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Assessment tasks are designed to enable students to demonstrate the Learning and Employability outcomes for the relevant level of study. Level Learning Outcomes are embedded in the assessment task(s) at that level. This enables a more integrated view of overall student performance at each level.
This module aims to equip apprentices with the knowledge. Skills and ethical mindset required to navigate complex ethical dilemmas and safety control challenges around the globe in project management within the construction industry. Introduction to Project Management Ethics - Overview of ethical principles in project management - Importance of ethics in decision-making - Ethical considerations in project planning and execution Ethical Leadership in Project Management - Role of leadership in promoting ethical behavior - Ethical dilemmas faced by project managers - Strategies for ethical decision-making in project management Ethical Frameworks and Codes of Conduct - Exploration of ethical frameworks and codes of conduct in the construction industry - Application of ethical principles in project management scenarios - Case studies on ethical issues in project management Project Safety Management - Introduction to safety management in construction projects - Legal requirements and regulations related to safety control - Risk assessment and mitigation strategies for ensuring project safety Safety Culture and Communication - Building a culture of safety in project teams - Effective communication strategies for promoting safety awareness - Tools and techniques for enhancing safety communication in project management Safety Planning and Implementation - Developing safety plans for construction projects - Implementing safety control measures on site - Monitoring and evaluating safety performance in projects Ethics in Procurement and Contracts - Ethical considerations in procurement processes - Contractual ethics and integrity in project management - Addressing conflicts of interest and ethical dilemmas in contracts Ethical Decision-Making in Project Execution - Ethical challenges during project execution phases - Stakeholder management and ethical considerations - Balancing project objectives with ethical responsibilities Safety Audits and Inspections - Conducting safety audits and inspections on construction sites - Identifying hazards and non-compliance issues - Corrective actions and follow-up procedures for safety control Ethics in Project Closeout and Lessons Learned - Ethical considerations in project closeout processes - Reflecting on project outcomes and ethical practices - Lessons learned and continuous improvement in project management ethics and safety control
A variety of teaching and learning strategies will be employed throughout the module in order to ensure the acquisition and development of appropriate concepts, knowledge and skills and achievement of the stated learning outcomes. A variety of teaching and learning methods provide access to learning to meet a wide range of learner needs and are aimed at widening participation amongst learners to avoid exclusion and develop learner skills in academic studies and personal life situations.
The module will be delivered on a blended learning basis, with the apprentices attending delivery workshops to knowledge to complete all aspects of the module. The module will be taught on a block release basis and will include: lecture style knowledge content and seminar style activities to discuss the content and enabling the learner to place it into context. This module will also have virtual tutorial café (VTCs) sessions, these group sessions allow for reflective time following the delivery and will be utilised to support the learner in unpacking the content and the assessment requirements. VTC sessions will also be utilised as formative peer feedback sessions.
The apprentices will also participate in a variety of on-line activities throughout the duration of the module, using the VLE to further develop their academic skills.
Independent study time should be spent on specific pre learning (on-demand learning – available to all students on Moodle), for example, engaging in specific background reading of the topic and online exercises. Post learning activities will be provided by the module tutor but these will generally be assessment focused enabling the learner to achieve the assessment requirements.
All activities and materials provided on Moodle will support the module content for the module delivery including pre, live and post activities and resources. The sequencing of the sessions will provide re-enforcement of the theoretical concepts developed during the delivery in a progressive pattern, aimed at developing knowledge and overall understanding.
Lectures: For a vocational content these will be critical to delivering theoretical concepts, principles and industry knowledge. Lectures will be supplemented with visual aids, case studies, Mock up Models, simulations and video content based on real-world examples to enhance understanding and engagement.
2. Group Discussions: With the lecturer as a facilitator of the learning, group activities will be used to explore and analyse construction and quality methods including contentious issues around design, procurement and sustainable construction methods. The debate will bring about different perspectives and empower apprentices to develop critical thinking and problem-solving skills.
