPMP Contractual Claims and Dispute Reso 5 24/03/16 Thu 16:00 18:00 BENVGPM9 Relationships between Firms 5 24/03/16 Thu 16:00 18:00 BENVGPMB TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPMH TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGCM3 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGCM7 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGCM5 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPM7 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPM5 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGCM4 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPMJ TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPM6 TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPMM TERM PAPER HAND-IN 11/04/16 Mon 16:00 BENVGPMF TERM PAPER HAND-IN 11/04/16 Mon 16:00

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2015-16 TIMETABLE – TERM 3/SUMMER

Module Code Module Title Date Day From To FT PT Y1

PT Y2

BENVGPMD TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPME TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMA TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGCM6 TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMK TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGCMD TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPM3 TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMG TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPM9 TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMN TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMP TERM PAPER HAND-IN 09/05/16 Mon 16:00 BENVGPMQ TERM PAPER HAND-IN 09/05/16 Mon 16:00 EXAMINATIONS MAY OCCUR IN ANY OF THE WEEKS COMMENCING WITH THESE DATES. ACTUAL EXAMINATION DATES ARE NOTIFIED IN LATE MARCH

25/04/16 Mon 02/05/16 Mon 09/05/16 Mon 16/05/16 Mon

BENVGPM2 EXAMINATION TBA X X X WEEK COMMENCING 27/06/16 Mon Feedback on General Academic Progress X X X Preliminary Discussions about Dissertation X RE-SIT EXAMINATIONS ARE USUALLY IN LATE AUGUST. ACTUAL EXAMINATION DATES ARE NOTIFIED IN LATE JULY

22/08/16 to 02/09/16

Tue Fri

BENVGPM2 EXAMINATION TBA (X) (X) (X) BENVGPML EXAMINATION 11/01/16 (X) BENVGCP1 DISSERTATION HAND-IN 07/09/16 Wed 16:00 X X TERM PAPER RESUBMISSION HAND-INS 23/09/16 Fri 16:00 (X) (X) (X)

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ONE - BASICS 1.1 LOCATION, LOCATION, LOCATION 1.1.1 FINDING YOUR WAY AROUND UCL The following web address will help you to find your way around:- http://www.ucl.ac.uk/locations/ 1.1.2 REGISTRY – Home Page http://www.ucl.ac.uk/registry/ The Registry is the central part of UCL which deals with enrolment, fees, examinations, issuing of degree certificates, graduation ceremonies and similar matters. It is located on the ground floor of the South Wing of the main quadrangle in the main UCL campus in Gower Street WC1E 6BT. The Home Page has links to assist in finding the location. NB You MUST enrol by the close of 16th October 2015 for the 2015-16 academic session. You also need to enrol to get access to other services such as ID/Access Cards, Computing, Email and Library facilities 1.1.3 ACCESS CONTROL http://www.ucl.ac.uk/estates/security/systems/ ID/Access Cards must be obtained from Security on the ground floor of the Andrew Huxley Building http://www.ucl.ac.uk/estates/security/location/ NB: These also act as your Library Cards. 1.1.4 ACADEMIC ADMINISTRATION TEAM (Admissions and Examinations) The School of Construction and Project Management is part of the Faculty of the Built Environment and there may be occasions when you need to contact the Academic Administration Team. This is located at Faculty Office (Academic Administration) 3rd Floor, 132 Hampstead Road London, NW1 2BX Tel: +44 (0)20 3108 9002 (int. 59002) [email protected] 1.1.5 BARTLETT SCHOOL OF CONSTRUCTION AND PROJECT MANAGEMENT The Bartlett School of Construction and Project Management is the School in which you will study. It is located on the 2nd floor of 1-19 Torrington Place LONDON WC1E 7HB. However a number of your lectures will not be held in

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this location – you will be advised of the room and to find it you need to do the following:-

1) Go to this address:- http://www.ucl.ac.uk/estates/ 2) Under “Which service do your require?” select “Book a room” 3) Under “On-line booking” select “View all bookable rooms and space” 4) Scroll down until you find the room and select “Building Location”

1.1.6 LIBRARIES – Home Page http://www.ucl.ac.uk/library/ You will have a library induction talk on your first or second day. The three most significant libraries you will need for the course are:

• UCL Bartlett Library, Ground Floor, Central House, 14 Upper Woburn Place, WC1H 0NN

• UCL Science Library, DMS Watson Building, Malet Place WC1E 6BT • UCL Main Library, Wilkins Building, Gower Street WC1E 6BT

If you follow links from the Library Home Page you can find a web site for each library with opening hours and other information. 1.1.7 COMPUTERS – Home Page http://www.ucl.ac.uk/isd/ If you follow links from the Information Services Division (ISD) Home Page you can find the locations of rooms where you can use UCL computers. There are a few in the School of Construction and Project Management but the nearest large workroom is Room 113, 1-19 Torrington Place LONDON WC1E 7HB where there are over 60 machines. However, computer workrooms or “clusters” are also used for teaching purposes and may not be available at all times. You need to check availability and book if necessary. 1.2 STUDENT WELFARE AND RESOURCES 1.2.1 GOLDEN RULE If you have a problem, please talk to somebody about it. If you keep it to yourself you cannot be offered advice or put in touch with those who can give such advice. If the problem affects your studies and you subsequently perform badly in your assessments, staff will be less sympathetic if you have not taken steps to seek advice for whatever problem it is you have. 1.2.2 WHO TO TALK TO Generally you should, in the first instance, talk to your Course Director (Stephen Pryke) or the MSc Tutor (Dr Taha Elhag). 1.2.3 ACCOMMODATION AND FINANCE You should already have sorted out your accommodation and finance before you start your course. The School of Construction and Project Management

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does not deal with any questions of accommodation or finance. Those are central UCL functions. However if a problem arises with your finances or accommodation which affects your studies, it would be helpful to let your Course Director know. The following addresses are also useful:- http://www.ucl.ac.uk/estates/student-accommodation/ http://www.ucl.ac.uk/prospective-students/graduate-study/fees-costs If you are a ‘home’ student you may qualify for support under the Access to Learning Fund (ALF). (The website defines what is meant by a ‘home’ student.) http://www.ucl.ac.uk/current-students/money/bursaries/access_fund 1.2.4 SUPPORT FOR STUDENT PROBLEMS http://www.ucl.ac.uk/support-pages/ http://www.ucl.ac.uk/silva/support-pages/information http://www.ucl.ac.uk/silva/support-pages/sources-of-support/inside_ucl 1.2.5 PERSONAL TUTORS You may see reference to the term “Personal Tutor”. At graduate level in the School of Construction and Project Management within the Faculty of the Built Environment this function is fulfilled by various people:- Module Leader/Dissertation Supervisor – Personal Academic Tutor for the Module Course Director – Personal Academic Tutor for the Course – Dr Stephen Pryke MSc Tutor – Personal Pastoral Tutor – Dr Taha Elhag Faculty Graduate Tutor – Senior Personal Pastoral Tutor – Mr Peter McLennan Your Course Director will normally also be happy to talk with you about non-academic pastoral issues. 1.2.6 OTHER WELFARE MATTERS 1.2.6.1 Female students http://www.ucl.ac.uk/academic-manual/part-5/adviser-to-women-students If you are a female student and you would prefer to discuss a problem with another woman, we can find you a female member of staff to talk to or you can contact the Advisor to Women Students:

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Dr Hilary J P Richards (Faculty of Life Sciences Office) Telephone: 020 7679 0882/0884 Internal extension: 40882 or 40884 [email protected] 1.2.6.2 Worry, stress and distress http://www.ucl.ac.uk/student-psychological-services/index_home http://www.ucl.ac.uk/support-pages/information/anxiety-and-panic Being a student can be stressful and other real life events such as bereavement or relationship breakdown can also intrude into study. UCL Psychological Services offer specialist professional consultation and counselling services. 1.2.6.3 Harassment and bullying http://www.ucl.ac.uk/academic-manual/part-5/harassment-bullying http://uclu.org/get-advice/anti-harassment.php This represents negative behaviour by people who often themselves have their own psychological problems. Such behaviour is calculated to demean or undermine the victim and includes inappropriate communication as well as other inappropriate behaviour. For more information please visit one of the websites. UCL does not tolerate such behaviour and neither should you. 1.2.7 DISABILITY 1.2.7.1 Dyslexia http://www.ucl.ac.uk/disability/services/dyslexia-centre If you have or suspect you have dyslexia (and/or dyspraxia) it is very important that you seek an EARLY assessment at the UCL Dyslexia Centre. Help can be given by UCL, by the Department and you may receive an additional time allowance in your examinations. The later you leave assessment the less we can help you. 1.2.7.2 Disability http://www.ucl.ac.uk/disability/services/disability-centre If you have any other kind of disability the UCL Disability Centre can give you appropriate advice. If the disability affects your studies in any way you should discuss this with your Course Director. 1.2.8 HEALTH AND SAFETY Advice can be found on the website for student support (1.2.4 above). Occasionally there are fire evacuations during lectures. Please follow

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instructions, leave the building in an orderly manner and assemble at the location indicated. 1.3 TERM DATES, AVAILABILITY AND ENGAGEMENT MONITORING 1.3.1 Term Dates

1) Monday 28th September to Friday 18th December 2015 2) Monday 11th January to Thursday 24th March 2016 3) Monday 25th April to Friday 10th June 2016

Formal teaching events are held during the first and second terms. Revision classes are normally held in the break between Terms 2 and 3 in mid-April depending on the examination dates. Examinations are held during the first four weeks of the third term and a special feedback session for each student in the fifth week. Additionally you will be expected to attend a two-day weekend management workshop event for the Management Skills module during Term 1 or 2. There will be a feedback session for individual students with their Course Director during week commencing 27th June 2016. 1.3.2 Course length and availability It should be stressed that the MSc is a twelve month course and students are expected to be studying at UCL, or in their own accommodation in the London area, throughout the period from enrolment until submission of their dissertation (although an occasional short break is both permissible and desirable). Students need to seek permission from the Course Director if they wish to leave the country during this period. Students are expected to be present and available during term time. It is anticipated that some students may need to travel abroad to do field work for their dissertation but permission is still required for this. Any absence that affects a student’s ability to attend lectures or other teaching events should be discussed with the Course Director before travel or other arrangements are made. Where an attendance level of 70% is not achieved the student will not be allowed to enter for assessment in the module to which their lack of attendance relates. This will lead to a failure being recorded against that module. Students are required to pass all 8 taught modules and the dissertation to be eligible for the award of an MSc. 1.3.3 Visas and engagement monitoring A number of students will have had to obtain a visa in order to study at UCL. UCL is recognised as a responsible institution by the United Kingdom Borders Agency for the purposes of monitoring that students are properly engaged in study for their chosen course. UCL monitors attendance at lectures and other

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teaching events as well as submission of assignments, attendance at examinations and dissertation supervision meetings. Where it appears to UCL that an enrolled student is not properly engaged with their course, this will be reported to the Borders Agency who may withdraw the visa and require the student to leave the United Kingdom. (If students need to travel abroad during their course they should ensure that they have appropriate documentation to allow them to re-enter the United Kingdom.) 1.3.4 Engagement monitoring for all students ALL students should sign the register for attendance at lectures and other teaching events whether they require a visa or not. If any problems arise during or after a module, members of staff and examiners are less likely to be sympathetic to students who have not regularly attended lectures and other teaching events without good cause. It is important, therefore, that we have evidence of your attendance. Additionally if all present do sign the register it helps staff to identify persistent non-attendees who may have other problems. 1.3.5 Minimum Attendance Requirements Where an attendance level of 70% is not achieved the student will not be allowed to enter for assessment.

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TWO – THE MSc COURSE 2.1 COURSE STRUCTURE 2.1.1 Term 1 – Four Core modules (60 credits) These are compulsory modules which form the basic knowledge areas of the course. These are intensive modules which consist of lectures and group exercises or discussions. These are taught from 10:30am to 6:00pm on Tuesdays and Thursdays during the first term. There is a high degree of contact time under the direction of the module leader. Two of these are assessed by 3,000 word term papers, one due in November and the other in January. The other two are assessed by an unseen two-hour examination which takes place on a date in April-May somewhere during the first four weeks of Term 3. 2.1.2 Term 2 – Four Option (Elective) modules (60 credits) These are optional or “elective” modules which allow you to explore those areas which interest you in greater depth. These have rather less contact time and a much greater proportion of the time is in self-directed reading. This is often combined with a certain level of desk research which you may be required to do in order to complete the assessment. All option modules are assessed by 3,000 word term papers. Term papers for modules taught during the first half of the second term have to be submitted towards the end of the second term. Those for modules taught during the second half of the second term have to be submitted during the first week of the third term. There are some restrictions on the different combinations of options you can take and you will be advised of these. 2.1.3 Full year – Dissertation (60 credits) This is a piece of original research carried out by the student. Essentially the contact time here is almost entirely directed by the student and it is up to the student themselves to manage the progress of their work although each student is assigned a supervisor to guide them through the process. There are two parts of the assessment. A 1,000 word dissertation topic outline has to be submitted in March (November for part-time students) and the full 10,000 word dissertation in early September 2015. 2.1.4 Non-assessed modules There are also other modules in Management Skills, Research Methods and Project Planning Software which take place during the first two terms. 2.2 COMPULSORY CORE MODULES

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2.2.1 Module BENVG PM1: Project Management (Dr Stephen Pryke – Module Leader and John Kelsey) The structures and management issues experienced in construction projects are the focus of this module. Project management and organisational literature is used to illustrate the issues, supplemented by case study material. The issues addressed are to do with:

• Information processing • Relationships

The former can be viewed conceptually as ‘technical’, the latter as the ‘soft’ end of management. They are in essence about efficiency and effectiveness respectively. Together they combine to provide a rounded approach to project management, yet there is tension between the two as the conceptual approaches are competing – technocratic versus behavioural. This is a creative tension, which the student is invited to navigate and make sense of, providing evidence through their own learning and the module assessments. The learning material therefore addresses both analytical experience and case study material. The list of lecture titles for this module is as follows: 1) Project Characteristics 2) Turning Enterprise Strategy into Project Strategy 3) Planning 1 4) Planning 2 5) Monitoring and Re-Planning 6) Organisation and People 1 7) Organisation and People 2 8) Briefing and Forming the Project Coalition 9) Project Leadership and Effective Project Organisations 10) Managing the Construction Project - Site visit Assessment is by a single 3,000 word term paper due in the Reading Week of Term One. 2.2.2 Module BENVG PM2: Owner-based management of projects (Dr Stephen Pryke – Module Leader, Professor Peter Morris and Dr Grant Mills)

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Aims/objectives of module To give the student an introduction to:

• The business context of projects • The management of projects from the sponsor/owner/client viewpoint • The broader range of issues to be managed in project definition • The range of different types of enterprise-driven project

Learning outcomes: After taking this module the student should be able to: • Critically analyse the business case for projects and the relationship

between enterprise-wide and project strategies • Understand, select and develop appropriate tools, techniques,

processes and practices to set and achieve strategic project objectives within the context of overall enterprise strategies

• Select and apply relevant knowledge of enterprise-driven projects and project management skills for a range of different industries

Lecture Themes/Topics • Corporate Issues

o Management of project strategy for the client’s strategic benefit (4)

o Management of information, knowledge and learning (7, 10) • Strategic issues in procurement

o Procurement and risk (2) o Strategic partnering (5) o Supply Chain Management (8)

• Requirements management • The Briefing Process (6) • Design Management (9)

• Value and Risk Management o Risk Management (1) o Risk Management and Procurement (2) o Risk Management and Finance (3) o Value Management 1 (11) o Value Management 2 (12)

• Site visit where these issues can be explored further. Assessment is by a single 2-hour unseen examination, in April-May.

