REPORT ON PROGRAMME REVIEW Q 3 Report Part 1 Programme details Programme Code &Title DT161 BSc in Property and Facilities

Management Nature and duration of programme 4 years part-time DIT awards sought Bachelor of Science in Property and

Facilities Management Higher Certificate in Property and Facilities Management

Classifications of awards BSc/HCert: Distinction; Merit Upper Division; Merit Lower Division; Pass

Programme to be delivered by the Society of Chartered Surveyors Ireland (SCSI) in collaboration with DIT Response by SCSI is highlighted RED text. Subject to approval by the Review Panel, these will be included as appropriate in the Programme document. Part 3 Comments on documentation and arrangements for event Documentation provided The documentation provided for the Review Panel included a self study document, Programme Document, Student Handbook and module descriptors. Staff CVs and annual monitoring reports (Q5s) were provided to the Panel during the review event. Extracts from the Handbook for Academic Quality Enhancement in relation to programme review were also circulated to Panel members. Part 4 Findings of the Panel Findings and Recommendations of Panel in relation to awards sought The Panel is pleased to recommend to Academic Council continued approval for the September 17 and September 18 intakes to the Bachelor of Science in Property and Facilities Management and the Higher Certificate in Property and Facilities Management at Level Seven and Level Six respectively within the National Framework of Qualifications, subject to conditions and with several recommendations and observations. During the 2018/19 academic year the programme should undergo a further review. The Panel considers that the programme aligns with DIT’s mission regarding career focused education and the Panel commends the SCSI in its facilitation of lifelong learning for those in employment. It also acknowledges that there is an evident demand for the programme from industry.

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The programme is delivered mainly at DIT Bolton Street with some delivery at SCSI offices in Merrion Square. The Panel is satisfied that the physical and online resources are available both at DIT and at SCSI to support the programme.

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Conditions 1. It is not clear to the Panel whether the Ordinary degree is an ab initio

programme or whether it is an add-on degree to the Higher Certificate programme. It was the Panel’s understanding from the documentation that it was a four-year ab initio ordinary degree however, the student representatives interviewed by the Panel indicated that they were registered on the Higher Certificate programme. This had not been signalled to the Panel as a proposed change. This therefore requires immediate clarification.

SCSI Response

The SCSI confirm that the current submission to DIT for continued accreditation relates to an ab initio Ordinary degree with an exit award of a Higher Certificate after 2.5 years, as was the case with the previous approval by DIT. The SCSI acknowledges that there was some mis-communication to applicants in its marketing of the Programme and some administrative confusion arising from the information provided to DIT in relation to the status of students at registration. The SCSI accepts responsibility for this and will ensure that at the application, offer, acceptance and registration stages, all students are fully aware of the nature of the Programme.

2. The student induction programme for the commencement of first year

should be enhanced to include an introduction to the online system(s) which support the programme, an introduction to reflective practice and how it will be used throughout the programme, and preparation for written examinations (eg exam technique). Students should also be introduced to the DIT’s communication process (ie use of student no@mydit.ie for official communications).

SCSI Response

A revised Induction Programme for year 1 has been devised to incorporate the issues above. An outline of the induction programme is attached as Appendix 1. Note that a number of the topics addressed at the induction session will be the subject of detailed academic/learning seminars to be held later in the semester. See Appendix 2.

3. All students must be provided with an up-to-date Student Handbook/Handbooks which meets the requirements of the DIT. This must include all module descriptors, a schedule of assessments, summary of programme management and quality assurance processes in particular student feedback mechanisms (Q6a, or SCSI alternative, and Q6c), reference to DIT’s General Assessment Regulations (current edition) and DIT procedures on the viewing of scripts, recheck remark and appeals processes, and information on how to access DIT student services as they apply to these programmes. Handbooks should be available online.

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SCSI Response

The Student Handbook has been revised to include the issues above and will be distributed to students at the induction session for year 1 and to students in other years in advance of the commencement of lectures. The handbook will also be available online, The table of contents of the revised Student Handbook is shown in Appendix 3. The Student Handbook for year 1 will reflect the new Programme structure (including new module descriptors) while the Handbook for years 2, 2.5, 3 and 4 will reflect the existing structure.

4. There should be a number of distinct assessment submission dates for the

Work Based Learning module throughout the year, to facilitate more regular feedback to students (eg four submission and feedback points in year one would be appropriate).

SCSI Response

The response below also addresses recommendation number 2 (integrated work based experiential logs). A revised assessment structure has been devised for the Work-based Learning module. In relation to the new Integrated Report, this will be piloted in year 1 and reviewed at the end of the academic year and as part of the review of WBL generally across this programme and the BSc in Property Studies, to be carried out in Autumn 2017. Assessment: There will be five components to the assessment in the module.