3. Case Studies: Case studies from industry will allow apprentices to apply theoretical knowledge to real-world construction scenarios. Apprentices will analyse and evaluate complex construction projects, identify challenges, and propose solutions based on their understanding of and needs of Quantity Surveyors.
4. Compendium of Data from Site Visits and Field Trips: Site visits and field trips allow apprentices to interact and have exposure to some real construction projects beyond those experienced in their own work place. It is only logical to ensure apprentices interact with other industry professionals and gain further practical insights into construction QS practices as part of their CPD registry.
5. Simulations: Simulations activities will be used to simulate Quantity surveying practice and allow apprentices to practice decision-making, problem-solving, and communication skills in a controlled environment.
6. Project-Based Learning: Project-based learning will be used so apprentices work on real or simulated construction projects. Apprentices will work in teams to plan, execute, and manage construction projects, applying their knowledge and skills to solve practical Quantity Surveying problems and to achieve project objectives.
7. Guest Lectures and Industry Experts: Invitations will be extended to guest lecturers and industry experts to share their experiences and insights from a broader perspective of quantity surveying practice. Guest lecturers will bring and share into a classroom real-world examples industry trends, and best practices, enhancing the relevance and applicability of the curriculum to Quantity Surveying.
8. Technology Integration: Incorporating technology and estimating software and planning tools of various software commonly used in the construction industry, such as Building Information Modelling (BIM) software, Bentley Virtuosity planning software, Catto, Autodesk take off, iTwo Cost X and other project management software, and virtual reality simulations. The negotiated demonstration room and dedicated computer lab for CBE programmes will help in creating live spaces for interactive learning, improve engagement and embedded the much needed employability skills based on real world industry tools.
9. Assessment Methods: Assessment methods will align with the learning outcomes of the BSc (Hons) Quantity Surveying programme and will include written assignments, presentations, group projects, exams, and continuous practical assessments as prescribed by the Professional bodies.
All assessments are designed to evaluate apprentices' understanding of KSBs under the Chartered Quantity Surveying standard to improve their ability to apply knowledge to real-world scenarios, and their critical thinking and problem-solving skills. It is important to note that a combination of different teaching strategies will be adopted to cater to different learning styles and engage and meet the varying needs and learning potential of all apprentices. Additionally, incorporating industry trends, current research, and emerging technologies into the curriculum will help apprentices stay up-to-date with the evolving field of Quantity Surveying.
Planned LTU Off-the-Job Delivery Learning:
Lectures including practical simulations
Hours 14
Virtual Tutorial Café
Hours 6
Planned Off the Job Learning:
Training Plan Activities
Hours 52
Minimum Self-Directed Off the Job Learning and Practical Training:
Hours 128
Assessment Strategy
Assessment tasks are designed to measure the extent to which apprentices have satisfied the Level Learning Outcomes for your programme. Modules, under this apprenticeship standard are mapped to all the KSBs as set by the professional body RICS. Assessments will be designed to test module-specific skills and knowledge which contribute to the knowledge Skills and Behaviours that shape learners as professional chartered quantity surveyors.
Assessment Methods: Assessment methods will align with the learning outcomes of the underpinning BSc (Hons) Professional Practice chartered Quantity Surveying programme and will include written assignments, presentations, group projects, exams, and continuous practical assessments as prescribed by the Professional bodies and aligned to the KSB under the Chartered QS apprenticeship pathway.
- Weekly quizzes and reflections on ethical and safety principles
- Case study analysis on ethical dilemmas and safety control scenarios
- Case study projects will be selected focusing on developing ethical guidelines and safety plans
- Final assessment combining theoretical knowledge and practical application in project management ethics and safety control
001: MCQ Phase Test
002: Unseen examination
Attention is given to ensuring all the six strands for the Curriculum for Social Justice - CFSJ: Curriculum Design Principles and Practices are complied with, namely:
Race Equity
Mental Health and Well Being
Internationalisation
Education for Sustainable Development
Employability and Enterprise
Digital Pedagogy
Module Coordinator - PRS_CODE=
Level - 6
Credit Value - 30
Pre-Requisites -
Semester(s) Offered - 6AP