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2.2.3 Module BENVG PM8: Principles of Enterprise Management (Dr Stefano Miraglia – Module Leader and Prof. Hedley Smyth) The structures and management issues experienced in enterprises are the focus of this module. Management, organisational and project literature is drawn upon to illustrate the issues, supplemented by case study material. The issues addressed are to do with structure and process, are strategic as well as operational, rational as well as creative, and are about effectiveness and efficiency. Introducing students to key issues from the MBA curriculum, the module demonstrates that there are choices in the organisation and operation of the firm. These choices are suited to different aims and objectives. Strategic choice and operational decisions form part of the equation of effectiveness and hence competitive advantage in the marketplace. The learning material therefore addresses both analytical experience of and in the firm and potential for the firm – a mix of theoretical and applied observation with normative input – that is, analysis about what ought to or could happen. Student learning occurs through lectures, group work, private reading and sharing learning from private reading. The list of lecture titles for this module is as follows:

1) Enterprises 2) Strategy 3) Competitive Strategies 4) Developing the Enterprise 5) Film 12 Angry Men 6) Decision Making and Negotiation 7) Student Presentations on Case Studies 8) Strategic Core Competencies 9) Core Competencies and Continuous Improvement 10) Organisational Learning and Knowledge Management 11) Emotional Intelligence and Self-Awareness 12) Emotional Intelligence and Decision Making 13) Relationship Management 14) Trust as a Competency and in Practice 15) The Moral Economy

Assessment is by a single 2-hour unseen examination in April-May.

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2.2.4 Module BENVG PML: Projects, Economics, Sectors and Behaviour (Prof. Michelle Baddeley – module leader) This module provides an introduction to microeconomics and behavioural economics and demonstrates their relevance to the management of projects, project teams and supply chains. The knowledge provided will be applied to the systematic management of complex issues and the module will demonstrate the importance of economics in our discussions of projects and supply chains. Students will develop an ability to be self-directed, autonomous and imaginative in applying their knowledge in their future work - whether as a professional or in future studies/research. The aims of this module are as follows: To introduce students to: • Principles of microeconomics relevant to project and enterprise

management. • Behavioural economics and the ways in which insights from psychology

and sociology can enhance fundamental insights from standard economic approaches.

• Ways in which concepts and approaches from microeconomics and behavioural economics can be used in the design and management of projects, project teams and supply chains.

Real-world applications of concepts/approaches from microeconomic theory and behavioural economics used in the management of projects and supply chains.

The list of lecture titles for the module is as follows: Day 1: Introduction to the economics of projects covering basic microeconomic principles, supply and demand, cost functions. Day 2: New institutional economics applied to projects including asymmetric information, principal-agent problems and transaction cost economics Day 3: Strategic behaviour in project management, supply chains and teams – covering game theory concepts (classic and behavioural) Day 4: Real-world decisions: heuristics and biases – analysing insights from behavioural economics about common biases relevant to project management, e.g. optimism bias, familiarity bias etc.

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Day 5: Understanding risk: impacts of policy risk, standard and behavioural theories of risk applied to management of projects and supply chains. Assessment is by a single 2-hour unseen examination in January. 2.3 OPTIONAL (ELECTIVE) MODULES 2.3.1 Selection of modules It is a central UCL requirement that option modules are selected and input to the student records system PORTICO by mid-October. For this to be achieved, you will be asked to select and input your option modules into PORTICO by 3rd October 2014. Administrative staff will be on hand at specified times to assist with this. All option modules last five weeks and are delivered in ten hours of lectures/seminars. 1) A full-time student must choose: a) at least TWO modules from the project-based option modules and b) at least ONE module from the enterprise-based option modules. 2) A student’s fourth module can come from any of the three (project-based, enterprise-based or economics-based) sets of modules listed below. 3) Options are taught in one of three teaching sessions on either Tuesdays or Thursdays. Some are taught in weeks 1-5 of Term 2 and some in weeks 7-11 of Term 2. The assignment for those taught in weeks 1-5 must be handed in by the end of week 11 in Term 2 (late March). The assignment for those taught in weeks 7-11 must be handed in by week 1 of Term 3 (late April). 4) A student must choose modules in accordance with the timetable. At least TWO modules selected should be taught in the first half of the second term and at least ONE in the second half of the second term. 5) Certain combinations of modules are not permitted as indicated in the timetable. 6) Part-time students should ideally choose two modules for each year – preferably one taught in each half of the second term. Students should check carefully the day and time of their modules to ensure compatibility with their availability. The total of the four modules over the whole course should comply with conditions 1) and 2) above.

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7) Modules have limitations of both maximum and minimum numbers and therefore students may not be able to take all of their preferred modules. Students will be notified should one of their choices be unavailable and requested to make an alternative selection. 8) All option modules are assessed by a single 3,000 word term paper. 2.3.2 Project-based modules: BENVG PM3, BENVG PM5, BENVG PM6, BENVG PM7, BENVG PMD, BENVG PME, BENVG PMG, BENVG PMH and BENVG PMJ & BENVG PMM 2.3.2.1 BENVG PM3: Managing the enterprise-project relationship (Dr Taha Elhag) Aims/objectives of module:

• To develop complex issues in the management of projects within an enterprise context, in particular: • the problems of running both related and unrelated groups

of projects • the evaluation and measurement of project performance • strategic management and alignment of finance,

organization, value, quality and risk • interfaces between project, operations and facility management

Learning outcomes: After taking this module the student should be able to:

• Analyse the relationship between: o individual projects, project portfolios and programmes o components of project strategy such as risk, finance, value

quality and organization o project, facility and operations management

• Understand, select, develop and apply appropriate tools and techniques (including comparative project performance measurement) to contribute towards the realization of overall enterprise strategy through strategic management and alignment of groups of projects and their components

Seminar Titles 1) Measures of project effectiveness 2) Managing portfolios, programs and systems 3) Project optimisation 4) Realising project strategy 5) Interfacing project and facility management

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2.3.2.2 BENVG PM5: The Procurement of Construction, Engineering and Professional Services (David Coles) Aims/objectives of module: To understand in the context of projects and project-driven enterprises:

• Alternative forms of procurement relationships • Commercial and legal issues involved in selecting procurement routes • The management of procurement processes • Legal issues associated with procurement of contractors

and professional service providers Learning outcomes: After taking this module the student should be able to:

• Analyse: o The nature and alternative forms of procurement relationships o The processes of procurement and the legal/commercial

issues involved o Supply chain risks in fast-track and concurrent

engineering projects– Supply chain structures and change drivers/opportunities/problems

• Understand, select, develop and apply appropriate strategies, tools and techniques for managing and optimising the supply chain

• Apply this knowledge to selected case studies • Understand the legal

o issues facing those procuring construction and engineering services

o obligations placed upon those providing professional services including project management

Seminar Titles

1) Procurement types and standard forms; selection criteria 2) Tendering; legal position; process; EU procedures; evaluation

criteria 3) Law of Contract; documents; letters of intent; prime cost contracts 4) Contract administration for Project Managers 5) Legal liabilities for Project Managers

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2.3.2.3 BENVG PM6: Organisations and People in Projects (Sarah Earl) Aims/objectives of module:

• To understand in the context of projects and project-driven enterprises:

o Forms and structures of temporary and longer-term organisations arising in projects and project-based enterprises

o Power, conflict and communication management issues arising in such organisations

o Project leadership and team roles o Project-based learning and the role of project management

support offices/centres of excellence Learning outcomes: After taking this module the student should be able to:

• Analyse: o The nature and alternative structures of project-based

organisations o The opportunities and problems arising in the operation of

organizations in respect of power, authority, stakeholders, excluded groups (including issues in conflict and communication)

o The development, leadership and functioning of project-based teams

o The processes of creating, diffusing and enlarging project-based knowledge

• Understand, select, develop and apply appropriate strategies, tools, techniques, processes and practices for managing and optimising project-based organisations (including the creation and management of project management support offices and centres of excellence)

• Apply this knowledge to selected case studies Seminar Titles

1) Structure 2) Effective communications and race and gender issues 3) Project leadership 4) Case studies in leaders’ roles, team formation and conflict 5) Excellence in project management

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2.3.2.4 BENVG PM7: Managing construction (John Kelsey - module leader and Prof. Andrew Edkins) Aims/objectives of module:

• To understand: • The construction stage of a project in its overall project context • The management of construction

o productivity o time/cost/quality o space o site teams including package subcontractors o health and safety

• The special problems of occupied refurbishment Learning outcomes: After taking this module the student should be able to:

• Analyse: o Construction interfaces with design, procurement and

operations stages o Interactions in realizing multiple construction stage objectives o Particular problems of co-existing site and enterprise

operations • Understand, select, develop and apply appropriate strategies, tools,

techniques, processes and practices for managing and optimising construction operations

• Apply this knowledge to selected case studies Seminar content summary

1) Managing construction productivity 2) Managing health & safety 3) Case studies in construction projects 4) Construction management in practice – by a speaker from the industry 5) Site visit or class desk exercise

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2.3.2.5 BENVG PMD: Environmental Sustainability in the Construction Sector (Dr Aeli Roberts) Aims/objectives of module:

• Give an overview of the impact of climate change and diminishing resources on the way that the construction industry currently operates and will operate in the future.

• Provide tools by which the impact of the industry can be assessed and methods by which construction’s negative impact may be reduced.

• Consider current drivers for change. Learning outcomes:

• An understanding of the concept of the ‘triple bottom line’ and the place of environmental sustainability within it

• An appreciation of the interdependent relationship of climate change and the impact on the construction sector

• An appreciation of the costs, benefits and risks attached to adopting currently available environmentally driven building solutions

• An appreciation of the costs, benefits and risks associated with minimizing the non-repeatable use of materials

• Be conversant with the methods of assessing the total environmental impacts

Seminar content summary 1) Climate change and the impact of construction 2) The costs of going green 3) Development of brownfield sites 4) Environmental impact assessments 5) Waste reduction and site waste management plans

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2.3.2.6 BENVG PME: Supply Chain Management: Principles and Case Studies (Dr Stephen Pryke) Aims/objectives of module:

• Understand the evolution of SCM and its definition and the relationship between the management of projects and programmes and the management of the supply chain

• Understand the forces affecting and the motivations behind the transfer of risk between the forms forming the supply chain

• Become familiar with some best practice case studies • Understand the applications of supply chain management to

construction and engineering sub contracting • Form a view about the increasing importance of SCM to organisation

of construction and engineering in the future Learning outcomes:

• This module will provide the student with: • A detailed understanding of the terminology and principles associated

with supply chain management • An understanding of the potential benefits to clients and the industry

of the effective management of supply chains • An understanding of the increasing importance of supply chains as a

means of providing lower costs, higher value and improved integration

• A detailed knowledge of best practice principles for SCM Seminar content summary

1) Introduction; history and concepts; assignment 2) Risk management and risk transfer in supply chains 3) Client driven SCM; a case study of Slough Estates plc 4) Franchising; an innovative application of SCM 5) Future for SCM – building for the 21st Century

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2.3.2.7 BENVG PMG – The management of large projects and programmes (John Kelsey – module leader and Sarah Earl) Aims/objectives of module - To equip students:

• To go beyond “normal” project management to understand the external inter-relationship of large projects and programs with their environment and the internal relationships of the constituent parts of a large project or program.

• To think dynamically, holistically and strategically about managing large projects and programs using a varied set of approaches based on a combination of academic research and practitioner-led input.

• To analyze and critically discuss major issues arising in real programs and large projects and be capable of making suitable recommendations

Learning Outcomes – To understand:-

• The dynamic complexity inherent in large projects and programs and the problems which this poses for their successful management

• Different ways of understanding and practicing management in a dynamically complex project/program environment

• The roles, relationships and active engagement of different stakeholders in the communication of requirements, the shaping of a sustainable vision and accountability for outcomes

• The importance and means of realizing and evaluating benefits throughout the project/program life-cycle including the operating phase

• The importance and means of maintaining purposive coherence, technological consistency and systems integrity in the dynamic unfolding of the project/program and the associated changes in both scope/requirements and the project/program environment

• The importance and means of capturing/applying lessons learned, developing competency and progressing towards capability maturity within the project/program life-cycle

Seminar content summary

1) Problems of scale and complexity in managing large projects and programmes

2) Governance, stakeholder engagement, sustainable vision and accountability

3) Managing benefits, value and risk 4) Configuration management, change control and systems integration 5) Managing large projects and programmes in practice

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2.3.2.8 BENVG PMH: Social networks in project and enterprise organisations (Dr Stephen Pryke and Dr Sulafa Badi – joint module leaders) Aims/objectives of module The social network approach to the study of project and enterprise organisations has greatly expanded over the last years both in terms of substantive focus and methodological developments. This is largely driven by the need for sophisticated frameworks and methodologies for observing systems and managing the complex relationships in large project and enterprise organisations. The social network approach has been used in the study of a wide variety of topics, including team collaboration, knowledge management and organisational learning, innovation, the use of power and influence in a group, how companies form strategic partnerships and many other areas. This module aims to develop understanding of the emergent interdisciplinary area of social networks by drawing upon social, organisational and management perspectives. Particularly the aims of the module are:

1. To provide a sound theoretical grounding to the main concepts of social networks drawing upon social, organisational and management perspectives.

2. To introduce students to the main areas of research and application in social networks, supplemented by case study material.

3. To demonstrate the use of software (e.g. UCINET) for describing, modelling and visualising social networks.

4. To help equip students with the skills to evaluate and integrate social network theory and practice in a wide range of situations.

Learning Outcomes After taking this module the student should be able to:

1. Discuss the concept of social networks in project and enterprise organisations, the various types of relationships that can occur within them, their external context and how they are managed.

2. Critically evaluate research and application of the social network approach in the study of project and enterprise organisations informed by leading edge research and practice in the field.

3. Relate and apply key social network theories to selected case studies. 4. Collect, model and visualise network data using software (UCINET and

Netdraw), analyze network structures using descriptive measures, evaluate findings and communicate results effectively.

Summary of Content 1. Social network theories and concepts

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2. Social network methods and applications 3. Visualising and analysing networks using software 4. The network paradigm in organisational and management research 5. The social network perspective in the management of project and

enterprise organisations 2.3.2.9 BENVG PMJ - Integrating Project Information Systems with Building Information Modelling (BIM) (Dr Taha Elhag – module leader, John Kelsey and Professor Tim Broyd) Aims / Objectives of Module

• Providing a sound theoretical basis for the development and deployment of integrated project information systems (including BIM)

• Understanding the business case for greater integration of project information systems and the role that BIM can play in such systems

• Developing awareness of the various aspects of the strategic development of BIM-ready capability for clients, consultants, contractors and other organisations within the supply chain

Learning Outcomes

• The value-adding uses for BIM throughout the project and asset life cycles in assisting the improvement of design/build quality, productivity, health and safety, sustainability and innovation

• Key managerial issues at project, firm and industry levels of inter-organisational relations, including problems of interoperability, systems governance, intellectual property rights as well as other relevant legal, professional and commercial considerations

• Issues associated with SMEs for the implementation of BIM throughout the whole supply chain including training, outsourcing, etc.

• Comparison of current BIM practices in UK/USA as well as UK government policy

2.3.2.10 BENVG PMM: The management of value (Dr Grant Mills) Aims/objectives of module The aim of this module is to equip students with the theoretical knowledge, competencies and tools to deliver value management consultancy services in portfolio, programme and project management. It will utilise knowledge from value management (VM) and industrial experience to demonstrate how value-based studies can give direction to projects and integrate multiple

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stakeholder perspectives on value through planning, design and operation. As such it hopes to apply state-of-the-art thinking in the management of asset value. It will provide greater distinction between Value Management (a project based approach) and Management of Value (MoV), which is focused on the management of portfolios and programmes of assets. It will enable students to design appropriate VM study styles and to apply various analytical methods. This course is a practical and applied module and as such it is hoped that students will acquire advanced skills and competencies in facilitation and VM leadership. The objectives of this module will be:

1. To define and discuss the principles of value management 2. To describe the VM study style and discuss portfolio-programme-

project management applications 3. To manage stakeholder involvement and expectations 4. To understand skills in leadership, creativity and innovation 5. To discuss the role of human dynamics, team-working and decision-

making 6. To detail a range of VM methods and their use within the context of a

changing project environment (such as function analysis, function cost and requirements engineering)

Learning Outcomes After taking this module the student should be able to:

1. To critically discuss the principles of value management, you will be able to (for different portfolio, programme and project environments) define different sector and stakeholder-specific value criteria and targets taking both economic and social perspectives.