1. Six work-based logs in semester 1, two for each module, i.e. the log will focus on a link between a specific module and a task undertaken or issue encountered in the workplace. These will be broadly at fortnightly intervals. The first three in semester 1 will be submitted by week 7 in the semester. An indicative mark will be awarded for these but they will submitted as formative assessment and will not count towards the overall module result. Detailed feedback will be given on these by week 10 and further explained to students at the work-place visit. Students will be expected to take account of the feedback given in the remaining three logs which will be submitted at the end of the semester. The second set of three logs will be graded and will count towards the end of year module grade.

2. Six work-based logs in semester 2, two for each module, i.e. the log will focus on a link between a specific module and a task undertaken or issue encountered in the workplace. These will be broadly at fortnightly intervals. The first three in semester 1 will be submitted by week 7 in the semester. All logs will contribute to the overall module mark.

3. An Integrated log semester 1. Students will be required to submit a report that details a work experience or task drawing on the content of all three modules in the semester and demonstrating the integrated nature of the task. This will be between 1000 and 1500 words in length. Feedback will be given on the semester 1 submission and students will be expected to take this into account in semester 2. A template will be provided to students to structure the submission. This is shown below.

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4. The existing end of year reflective report will be replaced by the Integrated Report in semester 2 but this will require a deeper level of reflection than the Integrated Report in semester 1.

5. One site visit to the student’s workplace involving a meeting with the student and their manager separately.

The marks breakdown for the different components is BSc in Property and Facilities Management

Assessment component Weight

3 x work-based logs 0% (1st half semester 1)

(formative assessment only)

9 x work-based logs 50%

Work-based visit 20%

Integrated report 1 10%

Integrated report 2 20%

Indicative template for WBL Integrated Report

Description of task/issue/experience How the task was completed/problem solved/issue resolved Student’s own direct and indirect involvement Elements of (module 1) knowledge and skills that were applicable to or

required to fulfil the task Elements of (module 2) knowledge and skills that were applicable to or

required to fulfil the task Elements of (module 3) knowledge and skills that were applicable to or

required to fulfil the task How the knowledge and skills from different modules integrated and

contributed to the completion of the task, solution to the problem or resolution of the issue

Students reflection* on the experience, what they learned, how it clarified their own strengths and weaknesses, how it would inform their approach to future challenges. This element will be emphasised and account for a higher weighting in the semester 2 report.

* Students will be given guidance, through a learning seminar, on how to undertake meaningful reflection rather than simply reporting on what they did.

5. In relation to all module descriptors, learning outcomes must be reviewed

and revised in order to include more appropriate terminology and to reflect the NFQ level (the Team should refer to DIT’s Writing Learning Outcomes document and revised Blooms Taxonomy) and there should be a clearer alignment with module assessment methods. The number of learning outcomes should more closely reflect the ECTS weighting of each module. Essential reading lists should also be reviewed and revised to ensure they are indeed essential and manageable/realistic. If specific pages and/or chapters in a text are essential, this should be indicated.

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SCSI Response

Module descriptors have been revised where appropriate. The full set of module descriptors is attached in a separate booklet.

6. The technical content of the programme as currently addressed within the

modules Introduction to Building Services, Construction and Maintenance Management, Planning and Building Regulations and Sustainable Building Technologies, requires review. The Panel considers that the number of modules/ECTS that address how buildings are built, retrofitted, serviced, certified and rated is low, along with the impact of BIMM, and it also considers that these topics should be introduced from an earlier stage in the programme. Specifically:

The technical content of the programme should be reconsidered and revised to reflect the ‘state-of-the-art’. It should also clearly relate to the EPBD and EED (EU directives) range of Building Control Regulations, Building Regulations and Planning Regulations;

It should also be reviewed in the context of the impending NZEB standard for new public buildings (2019) and new buildings (2021) and the retrofit of buildings and the decarbonisation of energy supply pathway to which Ireland has committed.

It is important that an awareness of BIM and introductory use of (already completed) BIM models forms part of the reformed programme. This is due to (a) the impact that the implementation of an Irish BIM Mandate for public sector work within 18 months will have (subsequent to the publication of EN ISO 19650); and (b) the increasing value of high quality BIM models and the data that can be drawn from them (i.e. COBIE) for building management.

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SCSI Response

This has been incorporated into the Introduction to Building Services (year 2.5), Planning and Building Regulations (year 3) and Sustainable Building Technologies (year 4) modules. The Introduction to Building Services module has been amended to include an additional Learning Outcome as follows: “Understand the need for and appreciation of Building Information Modelling (BIM)” The indicative syllabus of this module has been amended to include the following: - Using DEAP to produce a BE - Introduction to Revit and Revit MEP The Energy Performance of Buildings Directive and the Energy Efficiency Directive has been added to the Planning and Building Regulations module. The NZEB standards and sustainable retrofit technologies has been introduced to the Sustainable Building Technologies module. The Construction and Maintenance Management module has not been changed. The module deals with how buildings are built and maintained and in doing this addresses common building defects in commercial and residential building. It deals with real life case studies and addresses much of the problems that Property Occupiers, Landlords, Local Authorities and Approved Housing Bodies deal with on an ongoing basis. Reading list have been amended to reflect the above changes where appropriate. In addition the assessment in the Introduction to Building Services module has been changed from Examination (60%) / Assignment (40%) to Examination (50%) / Assignment (50%) as it is felt that this is more appropriate to the Learning Outcomes. The Programme Committee do not believe that it is feasible at this stage to introduce a stand-alone BIM module into the Level 7 Programme. The Programme Committee intends to submit an application to DIT during the 2017-18 academic year for accreditation of a Level 8 Programme in Property and Facilities Management. It is intended to consider an enhanced focus on BIM in this proposed programme.