2. To apply various VM study styles to portfolio-programme-project management, you will be able to select from and customise the VM toolkit of practices to deliver the greatest effectiveness and efficiency in customer and stakeholder value.

3. To manage stakeholder involvement and expectations in the context of various portfolio, programme and project environments, you will have the ability to understand different stakeholder perspectives and to facilitate the negotiation/reconciliation of various stakeholder requirements using a range of VM tools.

4. To develop VM leadership, creativity and innovation skills for value management workshops, you will gain critical thinking and creative problem solving skills to enable the triggering of creative ideas amongst colleagues and wider stakeholders.

5. To show awareness for and skills in VM human dynamics, team-working and decision-making. With this you will be able to build trust

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and motivate commitment around value-based decisions. You will plan and implement VM change strategies, manage wider stakeholder expectations and, wherever possible, build strong consensus and alliances.

6. To apply analytical VM methods within the context of a changing project environment (such as function analysis, function cost and requirements engineering), you will be able to follow recognised procedures and steps to implement VM workshops in various portfolio, programme and project environments. In order to do this you will review live VM workplace projects and actively participate in the facilitation of a workshop.

Summary of Contents 1. The principles of VM 2. The VM study style and the changing context for VM 3. Managing stakeholder involvement and expectations 4. VM methods (practical facilitated workshop) 5. Human dynamics and decision making in VM

2.3.2.11 BENVGPMN – The management of innovation in construction firms and projects

This module draws on the fields of the management of innovation in construction firms and projects. It will review the theoretical perspectives on innovation, and empirical insights from research into narratives of innovation as mobilised by UK construction sector practitioners. The module will utilise industrial experience of innovative projects and integrate multiple stakeholder perspectives on innovation. This course is practical and applied, and it is hoped that students will acquire advanced skills and competencies in facilitation and innovation management leadership.

Aim of Module

This module aims to equip students with an understanding of theoretical and practical knowledge of the innovation literature, strategy at firm and project levels, existing models and stakeholder perspectives. The role of “innovation champions” and the contextual understanding of innovation narratives are to be considered. A sensemaking perspective will be introduced as a lens through which to understand how organisational activities become labelled as “innovations”.

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Learning Outcomes

* To understand and critically discuss different theoretical perspectives on innovation

* To have a broader understanding of innovation strategy at firm and project levels and their differences in scope and nature

* To contextualise understanding of innovation in the construction sector

* To analyse innovation from different perspectives

* To develop innovation management leadership and problem-solving skills necessary for triggering innovation at firms and on projects

* To apply analytical innovation management methods within the context of changing environment

2.3.2.12 BENVGPMP – Contractual claims and dispute resolution

The module refers to case law to develop in the student an understanding of the nature of a dispute and an awareness of the legal, contractual and procedural remedies available when dealing with disputes between Contractor and Employer, the likely causes and the techniques which can be employed to avoid conflict.

Aim of Module

The aim of this module is to develop an analytical and critical understanding of contractual disputes and/or differences in order to determine whether the dispute and/or differences is deemed to be formal or informal and to critically appraise the dispute resolution mechanisms available to aid, or to determine, the resolution of such construction industry contractual disputes.

Learning Outcomes

* To understand and critically discuss the nature of disputes between Contractor and Employer.

* To analyse contract law relating to disputes.

* To gain a broader understanding of the techniques available to deal with disputes and bring them to a satisfactory conclusion.

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Please note that BENVGPM5 is a pre-requisite for this module – therefore students need either to select BENVGPM5 and audit BENVGPMP or audit BENVGPM5 and select BENVGPMP.

2.3.2.13 BENVGPMQ – Transforming projects into business operations

Complex development projects in the built environment, information technology, shipbuilding, defence and other areas are often fraught with difficulties upon their opening and the delivery of value-adding services to their customers and end users. This module aims to address the often-neglected gap that needs to be crossed when a construction project is transformed into day-to-day business operations. To this end the module will employ a combination of theory and practice-based lectures focused on the construction sector and complemented with examples from other project-based sectors as appropriate. The lectures will be complemented with in-class discussions, individual readings and self-organised study group time to provide students with a solid knowledge platform that will enable them to understand and design a range of de-risking strategies for the delivery of business operations upon the completion of a construction project.

Aim of Module

The aim of this module is to address the importance and key issues associated with transforming a construction project into a set of services delivered to end users. To this end the module will draw upon industry methodologies of soft landings and operational

readiness as practical points of departure to introduce the variety of challenges associated with achieving a smooth transition from the project back end towards business as usual operations. These practical frameworks will subsequently be interpreted and discussed from a theoretical perspective drawing upon scholarly work on high reliability organizing, integrated solutions, capabilities and routines supported with other industry-specific examples (e.g. opening of Heathrow T5). The module will feature invited guest speakers from relevant organisations that have dealt with major transition challenges in the delivery of complex products and services. The delivery of the module content is a combination of theoretical work, individual readings and study group work, in-class discussions and lectures by invited guest speakers. Upon successful completion of the module, students will have understood the strategies, practices and capabilities necessary to transform a complex construction project into business as usual operations.

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Learning Outcomes

* Understanding of the importance and practical challenges of transitioning from project-based organizing to provision of ongoing operational services.

* Familiarity with and understanding of mainstream project-based industry concepts of operational readiness and soft landings.

* Familiarity with theoretical concepts of integrated solutions, organizational failures and reliability and their application to project-based settings.

* Ability to design de-risking strategies for the delivery of business operations by understanding the subtle balance between organizational planning on the one hand and dealing with the unexpected on the other. 2.3.3 Enterprise-based modules: BENVGCM7, BENVGPM9, BENVGPMA, BENVGPMB. BENVGPMF and BENVGPMK 2.3.3.1 Module CM7: Managing professional practice (Prof. Hedley Smyth) Aims of module:

• To focus upon the professional firm • To develop operational understanding of the market position of firms • To understand the human asset base of the professional firm now and

in • the future Objectives of module: • To address issues of size and competitiveness of professional firms in

and • constrained by the market over time • To apply the concepts and theories for establishing market position in • developing the management capacity of the firm in its particular

markets • To apply the concept of core-periphery labour markets in construction

Learning Outcomes: After taking this module the student should have:

• Gained the ability to apply management principles to professional consultancies in practice

• Understood and interpreted the importance of expertise and human

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capital to the effectiveness and competitive position • Acquired the ability to understand the problems of achieving

coherence between performance a professional firm in current and for future conditions.

Seminar Content: - This Module is conducted in two formats:

a. Discussion-led Seminars based upon prior reading from the Required Reading List

b. Guest Speakers from industry Module Themes:

1) Character and Structure of the Professional Firm 2) Economic Cycles and Internal Systems 3) Practice Management 4) Managing Change and Systems Integration 5) Managing People and Markets

2.3.3.2 PM9: Enterprise Management: Relationships between Firms (Dr Satu Teerikangas) Aims of module: • To understand individual and organisational behaviour of firms which carry

out projects, a focus being given to behaviours in the marketplace, especially at the Client-Contractor Interface

• To develop operational understanding of behaviour from economic, management and moral perspectives

• To secure an understanding of the different and competing approaches to management Objectives of module:

• To apply theories and paradigms to understand behaviour options and how to manage them

• To articulate aspects for particular management attention: transaction and functional behaviour, concepts of trust, morality and the moral economy

• To apply concepts in practice. Learning Outcomes: After taking this module the student should have: • Gained the ability to evaluate management strategies and enterprise

operational approaches in different types of organisations that are located in or utilise the construction sector.

• Understood the issues across the interface of the firms in the sector, having developed a capacity to evaluate the options and methods that can be applied for effective and efficient project management

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• Acquired the ability to demonstrate understanding as to how theories and tools for operation can be applied to improve co-operation across key players

Seminar Content - This Module is conducted in two formats: a. Discussion-led Seminars based upon prior reading from the Required

Reading List Guest b. Speakers from industry

Module Themes 1) Organisational Behaviours 2) Transactions costs and Behaviour 3) Functional Behaviours- The case of Marketing Management 4) Trust Theory 5) Trust in Practice

2.3.3.3 PMA: Capturing and Delivering Value (Prof. Hedley Smyth and Dr Grant Mills) Aims of module:

• To examine requirements solicitation • To understand systems integration and the role of systems integrator • To understand the value creating processes. Objectives of module: • To apply methods increase client satisfaction levels in across and

within projects • To apply theories and concepts to identify areas of value creation and • deliver added value • To critically appraise delivery systems and processes.

Learning Outcomes: After taking this module the student should have:

• Gained the ability to the strategies and processes for creating and delivering service value.

• Understood the issues concerning matching needs to client requirements and satisfaction

• Acquired the ability to critically assess the scope for adding value in practice by differing means

Seminar Content - This Module is conducted in two formats:

a. Discussion-led Seminars based upon prior reading from the Required Reading List

b. Guest Speakers from industry

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Module Themes 1) Requirements Solicitation and Briefing 2) Core Competencies/Dynamic Capabilities for Adding Value 3) Project Bodies of Knowledge 4) Capturing Value 5) The Systems Integrator

2.3.3.4 PMB: The Construction Firm: Contractors and Subcontractors (Mr leo Bocci and Prof. Hedley Smyth) Aims of module:

• To deepen theoretical understanding and develop practical application of concepts in firm functions

• To focus upon the construction enterprise and the contracting system: o The culture of the traditional contracting system o The culture of contracting as a co-operative system

• To develop operational understanding of the construction firm • To secure an understanding of the distinctive management problems

of a contractor in relation to working with other parties, especially subcontractors

Objectives of module: • Apply concepts to real situations • Understand the contracting system as a micro-culture • Articulate concepts of alliance, such as partnering, supply chain

management and franchising in supply chains Learning Outcomes: After taking this module the student should have:

• Gained the ability to participate in the performance of the key functional tasks within the management of the construction firm

• Understood and compared the impact on strategy and execution with reference to the key functions across the interface of the firms and the different approaches to the contracting system

• Acquired the ability to understand the problems of achieving coherence between performance and broad company strategy in a construction firm

Seminar Content – This Module is conducted in two formats: a. Discussion-led Seminars based upon prior reading from the

Required Reading List b. Guest Speakers from industry

Module Themes 1) Business Strategy I 2) Business Strategy II

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3) National and Organisational Culture 4) Organisational Behaviour 5) Engaging and Managing Subcontractors

2.3.3.5 PMF: Marketing and Project Business Development (Prof. Hedley Smyth) Aims/objectives of module The strategic approach to marketing, its implementation and tactics for business development have been developing in sophistication over the last decade for project sectors in general and construction in particular. This has taken place within a theoretically vibrant and developing discipline within business management. The aims are to:

• Understand the main marketing paradigms and theories • Understand their scope and limitations in project environments • Apply conceptual principles to implement strategies • Apply conceptual principles to conduct business development • Understand practical affects on other areas of

management/operations Learning Outcomes

• Securing an understanding of the main theoretical approaches to marketing.

• Gaining an in-depth appreciation of marketing and business development applied to asset specific project markets.

• Gaining an ability to evaluate principles and select tactics appropriateto industrial network and organisational contexts.

• Understanding the implications of marketing for other management and project management operations.

Summary of Content 1) Marketing Strategy:

• The concept of the transactional marketing mix and its limitations in application in asset specific business-to-business markets;

• The concepts of relationship marketing, its theoretical alignment with asset specific business-to-business markets, and analysis of barriers in project environments in practice;

• The shift from the product-dominant logic to the service-dominant logic, the gradual adoption of relationship marketing across networks.

2) Marketing and Business Development: • Concepts of project marketing and relationship building in business

development; • Applying relationship marketing to align business development with

the front-end management of projects;

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• Effectual marketing and business development applying entrepreneurial practices to project business development.

2.3.3.6 Module PMK: Managing Change in Organisations (Dr Satu Teerikangas) Change is a recurring feature in the modern world, shaping today’s organisations, across industries. In order to equip students to deal with this context, this unit aims to explore how change in modern organisations can be enabled, supported and possibly managed. To this end, participants will be exposed to:- (1) appreciating the magnitude and nature of change in today’s organizations; (2) exploring the theories and processes of change and transformation in support of effective change management; (3) appreciating the role, purpose and practice of organizational development and change management; and (4) personal reflection on change as future professionals and leaders of change in organizations. The unit is designed for an interactive and participative mode of delivery. It is expected that students prepare weekly for classes either through reading, exercises or field work. 2.3.4 Economics-based option modules: BENVG CM3, BENVG CM4, BENVG CM5, BENVG CM6 and BENVG CMD

2.3.4.1 Module BENVG CM3: Construction Booms and Slumps (Professor Michelle Baddeley (Module Leader), Richard Barkham and Dr Richard Barras) This module investigates the causes and some of the effects of the recurrent and relatively strong fluctuations (‘booms’ and ‘slumps’) that occur in construction and property markets, both in volumes and prices, placing particular emphasis upon the inter-relationships between property and construction markets. Students are introduced to the possibilities and problems of measuring and forecasting volume and price changes. The list of lectures is as follows:

1) What are business cycles, building cycles and property cycles? 2) Why does each of these cycles occur? Why do they vary in strength

over periods of time and between countries?

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3) How do economic actions in the construction and property development processes behave so as to generate cycles and how do they respond to such cycles? Behavioural irrationality?

4) What are our resources for measuring construction and property cycles?

5) Can we forecast construction and property cycles?

2.3.4.2 Module BENVG CM4: Construction clients and the market for contracts (Dr D'Maris Coffman) This module aims to help students understand contemporary theories relevant to construction procurement. Transaction cost theory and game-theoretical thinking will be heavily relied upon. This course will start with the introduction of the institutional aspects of procurement systems, including traditional system, design- build, management system and PFI. To bring the key issues to the foreground, PFI will be taken as an example to illustrate the complexity of this process. According to the sequence of their occurrence in the procurement process, four issues are identified:

1) selection of an appropriate procurement system 2) selection of a preferred bidder 3) determination of contractual terms 4) project implementation

Apart from the introductory lecture in the first week, the following four weeks will go through the above four issues from a theoretical angle. Students are expected to master these theoretical tools and apply them to exploring practical problems. 2.3.4.3 Module BENVG CM5: Economics of appraisal of construction projects: leading issues (Dr Chen-Yu Chang) This module develops and explores some important appraisal techniques commonly used in practice by both the private and public client. The ultimate function of project management is to help project investors create value from the project. A sound appraisal is therefore the key to ensuring a project would deliver value in the end. For this purpose, this module will equip students with the ability to apply up-to-date appraisal techniques in the evaluation of real-life projects, including real options analysis (ROA) and Monte Carlo simulation method. After this module, students are expected to achieve the following:-

• Develop advanced skills in the application of the NPV approach and in understanding its limitations

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• Understand the principle of ROA and establish competence in employing numerical methods to estimate the value of real options

• Apply ROA in evaluating of the financial viability of a capital project • Understand the Monte Carlo simulation method and its limitations • Apply the Monte Carlo simulation method to the analysis of a real-life

project

2.3.4.4 Module BENVG CM6: The economics of speculative construction development (Dr Yiming Wang)

This module focuses upon one of the most significant of clients, namely the speculative property developer. It shows students how property developers operate. This embraces strategic decision making, land acquisition, raising finance, predicting demand and managing risk. Students will learn how to undertake investment project financial appraisals, sensitivity analyses and scenarios. The lecture/seminar titles for this module are as follows:

1) Introduction: types of speculative developer; actors, roles and relationships in the development process; simple methods of calculating investment returns and residual land valuations

2) Project investment appraisal using net present value (NPV). Risk and uncertainty. Where do positive NPVs ‘come from’? Are property markets ‘efficient’?

3) Required return under risk: market risk, CAPM and beta 4) Managing risk and uncertainty: financial risk, unique risk and market

risk. 5) Group presentations – case studies of firms and projects.