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7. In relation to assessment regulations the regulations, as stated within the

documentation, should be revised to clarify whether modular assessment thresholds apply to all assessments within a module or whether there is scope for the application of compensation either within or between modules.

SCSI Response

The DIT norm that compensation applies within modules has been adopted other than in the modules listed below. In the following modules, students are required to pass all elements separately: Business Communications and Ethics Work-based Learning Years 1, 2, 2.5 and 4 The basis of this deviation from the norm is that the continuous assessment focuses on specific Learning Outcomes not assessed in other assignments, other components of an assignment or in an examination. This is clearly signalled in the relevant module descriptors and in the student handbook. The DIT norm for compensation between modules is applied.

8. Where modules are assessed by 100% continuous assessment, more

information must be provided, ie the assessment type, the number of assessment elements and alignment of these with specific learning outcomes. The reassessment methodology should be clearly set out for these modules.

SCSI Response

This is done within the module descriptors for the relevant modules which are: Year 1: Information Technology and Systems Administration Business Communications and Ethics

Work-based Learning Year 2 Economics for Property

Work-based Learning Year 2.5

Work-based Learning Year 4 Applied Project Management

Work-based Learning

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9. A marking rubric for all assessments should be available for both teaching

staff and students when the assessment is provided to the students. SCSI Response

An indicative marking rubric will be provided to all teaching staff. The Programme Committee is of the view that it would be appropriate that there be some flexibility around this for individual modules and lecturers will be required to customise this appropriately to their own module assignments. The SCSI Academic Officer will review each one before the assignment is given to students as part of the normal review of assignment briefs. The marking rubric will be made available to students with the project brief. Two indicative marking rubrics are shown in Appendix 4 together with a guidance document on the definition of grades.

10. All students must be afforded the opportunity to complete anonymised student

feedback forms. It is noted that SCSI may wish to use its own module feedback forms and if it does intend to use these forms this should be clarified and the forms to be used forwarded to the panel for consideration. Notification of the DIT’s programme survey is communicated to students via their DIT email address, therefore it is vital that students are made aware of this address and the need to check this account regularly (see point 3 above).

SCSI Response

The SCSI will use the existing DIT student feedback mechanism and will ensure that students are fully aware of this and are encouraged to provide feedback. In addition, the SCSI has devised its own feedback form for the academic year as a whole which it will also encourage students to complete. This focuses both on individual modules and also on the overall Programme. All feedback will be collected on an anonymised basis. The content of this is attached as Appendix 5. This will be presented to students in normal questionnaire format. It is intended to use the SurveyMonkey facility to administer this survey. Students will be made fully aware of and encouraged to use the DIT student email system. This will be included as part of the new Induction Programme.

11. The Programme Committee membership should also include the

membership required under formal DIT membership. SCSI Response

Membership of the Programme Committee will meet with DIT requirements.

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The Panel also makes the following recommendations: 1. With reference to the Panel’s condition regarding the induction programme, it

also considers that tutors would benefit from exposure to some of this material, particularly in the area of reflective practice. Similarly, a staff training session may be very beneficial for both students and staff.

SCSI Response

The SCSI Education management Team has devised a series of academic training seminars for staff teaching on the Programme. Reflective Practice is an integral component of this. The list of seminars to be held in shown in Appendix 8. The Education Department of the SCSI is conscious of the difficulty that ‘reflection’ presents to both lecturers and will seek guidance on this from the DIT LTTC in preparing this seminar.

2. In relation to Work Based Learning the Programme Team should consider, in order to improve the student experience, a smaller number of integrated work based experiential logs. This will help bring the learning in a number of modules together and would also emphasise reflection. The Panel also considers that these logs should continue to be assessed on a pass fail basis.

SCSI Response

The student submission will be a combination of weekly logs as currently exists but reduced to 6 per semester plus one integrated work-based integrated log per semester. A draft brief for the latter is shown in response to Condition 3 above. The benefit of this new approach will be reviewed at the end of the 2017-18 academic year.

3. In relation to the technical content of the programme, the Panel recommends

that the title of the Sustainable Building Technologies module be reviewed, as the technologies referred to within can no longer be referred to as ‘alternative’ or ‘sustainable’, rather they are necessary and mainstream.

SCSI Response

The Sustainable Building Technology module descriptor was amended to meet Condition 6 above. In particular, the NZEB standards and sustainable retrofit technologies have been introduced to the module. To address the recommendation of the Review Panel, the Programme Committee seeks the view of the Review Panel to a change in the title of the module to ‘Building Energy Performance Technologies’. Alternatively the Programme Committee will continue to monitor both the content of the module and the appropriate title and review it at the next submission to DIT in two years’ time.

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4. In relation to assessment:

The DIT norm where a module mark is obtained through the aggregation of component marks should apply, unless a threshold is deemed necessary within particular modules. Where this is the case this should be clearly indicated within the module descriptor as well as signalled within the Student Handbook;

The exam component of any module in year one should not be greater than 50%;

Alternative forms of assessment should be considered for some of the modules that are currently assessed by examination only;

There should be an internal review by the delivery team of examination papers and marking schemes prior to the examination process.

SCSI Response Recommendation 4.1

The DIT norm has been adopted other than in specific modules. These are set out in the response to Condition 7 above. The basis of this deviation from the norm is that the continuous assessment focuses on specific Learning Outcomes not assessed in other assignments or in an examination. This is clearly signalled in the relevant module descriptors and in the student handbook.

Recommendation 4.2

The Information Technology and Systems Administration, the Business Communications and Ethics and the Work-based Learning modules will be assessed by 100% continuous assessment. In the case of the other modules in year 1, the module authors, supported by the Programme Committee believe that the current breakdown between examination and continuous assessment is appropriate but will continue to monitor this.

Recommendation 4.3

There are three modules across the four years of the Programme, assessed by examination only. These are: Company and Property Law and Arbitration – Year 2 Property Valuations II – Year 2 Sustainable Building Technologies – Year 4 The relevant module authors supported by the Programme Committee believe that this is the appropriate method of assessment. This will be reviewed on an annual basis.

Recommendation 4.4

This will be observed in all future examination cycles and included in the agreed list of duties for lecturers

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5. The DIT contact should meet with students from each year of each programme

once a semester to facilitate communication and feedback. SCSI Response

The SCSI will liaise with the DIT liaison representative to ensure that this will be undertaken in all future years and a schedule of meetings will be communicated to students in a timely fashion

6. In relation to the Programme Committee’s proposed changes to the

programme, the Panel agrees the following:

it recommends that, in relation to the proposed new mentoring scheme, this is postponed until more consideration is given to it, particularly to its resource implications. The Panel suggests that peer mentoring should be considered as an alternative and opportunities for students from different years to meet could be arranged, eg as part of induction;

it supports all other proposed changes. SCSI Response Recommendation 6.1

The Programme Committee will defer the implementation of a mentoring scheme in 2017-18. The Committee will jointly (with the BSc in Property Studies Programme Committee) undertake a detailed review of the WBL module, including looking at international evidence relating to this during the Autumn of 2017. The issue of peer mentoring will be pilot tested in the 2017-2018 academic year, with year 1 and later year students. The Programme Management team and the module co-ordinator will submit a proposal on peer mentoring to the Programme Committee at the scheduled meeting before the start of the academic year. Students will be fully briefed on this in advance. Participation by students as mentors will be voluntary.

Recommendation 6.2

The Programme Committee is grateful for the support of the Review Panel. The Programme Committee intends to review the operation of the new structure via feedback from lecturers and students and by analysis of assessment results at the end of the academic year.

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Observations

The Panel would encourage engagement between DIT Students Union and the SCSI student body. SCSI Response

The SCSI will liaise with the DIT Students Union to determine how this can be best achieved.

The Panel notes that SCSI are seeking access for lecturers/tutors who are not DIT members of staff to the DIT’s Learning, Teaching and Technology Centre’s programme of workshops and short courses. It understands that this may be negotiated as part of the Agreement between SCSI and DIT and it would support this request. SCSI Response

The SCSI is grateful to the Review Panel for its support on this and will negotiate this directly with DIT as part of the proposed Service Level Agreement

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Appendix 1 Induction Programmes Year 1

BSc (Ordinary) in Property & Facility Management (Code DT176) Welcome Evening and Induction Year One Academic Year 2017/2018

Date: Thursday 7th September 2017 Time: 5.30pm - 7.30pm Venue: SCSI Offices, 38 Merrion Square, Dublin 2

Time Time Schedule Speaker

5.30pm – 6.00pm 30mins Tea/Coffee – Welcome + Introduction to SCSI Education Team

SCSI Educational Programme Management Team

6.00pm – 6.15pm 15mins SCSI Student and Associate Membership

Andrew Minihan, SCSI APC Officer

6.15pm - 6.35pm 20 mins 1. Course Structure – (Ordinary Degree with exit award of Higher Certificate after 2.5 years) 2. Moodle 3. DIT on-line communication system

Ruth Comerford-Morris SCSI Education Programme Manager / Tess Clinch SCSI Education Programme Co-ordinator

6.35pm – 6.55pm 30mins DIT Library/Research Bill Murphy, DIT Library Services (TBC)

7.00pm – 7.30pm 30mins Work Based Learning Dr. Roisin Murphy, DIT, WBL module Co-ordinator

7.30pm – 8.00pm 30mins Introduction to Academic seminars. a. Examination techniques inc. preparation in advance of exams b. Academic Writing

c. Introduction to Reflective Practice and its importance throughout the Programme Note: This is just a ‘taster’ session to indicate to students the importance of these areas. They will each be the subject of a later seminar.