2.3.2.5 Module BENVG CMD: Construction industry development (John Kelsey) This module is about the problems of and prospects for the construction industry in developing countries. Developing countries are defined in terms of GDP per head (those countries comprising 80% of the world’s population which are not in the World Bank’s ‘high income’ category), but are divided in terms of their rate of economic growth and social structure. There are fast-growing newly-industrialising countries (or NIC’s), slower-growing, partly industrialised economies (including transition economies) and slow-growing, non-industrialised economies. Many problems in the construction industry in

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such countries are primarily economic in origin. Therefore the first part of the module deals with relevant economic issues common to these countries. The last three lectures deal with management and educational issues as well as economic ones. The interaction and effect of such issues can best be seen in the context of individual economies. Therefore we have chosen three as representative of the range and the rest of the module presently focuses on Malaysia, Ghana and India. However, students from other developing countries should find the teaching relevant to their own experience and perhaps use that experience to challenge what is being taught. Interested students from all countries are welcome on this module.

1) Growth, industrialization, urbanisation and the construction sector 2) Economic role of infrastructure; project evaluation and appropriate

technology 3) South-East Asia with special reference to Malaysia and Singapore 4) Sub-Saharan Africa with special reference to Ghana 5) South Asia with special reference to India and comparison with China

2.4 THE MSc DISSERTATION

The MSc Dissertation is a 10,000 word piece of original research which students undertake throughout the later part of their course and which has to be (project) managed by each student. Its purpose is for the student to demonstrate their own research capabilities within the broad context of the course of study you have chosen.

It is best practice to start consideration of the subject for the dissertation as soon as (or even before) the start of the course. There are important opportunities to learn about the scope and content of the dissertation in the Research Methods module (see Module Outline) at the start of the course.

Part-time students are advised to start thinking about the dissertation in May of the first year after the first set of taught modules has been completed. Departmental staff are available to supervise individual students as they work on the dissertation on any relevant topic, but certain staff have research expertise in different areas. The Course Director can give further guidance on the suitability of appropriate research topic areas and research subjects.

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2.4.1 Selecting and Developing a Dissertation Topic

2.4.1.1 Identifying a possible topic

1) You will probably start not with a topic but with a broad subject area in which you are generally interested. Then you will need to narrow the scope of your research to develop a topic which is realistic for research within the time and resources available to you. You will need to take an analytical approach to do this by breaking down the broad subject area into its constituent parts. One of these parts will then provide a starting point from which you can develop your own topic for research. One analytical method often used in this connection is that of ‘relevance trees’.

2) A topic should in the first instance be a ‘problem’ for some participants in an industry (this can include non-built environment sectors) where projects are an essential part of the delivery of products or services. Defining your topic in terms of a ‘problem’ (with a ‘problem owner’) means that your work has a definite ‘audience’. You must be clear who comprises this audience.

3) The next stage is to think about possible theories that would be ‘powerful’ and appropriate if applied to this problem.

4) You have a possible topic once you have a clear research aim (what is the research for?), research design (which methods?), and research focus (what is / are the subjects or objects for investigation?). Refer to the Research Methods Module Outline for further guidance.

2.4.1.2 Selecting a topic

Not all topics are good topics for research at MSc level. 1) Novelty of the topic

a. It is no good picking a topic which has been extensively already researched over a long period of time - this does not mean you shouldn’t take an old method, but you should apply it in a new context, or take a new approach to a much-studied subject.

b. For sources of novel ideas for topics look at topics already covered and think about what is not there. Think about the research papers already covered in the taught modules and the approaches taken by such papers.

c. A topic can also be too novel particularly if it has a high profile in news, current affairs and the media. There may be too little

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existing knowledge to provide a sound foundation for the investigation.

2) Use of analogy. Are there research methods applied to one topic which

might be applied to another? Are there research approaches outside the field of the built environment or project management which could be applied?

3) Value of topic

a. The topic should be relevant to one or more stakeholders in projects or in an industry and this can be applied to both the built environment or in other project based sectors.

b. What is the potential for unexpected or surprise outcomes? c. Non-triviality (can the results be applied elsewhere – are they

generalisable?) d. Value to the individual student researcher – what is the value of

demonstrating research competence in a particular area? 4) Symmetry

Identify alternative outcomes of the research. Is each outcome of similar value or acceptable as achievement? What is the chance of a completely inconclusive result?

5) Scope 6) Opportunity to change current beliefs (or ‘firm up’ tentatively held

beliefs). In applied research, these will normally be ‘beliefs about appropriate action’.

7) There is a trade-off between value and scope. The key word here is “focus”. Many students have too ambitious a scope for their research which reduces its value and may not be feasible in the first place. A dissertation which is less ambitious in scope and with a clear focus may have more value.

2.4.1.3 Developing a topic into a research project

Theory and research

A theory is a system of interrelated ideas. Theories are crucial to the coherent analysis of research investigations. As well as being interested in your problem, you must also be interested in your theory (or theoretical ideas) in order to carry out good research. This means that you ask yourself what you have learned about your theory whilst

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using it to develop your research topic. Although we are interested in theories, often theories especially in the fields of human and organisational behaviour (common topics within project management), these theories cannot be tested directly. Instead we derive corollaries from theories (if theory X is sound, then we would expect to find Y). Here Y is the corollary. We may then formulate a research questions or hypothesis about that corollary. Research questions or a hypothesis use a few statements to explain or predict a phenomenon for investigation.

Some research has several related research question or hypotheses. Nevertheless, it is often helpful to identify one key element which you then try to test or investigate. If it is not ‘testable’, it isn’t a hypothesis. However, even if your dissertation does not complete the task of testing a hypothesis. It is enough if you have carried the process forward significantly.

Remember that knowledge and understanding are built-up cumulatively, normally in a complex process involving contributions by many researchers and existing knowledge provides an essential foundation for any further investigations of a research problem.

Not all good research has to have hypotheses at its core. It may explore issues and relationships too complex for this, where the problem is more one of theory-formation than theory testing. Alternatively, it may concentrate upon identifying ‘good’ or ‘best practice’.

Data

All research is based on collection, arrangement, interpretation and presentation of data and evidence. Data and evidence is either:

1) primary (collected for the purposes of your research) or

2) secondary (derived from existing sources).

WE EXPECT EACH DISSERTATION TO UTILISE PRIMARY AS WELL AS SECONDARY DATA AND EVIDENCE. YOU MUST THEREFORE BE CLEAR, WHEN YOU SELECT A TOPIC, WHAT PRIMARY DATA AND EVIDENCE YOU WILL USE, AND HAVE REASONABLE CONFIDENCE THAT IT WILL BE AVAILABLE.

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From research to recommendations

a. Some dissertations will, in their last chapter, identify further research questions or hypotheses that are worthy of investigation by other researchers, or by the student at a later date.

b. All dissertations should contain some considered recommendations for practice relevant to one or more of the ‘owners’ of the problem researched.

Topic analysis begins

Principal headings will be:

1) Research objectives and identification of problem & problem owner(s).

2) Relation to some prior research in the area, or to ideas and theory.

3) Value of the research in terms of possible outcomes.

4) Probable methods and approaches for the investigation.

2.4.1.4 Research within organisations with which the student is connected

Many students wish to undertake research which will benefit their existing, previous or future employer or a firm in which they have a family interest. There is nothing wrong in this but it needs to be stressed that the MSc dissertation has to go further than providing a report.

The MSc Dissertation cannot be merely a piece of consultancy work and must demonstrate a sound theoretical basis (or at least a sound understanding of relevant research conducted to date) which is then applied to primary data in a way which makes the results applicable to more than one organisation in answering a specific research question. Alternatively the research may contribute to theory-building from the data or evidence collected. In research which is based on a single case study (of a firm, for example), the potential for application of research results outside the organisation investigated should be also demonstrated.

2.4.2 Dissertation Topic Presentation and 1,000 word Outline

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2.4.2.1 Class presentations

Each student will present the chosen dissertation topic in a special seminar session, in a way that covers: why it was chosen; what it is hoped to find out; and what methods of research will be used. This will give an opportunity to improve and adapt the proposed research in response to comments in the seminar and by staff in tutorials. Part-timers will present in the first term of their second year. This year the Dissertation topic presentations of the second year part-time students will be during the week commencing 9th November 2015

Full-time students will present in the second term. One day, during the ‘reading week’ when there are no classes, will be given over to these presentations. This is in week 6 of Term 2. This year the PEM presentations will take place during the week commencing 15th February 2016. 2.4.2.2 Submission of 1,000 word Dissertation Topic Outline Students must submit a 1,000 word outline describing the proposed dissertation research. For second year part-time students this will be on or before Monday 30th November 2015. For full-time students this will be on or before Monday 7th March 2016 The Dissertation topic outline should include:

A brief statement of the research problem and context b. The nature and location of the problem owner c. Research aims/objective and questions

Relation to theory and to prior research A brief statement of the proposed research method(s) Sources and availability of primary data and evidence Research expectations or hypotheses (if appropriate) Value of the research in terms of possible outcomes Possible applications of the research Chapter headings and principal sub-headings (the structure of the

Dissertation) Some references to key research literature in the topic area (not

included in the word count) Programme of research activities and schedule, including a bar chart (how

and when) (not included in the word count)

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It should be stressed that the 1,000 word outline represents a research proposal in its own right and should not try to be a draft of a completed piece of work. First-year part-time students will attend a briefing session with their Course Director in late May/early June in the third (summer) term of their first year, to present their initial idea for a topic, and to discuss what is involved in the Dissertation process. These 1,000 word outlines will be assessed, and count for 10% of the total mark for the Dissertation. Although students are strongly advised to continue with the same subject or topic as their dissertation outline, they are not necessarily bound to continue with the subject in their final dissertation. If a student wishes to change or modify their research subject, they should seek advice and support from their supervisor or the Course Director BEFORE they proceed with a change. 2.4.3 Dissertation Supervisors Based on the February presentations, each full-time student will be allocated a Dissertation Supervisor in late March following submission of the 1,000 word Dissertation Topic Outline. Similarly part-time students will be allocated a Supervisor in early December. It is the responsibility of the student to make and maintain contact with dissertation supervisors. Some of the supervisors are experienced external staff who may live some distance from UCL and with whom prior appointments must be made. 2.4.4 Presentation of the 10,000 word Dissertation 2.4.4.1 Dissertation Structure (recommended) Generally the structure of the MSc Dissertation will be in this approximate form:

• Title Page • Acknowledgements (optional) • Declaration of originality and word length • Abstract • Contents

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• List of Tables • List of Figures •

(Word count starts here) • Introduction • Literature Review • {Necessary contextual/institutional/operational information (as

required)} • Research Methodology • Presentation of Research Data and its Analysis Conclusions and Recommendations

(Word count ends here) • References

(please do not use the word Bibliography and their should only be one list of references)

• Appendices

2.4.4.2 Title page/Spine and Binding 2.4.4.2.1 Title page

The title page must run as follows: Title by Author

This thesis is submitted in partial fulfilment of the requirements for the degree of Master of Science from UCL.

Bartlett School of Construction and Project Management University College London Date (month and year)

2.4.4.2.2 Spine and binding (optional) It is now no longer a requirement to submit a hardbound copy of your dissertation. However you may wish to do this for your own satisfaction in which case the proper form of spine and binding is as follows:

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The spine of the submitted hardbound copy should show:

• student’s name • the course (e.g. MSc …and the initials of the course) • the academic year (e.g. 2015-16).

The colour of the binding should be dark blue, with gold coloured lettering on the spine. 2.4.4.3 Abstract Each student must prepare an Abstract, to be included at the front of their Dissertation. This should be no more than 200 words, and should describe what the Dissertation is about so that a third party could decide whether or not they might want to read the Dissertation. Underneath the Abstract should be a set of five keywords or short phrases (This is the standard form of presentation of research as can be seen from examining academic journal papers. 2.4.4.4 Table of Contents Each Dissertation must also include a Table of Contents, giving page numbers. 2.4.5 Research ethics and safety 2.4.5.1 Risk Assessment Generally research within the MSc courses within the School is low-risk in the sense that there is generally no more risk than in ordinary day-to-day living and travel. Students should, however, complete a Risk Assessment form for Health and Safety purposes concerning the collection of information and data for case work in the field or on sites. The form can be downloaded at: http://www.ucl.ac.uk/estates/safetynet/guidance/risk_assessment/forms/fieldwork .pdf The Code of Practice for Safety in Fieldwork can be found at: http://www.ucl.ac.uk/estates/safetynet/guidance/fieldwork/acop.pdf Students should be particularly attentive to fieldwork situations which

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involve:- On-site observation or interview within hazardous site areas where

Personal Protective Equipment would be required on a United Kingdom site (regardless of whether it is legally required in the relevant location)

Lone travel for interviews to locations which are either remote or which have a low level of public security

Travel to a country outside the United Kingdom which is not the student’s place of origin

Interviews or other data collection which relate to a sensitive topic (e.g. corruption or projects which have aroused local opposition) Any concerns about this should be discussed with both the Dissertation Supervisor and the Course Director.

2.4.5.2 Research ethics and good conduct Comparatively speaking MSc research within the courses in the School has

relatively few ethical issues, but all those which arise need to be adequately dealt

with. A leaflet which can be found at http://ethics.grad.ucl.ac.uk/forms/leaflet.pdf

provides guidance on the appropriate ethical framework for graduate research. Students should, in particular, take care that they:-

• Keep appointments made or, in case of illness or emergency, ensure that other parties are informed of inability to keep an appointment

• Always request permission to record interviews • Convey a courteous attitude to those being interviewed even if they

display reluctance to answer certain questions

• Respect any limitations placed on information divulged to them • Respect the confidentiality and anonymity of those interviewed • Respect rules of conduct and/or safety behaviour on sites or other

hazardous locations

• Respect (as far as is reasonable) local cultural norms and behaviour • Ensure that interviewees are not placed in a compromising position Do nothing which may bring UCL into disrepute

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2.4.5.3 Research Ethics Approval You are required to discuss your proposed research methods with your supervisor and gain approval BEFORE you start primary data collection. The deadlines for doing this will be communicated to you. UCL MAY REFUSE TO EXAMINE ANY DISSERTATION FOR WHICH PRIOR ETHICS APPROVAL HAS NOT BEEN GIVEN. 2.4.6 Reference work The Research Methods Module Outline contains a short reading list. The publication below is most useful for students within the built environment disciplines. Naoum, S.G., (2012) Dissertation Research and Writing for Construction Students London, Routledge 2.5 NON-ASSESSED MODULES 2.5.1 Research methods (compulsory) This consists of two full day sessions which will be held on consecutive Mondays in the first half of the first term. This will introduce you to thinking critically about applied social science research. Most research carried out in the School of Construction and Project Management falls into this category. 2.5.2 Management skills (compulsory) This consists of two full day workshops held over one weekend in Term 1 or 2. It encourages students to think critically about their own management skills, including their interpersonal skills and their place in teams and other working groups. There are self-tests, group discussions, exercises and management simulations. Students generally find this a very stimulating and worthwhile module. 2.5.3 Project Planning Software (optional) This consists of a full day session of hands-on training in the use of the project planning software MS Project which takes place during Reading Week of Term 2.

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2.6 AIMS, OBJECTIVES AND ACHIEVEMENT

Having described the structure and components of the Course, its aims and objective may now be more easily grasped. 2.6.1 Aims

1) Our aim is to prepare and equip professionals for the transition into managerial careers, and develop the managerial competence of professionals moving into their first management position.

2) We aim to broaden the educational base of students whose previous education has taken the form

a. of professional training, and to do this in two directions: to establish and deepen students’

b. knowledge and understanding of some of the social science disciplines; and to raise their

c. awareness of the range of practical perspectives from which the construction industry and process can be viewed.

3) We also aim to provide a specialisation in the study of the construction sector for graduates of economics, business, finance or related subjects.

4) Our course philosophy is that the study of construction economics and management is an application of the more general study of economics and management, and not a self-contained intellectual field. At the same time we demonstrate ways of exploring and analysing the peculiarities of the construction industry, and of focusing and adapting the powerful analytic tools developed in those general disciplines to this particular context.

5) The course aims to provide a rigorous and theoretically informed approach to the study of construction economics and management that will serve the students throughout their subsequent careers, and will equip them either for a senior management position or an academic career.

6) We aim to produce students capable of building upon and extending the research base of the two subject areas.

2.6.2 Learning and teaching objectives Learning objectives

1) Develop students’ ability to apply project management, enterprise management and economic theory to the analysis of a broad range of actual construction management problems.

2) Introduce students to the latest developments in research, in the fields of management and economics.

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3) Introduce students to important recent and classic literature in the range of social sciences, wherever in our view that work has implications for construction research, and draw out what those implications are, for theory and method.

4) Develop the skills required for updating knowledge of the subjects and understanding of the construction industry over students’ subsequent careers.

5) Develop the skills required for interpreting and reacting to changes in the environment of project-based enterprises, and for adapting and applying knowledge in new contexts.

6) Produce students capable of integrating their pre-existing professional knowledge and their knowledge of the two disciplines of management and economics in application to the analysis of real construction industry problems and issues and recommending action thereon.

7) Develop the ability, tested through the MSc Dissertation, to identify, design and execute an original piece of research on a well-defined problem, requiring empirical research. Reviews of secondary literature are not sufficient. One key aim of the core and module courses is to prepare students and develop the intellectual skills required for this task.

Teaching objectives

1) All core and option module teaching is of integrated groups of students from a wide range of countries and from all the built environment professions, and is designed to maximise opportunities for inter-professional learning and exchange of ideas, both in class and in study groups.

2) Teaching mainly is by interactive lectures. Lecturing is appropriate because students are new to the disciplines and there is a need to introduce students to a very large and diverse body of theory and literature; lectures are made interactive in order to benefit from the range of backgrounds of the student cohort, and in order to ensure that their relevance to a wide range of contexts is brought out.

3) We encourage formation of active study groups amongst our current students.

4) Students on the course are drawn from a wide range of countries, and it is therefore a teaching objective to ensure that all students can see the relevance of the ideas and examples used to their countries, and that they have plenty of chances to comment and reflect upon the application of the ideas taught to those contexts. It follows that

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material on the UK construction sector should be used in teaching only in an illustrative and not in a prescriptive way.

5) We believe that appropriate managerial policy and organisation is contingent upon the context. We therefore teach in a way which stresses the need for students to make judgements as to appropriateness to the proposed context of application of all they are taught.

6) There are three very different main modes of teaching and learning used in the course, respectively in the core modules, the option modules and the Dissertation.

a. The core modules are taught through relatively formal lectures related to set texts, so as to establish students’ initial grasp on the disciplines, their methods and theories. Assessment is by a mix of term papers and examination papers, designed to test students’ grasp of fundamentals across the whole syllabi.

b. In option modules, by contrast, the (more interactive, smaller class-size) lectures should introduce students to opportunities of self-directed programmes of specialist study, in a range of topics potentially of special interest to some students. The module topics should be problematic and areas of controversy, active research, etc. Assessment is by term paper, using briefs that should be broad enough to enable students to choose which aspects to explore in greatest depth. However, the term paper, and the option module teaching generally, should also serve to help the student build upon, deepen and practise or apply core skills and knowledge. It is central to our teaching objectives that students have an effective choice of modules in which to specialise.

c. The Dissertation is taught by one-to-one tutorials with supervisors. However, we try to ensure that students learn and benefit both from the work done by their predecessors on the course, and from exposure to the initial research proposals of their fellow students. We regard it as important that all such proposals are presented to and discussed by the whole student cohort as well as the course staff. We set up an interactive process of idea and staff response from an early point in the course, but we regard it as important that initial ideas for Dissertation topics come from the students, and that in the development of these ideas into a final proposal the student’s role is pro-active and the staffs’ role is responsive.

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2.6.3 Student achievement 1) Graduation from the course implies competence in the ability to apply

a wide range of theory appropriately to a wide range of construction industry problems and contexts.

2) Graduation at a good level implies possession of high level critical and research skills.

3) Some graduates will go on to become future innovators, leaders, senior managers, researchers and teachers in the fields of construction management and construction economics. Necessarily, not all our graduates will achieve careers of these kinds, but many will.

4) Students should be able critically to appraise and interpret the importance of trends and developments in the construction industry of the country in which they work.

5) Students should be able critically to appraise continuing developments in research and in the literature of construction economics and enterprise management.

THREE – LEARNING AND TEACHING RESOURCES 3.1 STAFF 3.1.1 Academic staff based at 1-19 Torrington Place, LONDON WC1E 7HB SCHOOL DIRECTOR Prof. Andrew Edkins, Director of the Bartlett School of Construction and Project Management Vice-Dean Enterprise of the Bartlett Faculty of the Built Environment Room 241 work phone 020-7679-1602 email: [email protected]

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PROFESSORS Professor Michelle Baddeley, Professor in the Economics and Finance of the Built Environment Tutor in Economics Room 334 work phone: 020-3108-3218 email: [email protected] Professor Tim Broyd, Professor in Built Environment Foresight (Joint Faculty Appointment); 132 Hampstead Road, NW1 2PS email: [email protected] Professor Andrew Davies, Professor in the Management of Projects Room 243 work phone: 020-3108-3073 email: [email protected] Professor Jim Meikle, Professor in the Economics of the Construction Sector (part-time) Room 252b email: [email protected] Professor Peter Morris, Professor in Construction and Project Management (part-time) Room 335 work phone 020-7679-5953 email: [email protected] Prof. Hedley Smyth, Course Director of Postgraduate Research Professor of Project Enterprises Room 250 work phone: 020-7679-5908 e-mail: [email protected] COURSE DIRECTORS / MSc TUTOR

Dr Stephen Pryke, Course Director, MSc Project and Enterprise Management Director of Postgraduate Teaching and Learning for the School Senior Lecturer and Tutor in Project Management Chair Board of Examiners Room 250 work phone: 020-7679-5904 email: [email protected]

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Dr Taha Elhag, MSc Tutor , Deputy Course Director, MSc Project and Enterprise Management Senior Lecturer in Project Management Room 245 work phone: 020-3108-3213 email: [email protected] John Kelsey, Course Director, MSc Construction Economics and Management Lecturer in Construction, Project Management and Economics, Room 245a work phone: 020-7679-8343 e-mail: [email protected] Dr Efrosyni Konstantinou, Course Director, MSc Strategic Management of Projects Lecturer in Strategic Management of Projects, Room 249 work phone: 020 7679 1807 e-mail: [email protected] Dr Aris Pantelias, Course Director, MSc Infrastructure Investment and Finance Lecturer in Infrastructure Investment and Finance Room 252a work phone: 020 3108 3222 email: [email protected] Dr Aeli Roberts, Course Director of Undergraduate Studies Admissions Tutor, Bartlett Faculty, Director of Undergraduate Teaching and Learning for the School, Senior Teaching Fellow in Law, Materials and Sustainability Room 251a work phone: 020-3108-3221 email : [email protected] SENIOR LECTURERS Dr D’Maris Coffman, Senior Lecturer in the Economics of the Built Environment Room 238 work phone: 020-3108-3357 email: [email protected]

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Graham Ive, Senior Lecturer in Economics (part-time) Room 333 work phone: 020-7679-5900 e-mail: [email protected] LECTURERS Dr Chen-Yu Chang, Lecturer in Economics of Construction Room 333 work phone: 020-7679-1266 email: [email protected] Dr Grant Mills, Lecturer in Project and Enterprise Management Room 239 work phone: 020-7679-1815 email: [email protected] Dr Stefano Miraglia, Lecturer in Project Enterprise Management Room 239 work phone: 020-7679-1800 email: [email protected] Dr Natalya Seergeva, Lecturer in Management of Projects Room 239 work phone: 020-3108-3351 email: [email protected] Dr Yiming Wang, Lecturer in Economics and Real Estate Room 333 work phone: 020-7679-1890 email: [email protected] OTHER TEACHING/RESEARCH STAFF Dr Sulafa Badi, Research Associate and Teaching Fellow in the Management of Projects Room 244 work phone: 020-7679-5685 email: [email protected] Graham Bailey, Senior Teaching Fellow Room 337 work phone: 020-7679-1740 email: [email protected]

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David Coles, Senior Teaching Fellow Room 337 work phone: 020-7679-1740 email: [email protected] Sarah Earl, Teaching Fellow in the Management of Projects Room 251 work phone: 020-7679-1903 email: [email protected] Richard Hind, Teaching Fellow Room 245 work phone: 020-3108-3060 email: [email protected] Alex Murray, Research Assistant and Teaching Fellow in Economics Room 240 work phone: 020-3108-3961 email: [email protected] Dr Niamh Murtagh, Research Associate Room 244 work phone: 020-3108-3298 email: [email protected] Kamran Razmdoost, Research Associate Room 244 work phone: 020-3108-3141 email: [email protected] Balamurugan Soundararaj, Research Associate Room 337 work phone: 020-7679-1740 email: [email protected] David Woolven, Principal Teaching Fellow Room 337 work phone: 020-7679-1740 email: [email protected] Dr Vedran Zerjav, Research Associate Room 240 work phone: 020-3108-3951 email: [email protected] 3.1.2 Visiting Teaching Staff Leo Bocci email: [email protected] Malcolm Frow email: [email protected] Dr Robert Jackson email: [email protected] Mike Jefferyes email: [email protected] Dr Mark Page email: [email protected]

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Miles Shepherd email: [email protected] Rob Smith email: [email protected] David Stanford email: [email protected] Dr Satu Teerikangas email: [email protected]

3.1.3 Administrative staff based at 1-19 Torrington Place, LONDON WC1E 7HB George Burridge, Course Administrator – MSc Project and Enterprise Management Room 338 work phone: 020-7679-8263 email: [email protected] Susan Anderson, Departmental Manager Room 242 work phone: 020-3108-3215 email: [email protected] Catherine Edeam, Teaching/Research Administrator Room 338 work phone: 020-3108-3356 email: [email protected] Michael Franklyn, Administrative Assistant Reception work phone: 020-3108-3220 email: [email protected] Donna Gage, Communications Administrator Room 242 work phone: 020-3108-3304 email: [email protected] Carol Trent, Senior Teaching and Learning Administrator Room 338 work phone: 020-3108-3216 email: [email protected] 3.1.4 Faculty Academic Administration Office (FAAO). Currently the FAAO is split between two sites on Hampstead Road, NW1: 140 Hampstead Road, London NW12PS

Annabel Brown, Academic Administration Manager 2nd floor work phone: 020-3108-9002 email: [email protected]

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Stephen Capus, Teaching and Learning Administrative Assistant 2nd floor work phone: 020-3108-9004 email: [email protected] Ian Lewis, Teaching and Learning Officer 2nd floor work phone: 020-3108-9018 email: [email protected] Steve Ridge, Teaching and Learning Officer 2nd floor work phone: 0203-108-9854 email:[email protected] 140 Hampstead Road, London NW12BX Chris Cutbush, Faculty Undergraduate Programmes Manager 2nd floor work phone: 020-3108-9637 email: [email protected] Thea Heintz, Teaching and Learning Officer 2nd floor work phone: 020-3108-9638 email: [email protected] 3.2 STUDENTS 3.2.1 Attendance at Lectures and Teaching Events Students are an important teaching and learning resource through simply attending lectures – provided certain behaviour is observed.

1) Please turn up to the right place at the right time 2) Please do not enter the lecture theatre while the lecturer is talking,

this is offensive and discourteous – you should wait until there is a suitable break in the lecture for you to enter

3) Similarly please do not leave the lecture early without very good reason (such as feeling unwell)

4) Please do not chatter, text or make/receive calls while in the lecture theatre. Mobile phones should be switched off

5) Please do not bring alcoholic drinks into the lecture theatre 6) There are restrictions on taking any food or drink into some of the

lecture theatres – please observe the rules shown. 3.2.2 Asking questions and involvement in discussion Students contribute to learning through asking intelligent (or even sometimes unintelligent) questions. Please do so politely and wait for the lecturer to finish before replying if you feel the need to do so. Please allow others to ask questions and do not attempt to dominate a discussion. Staff

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do recognise that much of what is taught is contested territory and constructive debate is welcome. 3.2.3 Group work On a number of occasions students are asked to carry out group work or have group discussions. While it is understandable to pick out other students of the same nationality, this time at UCL is an important opportunity for inter-cultural encounter. Try teaming up with others from a different part of the world. If there is a serious problem with a member of a group it may be appropriate to draw the attention of the module leader to this as the student concerned may be experiencing other problems. However, this is a course which has management as one of its core areas. So it is also worth approaching the problem as a learning opportunity in applied management. 3.2.4 Student Feedback Staff welcome constructive critical feedback. In particular there will be an opportunity to complete a student evaluation questionnaire later on in the course which is used to monitor performance and improve the course. The more students complete this the more useful it is. 3.2.5 Staff-Student Consultative Committee (SSCC) The School of Construction and Project Management’s SSCC (postgraduate) meets twice a year, and is an extremely valuable mechanism for communication between the school’s students and staff. It provides students with a vital opportunity to comment on matters that affect their experiences of graduate study at UCL (such as departmental policy, health, safety and access issues, physical resources, teaching and assessment, etc.) Meetings are open to all students of the school, but each year we seek volunteers who would like to represent the views of their fellow students at these meetings. Any student to whom this role appeals can e-mail Sarah Earl [email protected] for further details. Even students who do not wish to be nominated student representatives are welcome and encouraged to attend meetings of the SSCC, to listen to the matters raised, and to have their say. This applies equally to full and part-time students on the taught courses (MSc in Project and Enterprise Management, Construction Economics and Management, Strategic Management of Projects), and research students. UCLU runs a scheme to recruit and train Student Academic Representatives (StARs), who are elected to represent students’ views on their experience to

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UCL. StARs sit on various committees at course, faculty and University level (including the SSCC), at which they act as the voice of students, ensuring that UCL takes into account the needs of students in its decision making processes. StARs achieve this through liaising with UCL Union and UCL staff to resolve issues. You can also find information provided by UCL Union on becoming a StAR (Student Academic Representative) at http://www.uclunion.org/get-involved/stars.php. The policy and procedure for Departmental Staff-Student Consultative Committees can be found in the online UCL Academic Manual at http://www.ucl.ac.uk/academic-manual/part-h/h3 3.3 READING MATTER 3.3.1 Reading Lists Module leaders will issue reading lists at the start of a module. They will also be uploaded to MOODLE from where they can be downloaded by students. Please pay attention to instructions given by the module leader on the appropriate use of such lists. 3.3.2 Books – buying - bookshops and on-line There are three major bookshops near UCL which are among the best in Europe. These bookshops can also order for you. Waterstones, 82 Gower Street, LONDON WC1E 6EQ, Tel: 020 7636 1577 Foyles, 113-119 Charing Cross Road, LONDON WC2H 0EB Tel: 020 7437 5660 Blackwells, 100 Charing Cross Road London WC2H 0JG Tel: 020 7292 5100 You can order on-line at http://www.amazon.co.uk or http://bookshop.blackwell.co.uk 3.3.3 Books lent to students You will be issued with a number of books on a loan basis and it is expected that you will return these in good condition at the end of your course. A charge may be levied in the case of non-return or damage. This will constitute a debt and non-payment will prevent any academic award being made by UCL

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3.3.4 Libraries The UCL libraries have an enormous range of relevant resources and also journals which form the backbone of academic research rather than textbooks (important though these are). http://www.ucl.ac.uk/Library/ There is also an on-line searchable index called EUCLID. http://library.ucl.ac.uk/F?RN=584225583 3.3.5 Ejournals and SFX@UCL Students are entitled to search a very wide range of journals and other electronic resources. http://www.ucl.ac.uk/library/ejournal/index.shtml 3.3.6 Relevant Journals Introduction This is not a comprehensive list. Instead it concentrates upon journals which are both frequently useful and relatively accessible. Academic Journals Library Academy of Management Journal DMSW (1995 on) Administrative Science Quarterly DMSW British Journal of Management BL (1995 on) Building Research and Information BL Business Strategy Review DMSW (1995 on) California Management Review DMSW (1995 on) Construction Management and Economics BL Design Studies BL Engineering, Construction and Architectural Management BL Environment and Planning BL Group and Organisation Management DMSW (1995 on) Habitat International BL Harvard Business Review BL

+ DMSW (1995 on)