Stephen Walsh, Academic Officer, SCSI/ Dr. Paul Kelly, Programme Lecturer

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Appendix 2: Draft Schedule of Learning and Teaching Seminars for Students

Topic Date Indicative Content

1 Academic writing 14/10/2017 Conventions, e.g. referencing, standard that students are expected to produce. Adopting an evidence-based style of

analysis and writing

2 Researching and completing assignments 14/10/2017 Addressing the task. Planning the structure, Time management. Understanding the assessment criteria, e.g. presentation, writing

style, analysis, conclusion.

3 Maximising the benefit of classroom time 25/11/2017 Listening, note taking, asking questions, reviewing notes,

identifying challenging aspects of material, follow-on reading and study

4 Exam preparation 25/11/2017 Summarising notes, practice questions, time management (before

and during exam), study groups. Knowing what is expected. Understanding and addressing the key verb

5 Student Reflection Semester 2 Purpose, methodologies, benefits, life-long skill

6 Understanding and checking for plagiarism Semester 2

Definitions, extent, identification, penalty. Purpose of plagiarism checking - focus on learning benefit rather than 'crime' prevention.

Use as a means of learning and improving writing ability and confidence.

7 Using Moodle Induction session

Uploading module material, distributing of results, feedback, communication tool

A manual will be prepared containing the presentations made and other material referenced at the seminars. In addition,

topics not directly covered in seminars will be included in the manual e.g. study tips.

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Appendix 3: Student Handbook: BSc in Property and Facilities Management Contents 1. Welcome

1.1 Introduction to Programme

1.2 The Society of Chartered Surveyors Ireland (SCSI)

1.3 The Dublin Institute of Technology (DIT)

1.4 SCSI/DIT Collaborative Partnership

2. Programme Details

2.1 Programme Duration 2.2 Programme Aim, Objectives and Learning Outcomes 2.3 Programme Summary Content – list of modules 2.4 Structure of module delivery over 4 years – schematic presentation 2.5 Module descriptors: Explanation of terms and content. All module descriptors will be included at end of handbook.

3. Personnel

3.1 Lecturers 3.1.1 Name

3.1.2 Qualifications

3.1.3 Modules taught

3.2 SCSI Programme management team 3.2.1 Names

3.2.2 Functions

3.2.3 Contact details

4. Assessment System

4.1 Regulations governing assessment and progression

4.1.1 DIT General Assessment Regulations Summary 4.1.2 Compensation arrangements across modules 4.1.3 Module Exemptions 4.1.4 Procedures for viewing of examination scripts 4.1.5 Regulations governing re-checks and remarks 4.1.6 Appeals procedures

4.2 Assessments: Examinations and Assignments

4.2.1 Weighting of Module Assessments 4.2.2 Schedule of Submission Dates 4.2.3 Module Exemptions 4.2.4 Submission of Projects 4.2.5 Failed Assessments and compensation within modules 4.2.6 Assessment thresholds 4.2.7 Marks and Grade Definitions 4.2.8 Regulations for progression to next stage 4.2.9 Determination of terminal and exit award 4.2.10 Attendance requirement

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5. Work Based Learning

5.1 Workplace monitoring 5.2 Workplace log books 5.3 Assessment of the learning outcomes for professional practice 5.4 Workplace visits 5.5 Submission dates 5.6 Integrated Assignment 5.7 Marking scheme

6. Assignment guidelines

6.1 Assignments 6.2 Presentation 6.3 Helpful Hints

6.3.1 Planning the assignment 6.3.2 Writing style 6.3.3 Plagiarism 6.3.4 Referencing 6.3.4 Time management

6.4 Assignment submission 7. Student support and facilities

7.1 SCSI Advice and assistance 7.2 SCSI Student membership 7.3 DIT Library services 7.4 DIT Student Support Services 7.5 Moodle – Online Learning Support Facility

8. Academic Quality Control

8.1 External examiners 8.2 DIT Liaison representative 8.3 Programme Committee 8.4 Student feedback 8.4.1 DIT Procedures 8.4.2 SCSI Annual Survey (New – See appendix 5)

9. Module descriptors

Full set of module descriptors.

All students should familiarise themselves with this Student Handbook, DIT rules and regulations, Exam regulations and Code of discipline.

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Appendix 4 Indicative Marking Rubric Appendix 4A: Marking Rubric 1 Assessment of assignments/essays: Students understandably put a lot of stock on the grade they achieve for each piece of work they do. It is important that the basis of the assessment should be clearly set out. A useful approach for the lecturer is to design a checklist that will guide the assessment. This might include: Is there clear evidence that the task has been well understood? This is an

important professional life skill for students;

Has the task ben approached in a well-planned and structured way?