Human Resource Management Journal DMSW (1995 on) Information Systems Journal DMSW (1995 on) International Journal of Project Management BL Journal of Construction Engineering and Management DMSW Journal of Economic Issues Main/Economics

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Journal of Industrial Economics Main/Economics Journal of Information Technology DMSW (1995 on) Journal of Management Information Systems DMSW (1995 on) Journal of Management Studies DMSW (1995 on) Journal of Marketing DMSW (1995 on) Journal of Strategic Information Systems DMSW (1995 on) Journal of Supply Chain Management Long Range Planning DMSW (1995 on) Organisation Studies DMSW (1995 on) Oxford Review of Economic Policy Main/Economics Project – Journal of the Association for Project Management DMSW (1999 on) Sloan Management Review DMSW Strategic Management Journal DMSW (1995 on) Work, Employment and Society BL Trade and professional journals Library Architects Journal BL Building BL Building Design BL Construction Forecasts BL Construction Manager (formerly, Chartered Builder) BL Contract Journal BL Economist DMSW

+ Main/Economics

ENR (formerly, Engineering News Record) BL Financial Times Main/Economics Management Today BL BL: Bartlett Library, Wates House Economics: Main Library DMSW: DMS Watson Library (Science Library) (for UCL Management and Civil Engineering Collections) Students are expected to search the UCL electronic library and use bibliographic search services such as JSTOR, Science Direct and Ingenta, to find journal articles on topics relevant to term papers and reports. Google Scholar and SFX@UCL are alternative search tools (see p.25). 3.4 ELECTRONIC RESOURCES 3.4.1 Electronic teaching resources – MOODLE

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All our courses use an electronic teaching resource called MOODLE from which teaching material can be downloaded and to which submissions must be uploaded. More information will be provided on this. 3.4.2 Electronic teaching administration resources – PORTICO The student records and marks are held on another electronic resource called PORTICO. You will have to register yourself for the relevant modules on this and again more information will be provided. You are responsible for keeping all records up to date with your own personal information. 3.5 FACILITIES 3.5.1 Working space Limited facilities for student working are provided in Torrington Place. Please respect the right of other students to work undisturbed in these areas. 3.5.2 Computer clusters A number of computer clusters are provided around the campus. The nearest one is Room 113 in 1-19 Torrington Place. A number of these clusters are used for teaching events and you may be asked to leave when these are taking place. Bookings are shown on or by the door of the cluster. You can book machines on-line if you have trouble in getting access. FOUR – ASSESSMENT AND AWARDS 4.1 OVERALL ASSESSMENT 4.1.1 Mode and weighting of assessment for the MSc Module Weighting % Mode of Assessment Core BENVGPM1 15 credits 100 3,000 word term paper Core BENVGPM2 15 credits 100 2 hour unseen examination Core BENVGPM8 15 credits 100 3,000 word term paper Core BENVGPML 15 credits 100 2 hour unseen examination Option Module 15 credits 100 3,000 word term paper Option Module 15 credits 100 3,000 word term paper Option Module 15 credits 100 3,000 word term paper Option Module 15 credits 100 3,000 word term paper

MSc Dissertation 60 credits 10 1,000 word dissertation topic

outline 90 10,000 word Dissertation

TOTAL 180 credits

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4.1.2 Scheme of Award for the MSc 1) ALL modules must be passed at the first or second attempt. 2) The pass mark is 50% 4.1.3 Scheme of Award for the MSc with Distinction 1) ALL modules must be passed at the first attempt. 2) The mark for the Dissertation must be 70% or more 3) The weighted average mark must be at least 70% 4.1.4 Scheme of Award for the MSc with Merit 1) ALL modules must be passed at the first attempt. 2) The mark for the Dissertation must be 60% or more 3) The weighted average mark must be at least 60% 4.1.5 Commendation of the Dissertation Where the student achieves 70% or more in the MSc Dissertation but is not eligible for an award of MSc with Distinction, the Chair of the Board of Examiners will commend the student on the excellence of the Dissertation in the letter confirming the recommendation of award.

4.1.6 Scheme of Award for the Postgraduate Diploma 1) ALL 15 credit modules must be passed at the first or second attempt. 2) The pass mark is 50% 4.1.7 Scheme of Award for the Postgraduate Diploma with Merit 1) ALL modules must be passed at the first attempt. 2) The weighted average mark must be at least 60% 4.1.8 Scheme of Award for the Postgraduate Diploma with Distinction 1) ALL 15 credit modules must be passed at the first attempt. 2) The weighted average mark must be at least 70% 4.1.9 Scheme of Award for the Postgraduate Certificate

1) ANY FOUR 15 credit modules must be passed at the first or second attempt.

2) The pass mark is 50% 3) There is NO Distinction or Merit award

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4.2 SCHEDULES/SEQUENCE OF ASSESSMENT AND DEFERRAL/INTERRUPTION 4.2.1 Schedule of Assessment for full-time students FEEDBACK/MARKING Module Exam or Hand-in Provisional

feedback/ Grade

Formal Marks (PORTICO)

Core PM1 16/11/16 4 term weeks from published date for assignment submission

Mid-late July Core PML 11/01/16 Mid-late July Dissertation Topic Outline 07/03/16 Mid-December

Options T2 Wk 1-5 11/04/16 Mid-late July Options T2 Wk 7-11 09/05/16 Mid-late July Core PM8 18/12/15 Mid-late July Core PM2 [Exam] 25/04/16 to 26/05/16 Mid-late July RESIT EXAMS 25/08/15 to 28/08/15 Mid-December Dissertation 02/09/15 Mid-December RESUBMISSION of Term Papers 16/09/16 Mid-December

4.2.2 Schedule of Assessment for first-year part-time students FEEDBACK/MARKING Module Exam or Hand-in Provisional

feedback/ Grade


Core PM1 16/11/15 4 term weeks from published date for assignment submission

Mid-late July Option(s) T2 Wk 1-5 22/04/16 Mid-late July Option T2 Wk 7-11 09/05/16 Mid-late July Core PM8 18/12/15 Mid-late July RESIT EXAM 22/08/16 to 26/08/16 Mid-December RESUBMISSION of Term Papers 16/09/16 Mid-December

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4.2.3 Schedule of Assessment for second-year part-time students FEEDBACK/MARKING Module Exam or Hand-in Provisional

feedback/ Grade


Core PML [Exam] 16/01/16

4 term weeks from published date for assignment submission

Mid-February Dissertation Topic Outline 30/11/15 Mid-December

2015 Option(s) T2 Wk 1-5 11/04/16 Mid-late July Option T2 Wk 7-11 09/05/16 Mid-late July Core PM2 [Exam] 25/04/16 to 20/05/16 Mid-late July RESIT EXAM 22/08/16 to 26/08/16 Mid-December Dissertation 07/09/16 Mid-December RESUBMISSION of Term Papers 16/09/16 Mid-December

4.2.4 Notes to the Schedules of Assessment *The examinations section of UCL Registry does not notify the Faculty of the built Environment of the examination dates or locations until late March for the April/May examinations or until late July for the August/September examinations. If actual dates fall outside the ranges shown then provisional feedback dates may be amended. 4.2.5 Sequence of Assessment Students should note that, extenuating circumstances excepted, the Dissertation may not be submitted for assessment until at least a first attempt has been made on all the taught (i.e. 15 credit) modules. 4.2.6 Sequence of Assessment for part-time students requiring more than 2 years Part-time students may choose to be assessed over a longer period because of work, family or other commitments. Students are advised that they should attend Core module CM1 before any Economics-based Option Modules, Core module PM8 before any Enterprise-based Option modules and Core module PM1 before any Project-based Option Modules.. 4.2.7 Assessment governance and assurance Assessment is usually by the module leader or a team under the module leader’s supervision. Examinations are marked by code number and therefore examiners are not aware of the identity of the student who wrote

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the script. After first marking (of examinations or other work) there is assessment by a second marker who will confirm the first marker’s mark or seek discussion to resolve any differences. The formal confirmation of the marks is carried out by the Examination Board which is attended by external examiners from other universities. These external examiners exercise a quality control function but will also normally third mark a sample of work chosen by them from the whole range of work submitted for assessment. In particular they will look at work which has failed (or barely passed) and/or papers with very high marks to ensure that an appropriate mark has been awarded. 4.2.8 Extension of time for submission Extension of time can only be granted by the Course Director. Please do not ask the Module Leader for an extension of time. Extension will only be granted where the Course Director has evidence of good reason such as illness or other extenuating circumstances. Please note that it is the student’s responsibility to protect their own data. An extension of time will not be granted for loss of data or failure of equipment. Application forms for extension of time may be obtained from the School Office, once agreement in principle has been achieved with the Course Director.

4.2.9 Requests for Consideration of Extenuating Circumstances

You may consider that you have extenuating circumstances for disability and dyslexia that may impede your academic performance and which you would like the Board of Examiners to take into account: if that is the case you will need to complete an Extenuating Circumstances form, to report your situation and explain how you think the adverse circumstances have affected your studies. Please note:

[i] independent documentary evidence must corroborate any claim or they cannot be taken into consideration.

[ii] all claims must be submitted prior to the Board of Examiners meeting - no claims submitted retrospectively can be taken into account.

Forms can be obtained from Annabel Brown in the Graduate Faculty Office. You will need to submit a hardcopy of your extenuating circumstances form

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and accompanying evidence (in a sealed envelope marked 'personal and confidential') either to Annabel Brown as Secretary to the Bartlett's MSc/MRes Boards of Examiners (Graduate Faculty Office, 3rd Floor, 132 Hampstead Road, London, NW1 2BX) or to your School/Departmental Office at least one week before the relevant Board of Examiners meeting which is usually in mid-June each year.

Please note that UCL requires all students to submit officially certified and independent corroborating evidence of special needs and/or extenuating circumstances, i.e. a letter from your doctor - no alternative arrangements will be made or circumstances taken into account without such evidence.

Every submission will be treated in the very strictest of confidence and will not be divulged to anyone other than the Graduate Faculty Clerk, the relevant Chair of the Board of Examiners, the Course Director and the MSc/MRes Tutor. Each case is considered anonymously on its individual merits by the Board and ranked in level of severity as to how the circumstances affected academic performance: at no time are candidates' identities ever revealed to the Board membership.

Please note the reporting of extenuating circumstances does not constitute a formal request for deferring assessment, as this can only be granted by the college authorities (see the next section) - it is important to remember that requesting extenuating circumstances be considered by the Board of Examiners and deferring an assessment are separate processes. 4.2.10 Deferral of Assessment Full-time students must attempt the modules on the dates shown in 4.2.1 unless there are extenuating circumstances. However, if a student fails more than three taught modules at the June 2016 Examination Board, then they will be advised to defer assessment of their Dissertation until either the June or November 2017 Examination Boards. It is strongly recommended that students follow this advice. Part-time students may apply to defer the first attempt on any module provided that they complete all first attempts within five years of commencement and that they comply with 4.2.5 above. For ALL students, if a first attempt has been made and failed, then the second attempt must be made at the next available opportunity unless there are extenuating circumstances.

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Deferral of Assessment will only otherwise be granted where evidence is provided of significant extenuating circumstances. Application forms for deferral may be obtained from the School Office. Students are encouraged to discuss deferral with their Course Director in the first instance 4.2.11 Interruption of Studies It is possible that severe personal or family circumstances require an interruption of studies. This will require cessation of studies for 12 months in which case all relevant assessments will be deferred. However, in the case of students needing visas, it will normally also mean that the student has to leave the United Kingdom for the period of interruption. This is a significant and possibly costly option and students are advised that it should only be taken when the severity of circumstances so require. Application forms for interruption may be obtained from the Graduate Faculty Office. Students are encouraged to discuss interruption with their Course Director in the first instance 4.3 REGISTRATION OF MODULES IN PORTICO It is important that students register their choices in PORTICO by 4th October 2013. No work can be presented for assessment unless the student is registered for the relevant module in PORTICO. 4.4 GENERAL CRITERIA FOR ASSESSMENT AT MSc LEVEL Throughout, the examiners look for the ability:

• to select, combine and apply concepts and theories relationally and contingently;

• to show awareness of and apply theory to the explication of actual conditions, trends and problems in the construction sector.

The aim is theoretically-informed applied investigation/research. The criteria in this Course Guide have been developed so as to meet the twin purposes of assuring competence in students achieving a bare pass, and setting an appropriately demanding but achievable standard for the award of distinction or merit.

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4.5 EXAMINATION MODE OF ASSESSMENT 4.5.1 General Examinations are held in April-May and re-sit examinations in August-September. Each examination paper is set by the module leader, scrutinised by another member of staff and then finally scrutinised by the relevant external examiner. Each paper will consist of four or five questions each carrying an equal number of marks. Examination questions may be divided into parts. In that case, the division of marks between parts will be indicated on the question paper. Students will be required to answer TWO questions. The length of the examination is two hours. Additional length may be granted to students suffering from dyslexia or other disabilities. Students will be notified in late March/late July that the dates, times and locations of the first/second attempt examinations are available on PORTICO. It is the student’s responsibility to ensure that they are aware of when and where their examinations are held. Full guidance on examinations is given on the following website:- http://www.ucl.ac.uk/current-students/exams_and_awards/Regulations/candidate_guide.pdf It is essential that students read this guidance in order to ensure that they comply with UCL requirements and do not commit any breach of examination regulations.

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4.5.2 Assessment criteria Grade Criteria 80%+ As for 70 – 79% but, in addition, showing an ability to:

1) apply module concepts to a wide range of cases and examples, or

2) make connections to concepts not taught in the module, or 3) re-work module concepts in an original way, or 4) structure or present the argument in an original way.

70-79% Comprehensive grasp of module concepts. Insightful application of those concepts. Use of a good depth or breadth of literature. Balanced and contextualised judgements. A clearly argued and reasonably complete answer.

60-69% Reasonably full grasp of module concepts, as found in set texts and lectures. Probably occasional minor errors. A coherent argument. An attempt at a complete answer directed to the specifics of the question.

50-59% (a) Generally satisfactory level of understanding of core concepts, but: 1. with several significant errors, or 2. sparse illustration or examples if required, or 3. an incomplete answer, or not sufficiently directed to the specifics of the question, or (b) Some misunderstanding of the question, but otherwise showing good grasp of module concepts.

40-49% Showing:- A significant misunderstanding of the question and/or inadequate grasp of concepts and/or significant errors/ lack of detail and examples

30-39% Showing:- Near-complete misunderstanding of the question Unsatisfactory grasp of concepts But with some evidence of reading relevant module material

Below 30% Complete misunderstanding of question/relevant concepts and with little or no evidence of reading of relevant module material

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4.6 TERM PAPER MODE OF ASSESSMENT 4.6.1 General The format of most term papers will be in the following approximate form:- – TITLE PAGE – STUDENT DECLARATION PAGE – TERM PAPER BRIEF (i.e. instructions for the Term Paper and the

question set by the module leader) – Abstract/Keywords (optional) – Introduction – Statement of the problem – Analysis of the problem – Conclusions and Recommendations – References – Appendices (optional) The Word Count is taken from the beginning of the Introduction (including the section heading) to the end of the Conclusions and Recommendations section. The Word Count does include the short form references (such as “Winch 2010”) within the text and any footnotes (which are generally discouraged anyway). It will exclude Figures and genuine Tables. However the word count will include those Tables that just consist of text in boxes. The module leader should be consulted well before the hand-in date about what constitutes a genuine Table. However, module leaders may set other forms of assessment such as a literature review, a paper which requires data analysis and comment upon the results, a report (in which case it would be expected that this would be presented in the form of a professional report including an Executive Summary) or an applied form of written assessment such as an opinion on a contractual dispute or assessment of environmental impact. Students should read very carefully the guidance given in the Term Paper brief. The Assignments for CM1/PM1 will be set early on in the module because of the early hand-in dates required. Generally for option modules with five teaching events the assignment will be set during or before the third event. 4.6.2 Assessment Criteria As module leaders may set their own forms of term paper they can give their own marking scheme in a different form but of equivalent standard to that

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shown below. The following criteria should therefore be taken as an indicative guide only to the standard expected and relative weighting of each element (where applicable).

STATEMENT OF PROBLEM (30%) Grade Criteria 80%+ As for mark of 70-79%, but in addition showing critical power and/or

ability to synthesise or insightful view of context 70-79% A significant problem clearly identified and precise questions posed, by

finding, reading and understanding relevant literature, probably including items not recommended by staff.

60-69% Some of the more significant aspects of the problem not fully developed. Focus will be on relatively less important or simpler aspects of the problem or context To have found, read and understood relevant recommended literature.

50-59% The brief correctly understood in broad terms, and paper addressing issues relevant to the brief. Problem/ context may be not well developed. A limited review of literature / sources, drawing largely on lectures and set texts.

40-49% Some misunderstanding of the brief Some irrelevant or erroneous presentation of the problem Very limited reference to relevant literature

30-39% General misunderstanding of the brief Largely irrelevant or erroneous presentation of the problem Extremely limited reference to relevant literature

Below 30% Total misunderstanding of the brief Totally irrelevant or erroneous presentation of the problem No reference to relevant literature

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ANALYSIS (40%) Grade Criteria 80%+ As for mark of 70-79%, but in addition showing ability to understand

and solve problems of how best to connect theoretical and empirical parts of a term paper, in context of a particular brief

70-79% Logical and appropriate analytical structure used to develop a coherent and to some degree original / independent argument. Argument grounded in observations of specific construction industry conditions.

60-69% A thorough investigation, developing a coherent argument. Argument adapted to specific construction industry conditions.

50-59% To have attempted to apply a method of analysis appropriate to the problem. Showing both a satisfactory understanding of basic concepts, in the way they are applied in argument; and some knowledge of industry conditions.

40-49% Attempt to apply a partly inappropriate method of analysis Showing a significant misapplication of basic concepts

30-39% Attempt to apply a generally inappropriate method of analysis Showing general misapplication of basic concepts

Below 30% Attempt to apply a totally inappropriate method of analysis Showing complete misapplication of basic concepts

CONCLUSIONS (20%)

Grade Criteria 80%+ Powerfully argued conclusions, with implications drawn for problem-

owners 70-79% Well argued conclusions showing independent judgment applied to the

evidence 60-69% Several and sound conclusions but unsurprising and / or not carried

through to implications for action. 50-59% Some conclusions, drawn from preceding analysis, and not ‘wild’.

Some reasonable implications for action. 40-49% Few conclusions or a number of incorrect conclusions or conclusions

not drawn from preceding analysis – few or no recommendations OR Introduction of new material or some misunderstanding function of conclusions section

30-39% Very few or largely incorrect conclusions and/or not drawn from preceding analysis – no recommendations OR Significant new material or misunderstanding function of conclusions section

Below 30% Totally incorrect and/or illogical conclusions Incorrect or illogical recommendations OR Total misunderstanding function of conclusions section No conclusions section at all

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PRESENTATION (10%) Grade Criteria 80%+ Including elements of imaginative presentation as well as meeting all

check-list requirements 70-79% Meeting all requirements of our presentation check-list

60-69% Meeting most requirements of our presentation check list.

An ‘average standard’ of presentation. 50-59% Minor weaknesses on many checklist items, or serious weaknesses on

some checklist items. 40-49% Serious weaknesses on a number of checklist items OR

Some significant degree of unacceptable referencing 30-39% Major weaknesses on most checklist items OR

Major degree of unacceptable referencing (short of an offence) Below 30% Very poor overall presentation and referencing (short of an offence)

4.6.3 Term Paper Presentation check-list Criteria for presentation mark:

• Structure – appropriate headings • English – well proof-read • Appropriate formatting • Consistent and appropriate use of Harvard mode of referencing • Completeness of list of references • Appropriate use of tables, figures and charts, and complete titling of

them and labelling 4.6.4 Term Paper absolute requirements for the whole paper

• Acceptable citation and referencing of sources (see ‘Referencing’, below)

• Acceptable length (main text not more than 3,000 words) • Acceptable English

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4.7 DISSERTATION MODE OF ASSESSMENT 4.7.1 Dissertation Topic Outline This counts for 10% of the total Dissertation mark and will normally be assessed by the Dissertation Supervisor. The basis for assessment will be:-

• Clear and appropriate research questions, aims and objectives • Evidence of identification of the key relevant literature and an

appropriate theoretical framework • Evidence of realism in the scope, the research method(s) and available

data • Understanding of the problem owner and the potential value of the

research • Originality and relevance of the proposals • The overall degree of development of the proposals • Completeness of the proposal in accordance with 2.4.4.1 above • Appropriate citation and referencing of sources (see ‘Referencing’,

below) • Appropriate length – not more than 1,000 words • Appropriate English

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4.7.2 The Dissertation 4.7.2.1 Dissertation assessment criteria

STATEMENT OF RESEARCH PROBLEM AND CONCEPTUAL FRAMEWORK (30%) Grade Criteria 80%+ Identify, and develop into propositions, a research question of

exceptional importance and difficulty. 70-79% Identify a research question of some importance and difficulty.

Having found, read and understood relevant literature and sources, use these to form clear research propositions/expectations. Adapt an appropriate research design.

65-69% The problem of reasonably significant degree of difficulty but not fully developed into propositions or with one or two flaws in research design; or, consummately developed, but of a moderate degree of difficulty. Having found, read and understood relevant literature and sources with some influence on research propositions/expectations.

60-64% The problem either of some degree of difficulty but not fully developed into propositions or with several flaws in research design; or, quite well developed, but of a low degree of difficulty. Having found, read and understood relevant literature and sources.

50-59% A clear problem stated, and a rationale provided for the research. Problem may be of a low degree of difficulty or importance. A limited review of literature/sources.

40-49% A clear research area stated but an unclear problem within that area. Problem (as far as it can be discerned) may be of a low degree of difficulty or importance. Limited or partly irrelevant literature/sources

30-39% Confused understanding of research area and problem The problem may be only a pseudo-problem or one (as stated) which shows failure to understand the real issues involved. Very limited or no relevant literature/sources

Below 30% Little or no understanding of research area and problem No real problem stated No relevant literature/sources

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ANALYSIS AND INVESTIGATION (30%) Grade Criteria 80%+ Show high skill and grasp of methodological issues in execution of the

research method. 70-79% Significant and substantial findings, relative to the size and degree of

difficulty of the problem. Using analysis and investigation methods most appropriate to the problem, and applying them well.

65-69% Well applied investigation methods producing secure findings, with the occasional minor flaw.

60-64% Mostly secure findings, with some relatively minor flaws. 50-59% Have attempted to apply a method of analysis potentially appropriate to

the problem statement. Some evidence of collection of primary data (the amount to be judged relative to the degree of difficulty in obtaining data).

40-49% Partly inappropriate method of analysis Insufficient collection of primary data or serious data flaws

30-39% Inappropriate or incomplete method of analysis Little or no collection of primary data or fundamental data flaws

Below 30% Little or no relevant analysis No relevant primary data

CONCLUSIONS AND RECOMMENDATIONS (20%)

Grade Criteria 80%+ Some conclusions carrying an element of surprise.

Depending upon nature of the work, drawing serious implications for policy or further research and action by problem owners.

70-79% Several and sound conclusions and these have either a degree of surprise or are carried well through to implications for action.

65-69% Several and sound conclusions. Appropriate awareness of limitations of ability of the analysis to sustain conclusions. Conclusions mostly unsurprising but carried quite well through to implications for action.

60-64% Several and mainly sound conclusions. Some awareness of limitations of ability of the analysis to sustain conclusions. Conclusions both unsurprising and not carried through to implications for action.

50-59% Some conclusions, drawn from preceding analysis, and not ‘wild’. 40-49% Few conclusions or a number of incorrect conclusions or conclusions

not drawn from data analysis – few or no recommendations OR introduction of new material or some misunderstanding function of conclusions section

30-39% Very few or largely incorrect conclusions and/or not drawn from such data analysis as there is – no defensible recommendations OR Significant new material or misunderstanding function of conclusions section

Below 30% Totally incorrect and/or illogical conclusions Incorrect or illogical recommendations OR Total misunderstanding function of conclusions section No conclusions section at all

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PRESENTATION (10%) Grade Criteria 80%+ Meeting all requirements of check list and

also elements of imaginative presentation. 70-79% Meeting all requirements of check list 60-69% Meeting most requirements of our presentation check list.

An ‘average standard’ of presentation. 50-59% Minor weaknesses on many checklist items, or serious weaknesses on

some checklist items. 40-49% Serious weaknesses on a number of checklist items OR

Some significant degree of unacceptable referencing 30-39% Major weaknesses on most checklist items OR

Major degree of unacceptable referencing (short of an offence) Below 30% Very poor overall presentation and referencing (short of an offence)

4.7.2.2 Dissertation Presentation check-list Criteria for presentation mark:

• Structure – appropriate headings and sub-headings • English – efficiently proof-read • Appropriate formatting • Consistent and appropriate mode of referencing • Completeness of list of references • Appropriate use of tables, figures and charts, and complete titling of

these and labelling Absolute requirements:

• Submission of a paper copy + MS Word file uploaded to MOODLE • Acceptable title page, abstract and word count • Acceptable citation and referencing of sources (see ‘Referencing’,

below) • Acceptable length (main text not over 10,000 words) • Acceptable English - spelling, punctuation and grammar.

The examiners will be looking not only for obvious standards of ‘quality’ but also for appropriateness of chosen form of presentation to purpose and to the nature of the material presented.

Even though there is no longer a requirement to submit a hardbound copy of the dissertation, the document should still be submitted with a professional and well laid-out style. You should not use ‘extreme’ font sizes for your main text. Particular attention should be paid to the labelling, clarity and layout of diagrams, charts, tables, etc. Text must be proof-read and mistakes of spelling, grammar, etc. corrected before printing of submitted version.

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Note: the Board of Examiners may pass a Report subject to a requirement that specified editorial improvements be made to the satisfaction of the examiners within a further month. This provision is sometimes applied to work which, as submitted, is unsatisfactory in presentation. 4.7.2.3 Validity of Data and Oral Examination Interviews are often given with a guarantee of anonymity and that should be respected by exclusion of identities of interviewees within the dissertation. However, a list of interviewees, contact details and positions should be provided to the dissertation supervisor – the confidence of this list will be respected and the list itself will be disposed of securely after the examination board has assessed the dissertation. It is essential that the examiners know who has been interviewed even if no-one else does. Where surveys are conducted, the method of sample selection and the response rate should be clearly shown in the dissertation. In the cases of both interviews and surveys, the questions/questionnaire should be shown either in the main body of the dissertation or in an appendix. Where the interview/survey is conducted in a language other than English, the questions/questionnaire should be shown both in the original language and an English translation. Where the examiners need further clarification on any aspect of the dissertation (in particular the data and the student’s understanding of it), a viva voce (oral) examination may be held. Where there is significant data analysis of a quantitative nature it is important that the examiners could, in theory, re-perform the calculations leading to the results shown in the data analysis. In such cases there should be appendices detailing clearly the raw data together with its sources and any interim calculations necessary to achieve the results shown. Where proprietary software is to be used this should be agreed beforehand with the supervisor or another internal examiner nominated by the supervisor. The type, name and version of the software should be shown clearly within the dissertation or an appendix.

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4.8 SUBMISSION OF DRAFTS 4.8.1 Term Papers Module leaders are under no obligation to review draft work prior to submission. In the case of some modules this would be impractical anyway because of the numbers of students. Generally speaking, module leaders will accept questions about any unclear aspects of the Term Paper brief during or after teaching events. In the case of PM1, there is specific time set aside for the discussion of problems. Where module leaders do review drafts, it will be to guide students into ways of thinking that they have missed or to correct fundamental misunderstandings by the students of core concepts taught in the module. The aim of a review of a draft is to guide the student in a better direction – not to re-write the paper for the student. (For generic Term Paper queries, a forum for this can be set up in MOODLE and questions asked and answered in a way which informs the whole cohort for that module. The general rule is that whatever question is asked, an answer should be provided to the whole cohort.) Staff will review ONE draft re-submission where a student has previously failed a Term Paper. However this needs to be submitted well in advance of the submission deadline in order to ensure staff availability to review the draft. 4.8.2 Dissertation Topic Outline Staff cannot be expected to review a draft of the Dissertation Topic Outline. Sufficient feedback will be given following the student’s class presentation to give the student reasonable guidance as to the main shortcomings of the research proposal.

4.8.3 Dissertation It IS expected that staff will review portions of the Dissertation text during the course of the supervision period. In particular students should seek approval by the supervisor of the chosen research instrument (e.g. interview or questionnaire structure) before fieldwork is started. However, as for term papers in reviewing other sections, the feedback will provide guidance on items of principle to steer students in a better direction rather than correcting or pointing out mistakes of detail.

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4.9 TRANSFERABLE SKILLS AND EQUITY IN ASSESSMENT 4.9.1 Transferable skills The achievement in submission of a term paper or dissertation of pass standard (or better) implies that certain transferable skills have been acquired in addition to an understanding of the specific subject matter of a module. The particular skills are:-

1) Ability to communicate thoughts and arguments about the relevant subject matter in the English language

2) Ability to communicate in a concise and efficient manner 3) Ability to organise workload in an efficient way so as to make timely

submissions 4) Ability to review literature, paraphrase and summarise the main

arguments in a student’s own words and combine ideas from different sources into a logical argument

As a fair test of these skills UCL requires certain rules to be observed by students which also serve to provide fairness and equity in assessment. 4.9.2 English language UCL welcomes students from all over the world and for many English is not their native language. This is well understood by staff and considerable allowances are made for this. However a relatively high degree of competence in English is required before students can be admitted to a postgraduate taught master’s degree. It is therefore expected that students are competent at expressing themselves in the English language even if there are occasionally unorthodox instances of word usage, grammar or syntax. Provided that the student can convey the essential meaning of their ideas then there is not a problem. However, there are some instances of submitted work where the English is so poor that there is a significant part of the submitted work where it is unclear what ideas the student is attempting to convey. In such cases internal examiners have no option but to reject the work as incapable of assessment with a mark of zero. If the examiner cannot understand the ideas expressed by the student then clearly the submitted work cannot be accurately marked. If students have any worries about this they should, if possible, seek out a native English speaker and ask them to read work to see if it makes sense to

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them. They can point out passages which are unclear to them. It is, though, the student’s task to correct such passages. 4.9.3 Word count 4.9.3.1 General Any student would feel that they were being treated unfairly if they went into an examination and found that they were allowed 2 hours while another student was allowed 3 hours to answer the same paper. Precisely the same is true of the length of term paper assignments. Part of the skill in writing Term Papers is to make the most efficient use of the words available within the given limit. This is 3,000 words for Term Papers, 1,000 words for the Dissertation Topic Outline and 10,000 words for the Dissertation. 4.9.3.2 Penalties for non-conforming word count Students are required to show a Word Count on the Declaration (of Originality) Page. For work that exceeds the specified maximum length by less than10% the mark will be reduced by ten percentage marks. For work that exceeds the specified maximum length by 10% or more, a mark of ZERO will be recorded. Word count will usually be calculated using the word count function in MS WORD. The words contained in lists of references, tables and figures, and appendices will not normally be counted within the word count. Text put into boxes will be included in the word count. Students should endeavour not to incur these totally avoidable penalties. 4.9.4 Timing of submission 4.9.4.1 Term Papers/Dissertation Topic Outline/Dissertation An electronic copy of your term paper or dissertation must be uploaded to MOODLE. (This includes work which is re-submitted after a failure at the first attempt.) This will count as the primary evidence of the date of submission. This should be an MS Word File in 2003, 2007 or 2010 format (for PC’s) or their equivalent Mac versions. This means a single file in .doc or .docx format. No other format is acceptable. The text must be submitted as text and not as images (except for those genuine images which can only be submitted in this form). A paper copy must also be delivered to the School Office on the appropriate day. (Part-time students may deliver the paper copy on the evening of the relevant submission date into the drop box provided.) Where an extension of time has been granted the relevant form signed by the Course Director should be attached to the submission.