Has the student demonstrated an ability to research the topic e.g. source the

key data and information and select the appropriate information?

Has the student applied the relevant theoretical concepts?

Has the student demonstrated satisfactory (report) writing skills and English

language competency;

Has the student paid sufficient attention to the academic requirements and

conventions, e.g. academic writing style, referencing;

Has the student demonstrated organisational skills and time management (for

students with significant external responsibilities this can be a major element of

essay writing).

Alternatively, a grid similar to the one below could be used

Element % of marks available % achieved

Research undertaken 30

Content/Analysis 40

Presentation 10

Conclusion 20

Total 100

Note this is a sample only and the lecturer should design their own version appropriate to the assignment. In addition to giving the breakdown of marks, the marks should be justified. Lecturers should reserve the right, having read the submission, to interview. individual students to determine the mark. This should be stated this explicitly in the assignment brief. This has a number of benefits: It can be used to determine how much the student knows or understands,

where this is not clear from the written submission;

It can be used if there is any suspicion of unacceptable collaboration between

students ;

It can be a useful way of providing feedback, especially to weaker students or

those who have misunderstood the task;

It may be a useful learning exercise for students where English is not their first

language

It can act as a disincentive to students to fall into the trap of plagiarism.

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Assignment Brief Template

Programme: ___________________________________ Module: ___________________________________ Assignment weight: ___________________________________ Submission date: ___________________________________ Word count: ___________________________________ Learnings Outcomes: ___________________________________ (numbers) Format: ___________________________________ (Individual or group) Marks Breakdown:

Element % of marks available

Research undertaken 30

Content/Analysis 40

Presentation 10

Conclusion 20

Total 100

Core task: Short summary of main aim. Lecturer to insert text here. Other content required – Short summary of subsidiary objectives. Lecturer to insert text here. Detailed description of assignment: Lecturer to insert text here covering overall aim, other objectives, content required, depth of analysis and key references if relevant.

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Feedback Template Form

Programme: _______________________ Module: _______________________ Student: _______________________ Assignment: _______________________ (Key word) Overall Mark: _______________________ Marks Breakdown:

Element % of marks available % achieved

Research undertaken 30

Content/Analysis 40

Presentation 10

Conclusion 20

Total 100

Feedback:

Research: Content/Analysis: Presentation: Conclusion: What was done well/ What strengths are evident? What could be improved/ What are the weaker elements? Overall Comment:

Signed: _______________________________ Date: ____________

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Appendix 4B Marking Rubric 2

Module Name

Academic Year 2017/2018

Assignment Cover Sheet

Student Name

Student Number

Lecturer Name (s)

Module

Submission Date

Word Count

Title of Assignment

Student Declaration

I declare that the work contained in this submission is my own work, and has not been

taken from the work of others, save and to the extent that such work has been cited and

acknowledged within the text of this submission.

Signature

Date

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Assignment Brief:

Title

Core task – main aim

Subsidiary objectives

Key references that students should

consult, if relevant

Percentage weight attached to the

assignment in the overall module

assessment

Submission deadline

Length (word count) – possibly upper and

lower limits

Format of submission (online or hard copy

or both)

Learning Outcomes Addressed

Learning Outcome Addressed by assignment

(Yes/No/partly)

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Assessment The two grids below are samples only and can be amended to suit the individual lecturer’s requirement and approach.

Element of Assessment Achieved Yes/No

Is there clear evidence that the task has been well understood?

Has the task ben approached in a well-planned and structured way?

Has the student demonstrated an ability to research the topic e.g. source the key data and information and select the appropriate

information?

Has the student applied the relevant theoretical concepts?

Has the student demonstrated satisfactory (report) writing skills and English language

competency;

Has the student paid sufficient attention to the academic requirements and

conventions, e.g. academic writing style, referencing;

Has the student demonstrated organisational skills and time management?

Element % of marks available

% achieved

Research undertaken 30

Content/Analysis 40

Presentation 10

Conclusion 20

Total 100

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APPENDIX 4C Definition of grades The definition of grades below is used in the dissertation module on the BSc in Property Studies Programme. A generic version of this is currently being prepared and will be distributed to all lecturers and students to assist in understanding the basis for determining grades. Defining Grades – Level 8 Honours Degree Dissertations

80%+ Approaching level 9 standard, outstanding and distinctive work

Presentation Excellence in referencing (no significant errors), writing style, grammar and punctuation. Excellent use of tables, graphs, maps, diagrams, photos etc.

Aim and objectives Research aim and objectives fully realised and are at the

highest level achievable for an undergraduate student. Literature review Excellent use of appropriate literature that identifies

relevant concepts, theories, frameworks within the research context.

Methodology Fully convincing methodology. Structure/ coherence Strong thread of argument throughout with excellent

linkages throughout study. Analysis and conclusion

Excellent interpretation and conclusion of research findings involving linkages and references to the review of literature.

70-79% Excellent, first rate piece of undergraduate work.

Presentation Excellent referencing, well written with clear and fluid style. Good use of tables, graphs, maps, diagrams, photos etc.