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Additionally for the Dissertation the paper copy should be comb- or spiral bound. IMPORTANT – The primary submission is the MOODLE File. THEREFORE YOUR HARD COPY SHOULD BE IDENTICAL TO AND A PRINT-OUT OF THE MOODLE FILE. 4.9.4.2 Penalties for late submission The deadline is 4pm on the day of submission. Any submission which is up to 24 hours late will incur a penalty of 5 marks. Any submission which is between 1 and 7 days late will incur an additional penalty of 10 marks. Any submission which is over 7 days late will be deemed not to have been submitted at all - your record will the show a mark of zero (fail) at the first attempt. Students should endeavour not to incur these totally avoidable penalties. 4.9.5 Referencing and Plagiarism 4.9.5.1 Introduction

1) Both Reports and Term Papers must be correctly referenced. In the first place this means avoiding the inadvertent appearance of plagiarism. In other words, whenever a passage of your text relies for its argument upon one particular source, that source must be acknowledged. Secondly, the idea of referencing is that an interested reader can find the work and passage to which you have referred, so as to be able to look at it themselves.

2) We recommend that references in your text to published works are made using what is known as ‘Harvard referencing’. This can be done as follows: o ‘It has been shown (Morris, 2005:17; Pryke & Smyth, 2006: 94)

that.....’ 3) Each Paper or Report must contain a List of References in which all

works either cited in the text or used by you should be listed, in alphabetical order of author’s name, as follows:

For articles in a periodical: a. Winch, G. (1990), ‘The social sciences and construction

management: overview and applications’, Habitat International, Vol. 14, No.2/3, pp 205-215.

For books and reports:

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b. Sherman, H.J. (1991), The business cycle: growth and crisis under capitalism. Princeton, NJ: Princeton University Press.

For an article in an edited collection: c. Williamson, O. (1986), ‘The organisation of work: a comparative

institutional assessment’, in Putterman L. (ed.) The economic nature of the firm: a reader. Cambridge: Cambridge University Press.

4) Put the place of publication first after the title of the volume, and then the name of the publisher. If the place of publication is outside the UK, give indication of the state and / or country as well as the town - e.g. Princeton NJ (standard abbreviation for New Jersey); if inside the UK, town alone is sufficient. Very well known publishers’ names have standard abbreviations which can be used - e.g. CUP for Cambridge University Press.

5) When there is more than one edition of a work, you should give as the date of the work the date of the edition you used.

6) When your reference is to an article or chapter in a collection, you should either underline or italicise the title of the book or periodical, not the title of the article. The latter should go in single quotation marks, or be left plain.

7) See section 4.9.5.5 below for additional examples of some commonly used references using the Harvard system of referencing.

8) Where a source is originally in a language other than English, an English translation of the title must be provided. Where the original language is written in a non-Latin script, either the original or a Latin script transliteration of the title may be shown. However a Latin script transliteration of the author name(s) must be shown and used within the body of the text of the paper or dissertation.

4.9.5.2 Note on referencing material taken from the Internet: You must acknowledge all your sources, including those obtained electronically. Make sure that, in addition to the abbreviated reference in the body of your text, your List of References contains a full listing of the source. In the List of References: after the author (or body responsible for the material, if you cannot identify personal authors), you should list the year during which the material was last updated. If you cannot find this, use the year during which you retrieved the material. Then list other identifying information, just as for non-electronic references. At the end of each reference for electronically-obtained material, note the date when you retrieved the material and the full electronic address from which you retrieved it. For example:

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for material taken from a company website: a. Atkins (2004), ‘Atkins seeks views on transport in Greater

Bristol’, retrieved 3 September 2004 from http://www.wsatkins.com/news/25360/4439505_Internet.

for material taken from a government website: b. Department of Trade and Industry (2004), Capitalising on

convergence workbook, retrieved 3 September 2004 from http://www.dti-bestpractice-convergence.org/.

4.9.5.3 Note on plagiarism and warning on how not to write a term paper or report The inclusion of material or ideas originally generated by others and not properly attributed in a term paper submitted by you is referred to as plagiarism and is a serious offence at UCL. The following notes are intended to help prevent you from committing an act of plagiarism. CUTTING AND PASTING from another document or the web without acknowledging as a quote using the full Harvard referencing conventions constitutes plagiarism. Quotations are to be used sparingly. Students will be asked to submit all assignments as hard copy and electronically. The electronic file will be analysed using proprietary anti-plagiarism software, prior to a mark being awarded for the piece of work. This software is called Turnitin. What we are looking for is your ability to write a paper in your own words as far as possible, whilst at the same time showing the reader what you have read (your List of References at the end) and showing your specific sources or authorities for any particular statements you make that rely on, paraphrase, or directly quote from one particular passage by a particular author (your referencing in the text). We want you to construct your essays using theory, concepts and data which show your own thinking through interpretation, analysis and evaluation. It is unacceptable to paste together sets of quotations from other authors. We understand that it is sometimes tempting to do this, but the temptation should be avoided. There are three reasons why:

1) Those other authors will not have been addressing exactly the same questions as have been set as your term paper brief, and thus quotation from them alone will not directly answer the questions set.

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2) You need to develop, by practice, your ability to express what you have learnt in your own words – this is even more the case (and not less) when English is not your first language.

3) You must avoid planting in the examiners’ minds the suspicion that you have breached the rules about copying and referencing. If we develop any such suspicion that you haven’t thought out for yourself what you have written, o we will either require an extra oral examination or require you

to resubmit the paper – if we think this is a simple mistake on your part

o or we will activate the UCL procedure on plagiarism if we think there has been a deliberate attempt to deceive by passing off someone else’s work as your own.

Therefore, if in any doubt about how much to copy-and-paste from others, there are three principles to observe:

• the less you do this, the better; • if you have been unable to avoid it in your first draft, show that draft

to the teacher concerned and ask for his or her advice; • use sparingly and show copy-and-paste indented with quotation

marks, acknowledging the author at the end with a page number or web page address.

Where, for a term paper, we ask you to work initially with fellow students as part of a group, it is essential that you indicate clearly which part(s) of your paper present the outputs of group work or of other students and which parts present your own work. In our term paper assessment we are always looking to assess only your own individual work. You should treat the work of your fellow students in the same way as you should treat any other source material – by referencing it appropriately. This is so, even for work where you were one member of the group that produced it. The group’s work, however good, in no way relieves you of the obligation to create value by means of your own individual work. The advantage of having been in a group that produced a good group output should be that you have this output as a good and relevant source to draw upon for your own interpretation, analysis, evaluation and conclusions. The role of the student in presenting an academic piece of work is to gather and assemble published material, to analyse it and present some conclusions

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and findings. You are not expected to invent the theory, merely to assemble and analyse it in a logical way. The process may, of course, involve the gathering of new data. Use the Harvard system of referencing in your work and be quite scrupulous about this. In this way you should avoid plagiarism. Examples of referencing are set out on the next page. 4.9.5.4 Penalties for plagiarism These basically depend on the degree of the plagiarism. In the case where Turnitin reveals one or two isolated cases, these will be drawn to the student’s attention and a note may appear in the written feedback. In more serious cases, marks will be deducted from those awarded for Presentation. In cases where it appears that a significant portion of the text is not that of the student (and where the origin has not been clearly indicated) the mark for the paper will be zero. In very serious cases and/or repeat offences, the student may be required to appear before a departmental or college panel with potentially more severe penalties. Students are strongly advised to read UCL’s policies on plagiarism at:- http://www.ucl.ac.uk/current-students/guidelines/policies/plagiarism Further information on this can also be found in:- Neville, C., (2010) The complete guide to referencing and avoiding plagiarism (2nd edition) Maidenhead, Open University/McGraw-Hill 4.9.5.5 Why do students plagiarise?

There are two main types of plagiarism – intentional and unintentional. The list below is not exhaustive but contains the most commonly encountered reasons: On the whole unintentional: • Misunderstanding about citation • Over-reliance on the original source material

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• Following practices encouraged or accepted in previous educational experience or culture

• Not fully understanding when group work ceases and individual work begins

• Compensating for poor English language skills • Poor note-taking practice On the whole intentional • Leaving the work to the last minute and taking the easy option • Needing to succeed • Sheer panic • Thinking that it is easy to get away with it • Having problems with the workload • Copying others is easier than original work • Sensing that the teacher will not mind 4.9.5.6 What does this mean in practice for you, as a student at UCL?

It means you CAN'T do the following: • Cut and paste from electronic journals, websites or other sources to

create a piece of work. • Use someone else's work as your own. • Recycle essays or practical work of other people or your own (this is self

plagiarism). • Employ a professional ghostwriting firm or anyone else to produce work

for you. • Produce a piece of work based on someone else's ideas without citing

them.

So what CAN you do?

• You can quote from sources providing you use quotation marks and cite the source (this includes websites). See www.ucl.ac.uk/Library/CitationPlagiarism.doc for how to cite references.

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• You can paraphrase (take information from a piece of work and rewrite it in a new form) but you must still mention the source.

• In the case of joint practical or project work (or some group projects) individuals may use the same data, but the interpretation and conclusions derived from that data i.e. the ‘write-up’ must be their own. https://wiki.ucl.ac.uk/display/ELearningStudentSupport/Guidance+for+students+submitting+work+via+Turnitin+in+Moodle

4.9.5.7 Referencing examples See next page

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FIVE – AFTER THE COURSE 5.1 THE GRADUATE FACULTY OFFICE 5.1.1 The work of the Graduate Faculty Office This is the office which will communicate with you after your course (and occasionally before and during your course). The Graduate Faculty Office (GFO) is responsible for the administration of a broad range of graduate taught and graduate research programmes within the Bartlett Faculty of the Built Environment spread across the four Schools, the DPU and two affiliated centres (Centre for Advanced Spatial Analysis and the Energy Institute). In numerical terms this currently amounts to 26 Postgraduate Taught cohorts totaling 800+ MSc/MRes students and 260+ MPhil/PhD students. The GFO is run by the Graduate Faculty Clerk with assistance from two other members of staff. The office administers all aspects of the admissions process, examination and other formal student administrative matters, and is responsible for servicing the MSc and MRes Programmes Committees, the Research Degrees Committee (and sub-committee) and the Bartlett's MSc and MRes Boards of Examiners. It interacts closely with all Schools within the Faculty, with the central Registry and a number of other external bodies, acting as an interface between the central college and Faculty, advising applicants, students and staff on all procedural and regulatory matters and oversees the effective administrative management of the majority of graduate study as a whole. The logistical day-to-day administration of taught study is undertaken by School offices (i.e. submission of coursework, photocopying/printing queries etc.) whereas the GFO is predominantly involved at the 'entry' (i.e. prior to and during the application process) and 'exit' (i.e. the formal assessment and graduation) stages of the academic cycle. What this means is that this is an incredibly busy office with a very high workload. If you need to communicate with this office please do so patiently, courteously and efficiently – that is, do not ask them for information which is in your course notes or in other literature already issued to you. 5.1.2 Keeping your contact details updated The Final Exam Board at which your results will be confirmed is in November 2013. Following this the results will be communicated to you by post according to the address shown in PORTICO in the weeks leading up to the Exam Board. If you do not keep the contact details on your PORTICO record up to date you will not receive your results. If you are uncertain as to your

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whereabouts during this period it might be safer to put in an address (such as that of parents) from which you are certain your mail can be retrieved. You can keep your record updated through the following link: http://www.ucl.ac.uk/current-students/services/recordchanges/changeaddress Annabel Brown, our tireless and very hard working Graduate Faculty Clerk will have to oversee the processing of just under 1,000 sets of results from five Exam Boards across the whole Faculty and the process of disseminating them takes quite a few weeks. So please be patient in awaiting your results. 5.1.3 Graduation Ceremony Hopefully you will be able to come to the graduation ceremony, which is a formal event marking your achievement. Many students find it a rewarding experience and invite family and friends to share the occasion. You can also renew contact with former fellow students and staff. You will receive an invitation to the relevant ceremony and we commend it to you. Further information is available at: http://www.ucl.ac.uk/graduation/ 5.2 FURTHER STUDY 5.2.1 MPhil/PhD Your studies at UCL may have stimulated you to research more deeply into an area that interests you. The School of Construction and Project Management welcomes enquiries from those wishing to study for a higher research degree on either a full-time (minimum 3 years) or part-time basis. In the first instance you should talk to Prof. Hedley Smyth. 5.2.2 MRes/EngD A number of staff in the School supervise MRes/EngD students (even though these are formally part of the Department of Civil Environmental and Geomatic Engineering – CEGE). Opportunities do arise for funded Engineering Doctorates which are full-time over a four year period and involve a placement in an industrial company (such as a contractor) for a high level area of applied research. Opportunities will be advertised as they arise.

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5.3 CAREERS ADVICE 5.3.1 Introduction Though you are about to embark on an MSc program, looking forward, the next question is – what are your career prospects upon program completion? Employability is a key concern for UK universities, including UCL. Our aim at C&PM is to offer a platform supportive of employment through (a) employment related skills training, and (b) opportunities to hear from and meet prospective employers. During your studies at UCL, you will receive Careers and employability related support as follows: 5.3.2 UCL Careers UCL Careers is a support organization that offers training on CV writing, job interview techniques, networking skills etc. They also organise UCL-wide careers fairs e.g. in finance, consulting, and engineering. The UCL Careers officer supporting the School of C&PM is Patrice Ware. You will meet during the year in C&PM Careers related events, and opportunities for 1-1 career discussions are provided. For up to date information on the full UCL Careers offering, please visit the website of UCL Careers: www.ucl.ac.uk/careers and enrol onto their newsletter.

5.3.3 School Events The School of C&PM has its own parallel careers calendar of activities for the year, focused on careers in the built environment. You will get the opportunity to meet the School’s alumni, hear from industry employers, and join the yearly construction related careers fair, where you can meet employers on a 1-1 basis. The school’s Careers tutor is Dr. Satu Teerikangas, whom you will meet throughout the year at the School’s Careers events. Satu will also forward weekly information on Careers by email to all C&PM students. You can also check out Careers related information from the School’s Careers Moodle page. 5.3.4 Construction Society The School’s BSc and MSc students’ society, the Construction society is an opportunity for students to meet employers and become engaged. Over the year, several employer related events are organized. In 2014-2015, the society is TBA 5.3.5 Plan Ahead! Beyond the UCL and school efforts, though, we emphasize that the ultimate responsibility for employment lies on the students themselves. We encourage you to start considering your future plans from the moment you join the MSc program. We also encourage a pro-active approach and initiative careers

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wise. In terms of finding employment, in parallel to formal recruitment channels, networking is critical. Consider student membership or participating in events organized by professional associations in the fields of construction (e.g. RICS or CIOB) or project management (e.g. PMI or APM). 5.3.6 Careers and Alumni Upon graduation, you will be part of the University of London’s alumni base, and can receive careers related support from The Careers Group: http://www.careers.lon.ac.uk/. You might also want to check out the following website that highlights how Bartlett graduates have been positioned into the industry; the site also includes previous C&PM students describing their student experience: http://www.bartlett.ucl.ac.uk/great-things/ 5.4 REFERENCES We are happy to provide references for students (in response to a specific request) but please note that we will be honest or in some cases decline to comment if there are legal implications for commenting in an adverse manner or if we do not have enough experience to form a judgement in some particular area. In general you should approach the Course Director who has the best overview of your performance at UCL. 5.5 ALUMNI NETWORK There are a number of very active UCL Alumni Branches in countries all over the world. Joining the UCL Alumni Network http://www.ucl.ac.uk/alumni/new-graduates is FREE and has built in benefits from the moment you join. Here are just a few things membership offers:

• Online alumni mentoring to keep you ahead • Professional networking events so you're linked into industry • Discounted travel and lifestyle rates for great escapes • Continued access to campus comforts including UCL Library and UCLU • Joining after you graduate is simple. UCL will email you in August

2013 so you can sign up. In the meantime please make sure your contact details are up to date on PORTICO

We wish you the best in your future career. Do keep in touch and tell us what you are getting on.

Documents

MSc Project and Enterprise Management look at page 71 for marking criter… · A Message from the Course Director Dr Stephen Pryke Course Director MSc Project and Enterprise Management