Aim and objectives Excellence in selection and justification of research aim

and related objectives. Aim and objectives achieved. Literature review Very good use of appropriate literature that identifies

relevant concepts, theories, frameworks within the research context.

Methodology Very well constructed methodology. Structure / coherence Clear and coherent structure with frequent and

convincing linkages throughout study. Analysis and conclusion

Critical analysis and very good conclusion (beyond simple description) of findings involving linkages and references to the review of literature.

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60-69% Very good piece of undergraduate work.

Presentation Good referencing (only a few referencing problems evident), clear writing style. Mostly good use of tables, graphs, maps, diagrams, photos etc.

Aim and objectives High competence in selection and justification of

research aim and related objectives. Aim and objectives not fully achieved.

Literature review Use of appropriate literature that identifies relevant

concepts, theories, frameworks within the research context. No significant mistakes evident, possibly some tendency towards over simplification evident.

Methodology Good methodology, well designed and implemented. Structure / coherence Clear and coherent structure with some good linkages

throughout study. Analysis and conclusion

Some critical analysis evident but not always achieving convincing conclusions of findings involving more limited linkages and references to the review of literature.

50-59% Solid, good piece of undergraduate work.

Presentation Adequate referencing (more frequent problems evident), predominantly clear writing style. Reasonable use of tables, graphs, maps, diagrams, photos etc.

Aim and objectives Mostly competent selection and justification of research

aim and related objectives. Aim and objectives not all or fully achieved.

Literature review Adequate coverage of literature but some lack of

coverage of theories, overall research framework and concepts.

Methodology Mostly adequate methodology but some flaws evident. Structure / coherence Good structure with limited linkages across the work. Analysis and conclusion

Some competent analysis/reflection evident but mostly description and summary of work. Limited linkages and references to the review of literature.

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40-49% Passable piece of work.

Presentation Generally passable referencing, readable with sufficient clarity to generally follow the narrative in the document. Poor and sometimes inappropriate use of tables, graphs, map, diagrams, photos etc.

Aim and objectives Some evidence of competence in selection and

justification of research aim and related objectives, but lacking clarity. May be difficult to assess whether aim and objectives achieved.

Literature review Some evidence of appropriate use of literature, but

coverage and understanding lacking Methodology Some attempt at methodology but not adequate. Structure / coherence Shows occasional competence in structure with limited

linkages. Analysis and conclusion

Limited analysis/reflection but mostly description and summary of work. Limited linkages and references to the review of literature.

30-39% Just short of a passable piece of work (amendments possible)

Presentation Incompetent referencing. Excessive reader effort required to follow narrative. Mostly poor/inappropriate use of tables, graphs, maps, diagrams, photos etc. throughout.

Aim and objectives Unclear aim and failure to design appropriate objectives. Literature review Limited awareness of literature in research area. Lacks

understanding in part. Methodology Little or no methodology. Structure / coherence Vague structure. No coherence in document. Analysis and conclusion

Fails to demonstrate adequate competence in analysis or conclusion.

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0-29% Outright Fail (start again)

Presentation All aspects of presentation (writing style spelling, referencing) very poor and document generally difficult to follow.

Aim and objectives No clarity in aim or in related objectives. Literature review Little awareness of literature in research area. Lacks

understanding in the main. Methodology No justification or attempt at methodology given. Structure / coherence A mish-mash of material often displaying random

association. Analysis and conclusion

Fails to demonstrate any competence in analysis or conclusion. Little or no basis in research.

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Appendix 5 Draft SCSI end of year survey of students Section 1 Programme content, structure and delivery 1. How satisfied are you that the overall structure and content of the Programme is meeting your expectations and needs? Answer to 5 step Likert scale (example below)

Very satisfied Satisfied Neutral (neither satisfied nor dissatisfied) Dissatisfied Very dissatisfied

Comment (optional) 2. How satisfied were you with the content of the modules you studied this year? Answer to 5 step Likert scale Comment (optional) 3. How satisfied were you with the delivery of the modules you studied this year? Answer to 5 step Likert scale Comment (optional) 4. Do you think that the content of the modules built on and was sufficiently linked back to the relevant modules in previous years? (for years 2, 2.5, 3 and 4 only) Answer to 5 step Likert scale Comment (optional) 5. Do you think that the modules that you studied this year or in previous years are sufficiently well integrated with or complementary to the other modules? Answer to 5 step Likert scale Comment (optional) 6. What modules do you think should be expanded/enhanced?

7. What modules do you think should be reduced/replaced? Please elaborate on your answer. 8. Is there additional content, currently not covered in the Programme, that you think should be added within the current Programme? Please elaborate on your answer.

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9. Do you think the Overall Programme would benefit or be more efficient/student-friendly/ efficient if lectures were available on-line as follows? (Please answer as many as you wish)

Lectures available online, in real-time and interactively (Webinar style) Lectures available online subsequent to delivery Other (please elaborate below)

Please elaborate on your answer if relevant 10. Did you attend the Induction day? Y/N 11. If yes to Q.10 above, how useful did you find it? Answer to 5 step Likert scale Comment (optional) 12. In relation to the Induction day, what do you think was missing? 13. In relation to the Induction day, what elements, if any, did you think were particularly useful? Section 2 Programme management and facilities 14. How satisfied were you with the facilities in which the Programme was delivered this year, e.g. lecture rooms, computer labs, access to library etc.? Answer to 5 step Likert scale plus comment (optional) 15. How satisfied were you with the management and administration of the Programme by the SCSI Education team this year? Answer to 5 step Likert scale plus comment (optional) 16. Do you think the SCSI education team could provide other services to enhance the operation of the Programme? Yes/No Comment (optional) 17. Did the SCSI Education team make you sufficiently aware of the following:

Overall DIT General Assessment regulations and any SCSI derogations

from these

Examination re-mark, recheck and appeal system

Compensation rules in assessments

Rules on module exemptions

Personal circumstances in relation to missing exams or assignment

deadlines

DIT student feedback system

DIT student support services

Answer to 5 step Likert scale to each one Comment (optional)

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18. Did you engage with any DIT Student Support Services this year? Yes/No 19. If yes to above, please elaborate unless it is confidential Section 3 Academic quality 20. How satisfied were you with the assessment of the modules you studied this year? Answer to 5 step Likert scale Comment (optional) 21. Was the balance between examinations and assignments appropriate? Answer to 5 step Likert scale Comment (optional) 22. How satisfied were you with the feedback that you got on assignments that you submitted this year? Answer to 5 step Likert scale Comment (optional) 23. How satisfied were you that the Learning Outcomes set out in the module descriptors were met this year? Answer to 5 step Likert scale Comment (optional) 24. Did you find the Academic/Teaching and Learning seminars useful? Answer to 5 step Likert scale Comment (optional) 25. In relation to the Academic/Teaching and Learning seminars, which ones, if any, did you think were particularly useful? 26. What additional Academic/Teaching and Learning seminars would you like to see offered?

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Section 4: Professional relevance 27. How relevant are/were the following Year 1 (or 2, 2.5, 3, 4 as relevant) modules to your employment and career aspirations ?

Introduction to Property and Facilities Management Residential Management Introduction to the Legal System and Contract Law Property Valuations I Information Technology and Systems Administration Business Communications and Ethics Work-based Experiential Learning

Answer to 5 step Likert scale for each one Comment (optional) (Similar question for each year) 28. Bearing in mind that the Programme serves both the Property Management and Facilities Management professions, do you think the balance between the two branches is …. Answer to 5 step Likert scale (example)

Very Property Management focused

Somewhat Property Management focused

About right

Somewhat Facilities Management focused

Very Facilities Management focused

Comment (optional) 29. If you work primarily in either the Property Management or Facilities Management professions, did/do you find the exposure to the other profession beneficial? Answer to 5 step Likert scale Comment (optional) 30. How useful do/did you find the Work-based Learning module? Answer to 5 step Likert scale Comment (optional)

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Appendix 6 Schedule of Learning and Teaching Seminars for Lecturers

Topic Date Indicative Content

1 Writing assignment briefs

and linking to Learning Outcomes

12/10/2017

Types of Learning Outcomes (LOs), Assessing LOs. Core aim of assignment and link to LO. Being realistic in task set. Assignments versus exams, different focus e.g. a closed book examination may be a

useful way to test knowledge whereas a written assignment or case study may be better at testing for judgement.

2 Writing examination

questions and linking to Learning Outcomes

26/10/2017 Key verb in exam questions. Exam module solution and link to LO. Exam formats e.g. closed-book, open

book, synoptic, multiple choice questions, descriptive answers, analytical answers.

3 Academic writing 07/11/2017 Conventions, focus, what students are expected to produce. Evidence-based analysis and writing

4 Assessing assignments 23/11/2017 Transparency of assessment criteria. Weighting attached to each criteria e.g. presentation, writing style,

analysis, conclusion.

5 Giving formative feedback 07/12/2019

Formative assessment and feedback. Consistency of feedback with marking criteria. Feedback should include positive reinforcement e.g. what were the good points of the assignment. Forms of feedback e.g. written comments, mark/score, verbal, generic feedback across class group. Progression of feedback in

successive assignments and in successive stages of the Programme, e.g. less hand-holding

6 Teaching methodologies and Student engagement

Semester 2 Lectures, labs, seminars, etc. Methodologies for engaging students e.g. activity-based learning. Peer-to-

peer sharing of experience.

7 Student Reflection Semester 2 Purpose, methodologies,

8 Understanding and

checking for plagiarism Semester 2

Definitions, extent, identification, penalty. Purpose of plagiarism checking - focus on learning benefit rather than 'crime' prevention

9 Using Moodle Induction session

Uploading module material, distributing of results, feedback, communication tool. Operational not academic seminar

10 Setting module learning

outcomes Semester 2 Ladder of learning. Knowledge, Know-how and Skills, Competence.