Given the sharp decline the industry has suffered in the recession it is somewhat surprising that recruitment has held up so well, this may indicate that many young people consider the industry will continue to offer rewarding employment within the UK and overseas. However the construction industry has the advantage that it is one of the few UK industries which cannot be shipped abroad, and there is much work needed to both the UK infrastructure and housing stock.
Taken as a whole the Construction Industry is a major contributor to UK GDP (directly c. 8.5% in 2008, rising to c.10% overall when the entire value chain is considered) and a driver of historical GDP growth. The construction industry value chain consists of c.300,000 firms, including many small and medium-sized family and local businesses. The sector employs c.3 million people in a multitude of roles representing 8% of UK employment.
The School of Architecture, Built and Natural Environment prides itself on providing a supportive learning environment, with personal attention afforded to all students. Delivering a successful and enjoyable learning experience is at the very core of our vision to produce first class professionals.
We are situated in an urban maritime environment very close to Britain's first designated 'Area of Outstanding Natural Beauty' and with many interesting buildings and cultural assets nearby. We are in close proximity to magnificent natural and physical resources of south, mid and west Wales and the University and its staff play a major role within the conservation and heritage management of these and other similar national assets.
As class sizes are generally less than 25, this engenders a culture and environment that listens to and supports individual student needs. Our teaching is informed by research in subject's that extend right across our portfolio, suitably supplemented by external experts from around the world. We believe in engaging with employers to develop, deliver and review courses that enhance our graduate's employability credentials in a manner that is central to our vision for students, the city and region.
This is further reflected by recent graduate success stories that include employment in international organisations, entrepreneurship and community engagement. Our commitment is demonstrated by recent investment in facilities, staff and engagement, which means the future for our graduates, is stronger than ever. We truly look forward to meeting you in person and helping you achieve your personal goals and ambitions.
Level 4 - BSC/HND/HNC
Built Environment Issues, Academic and Professional Skills
Construction Technology 1
Law for the Built Environment
Science, Structural Appreciation & Materials
Building Information Modelling and CAD
Level 5 - BSc/HND
Construction Technology 2
Commercial Processes & Cost Management
Built Environment Services
Procurement & Project Management
Contract Practice & Procedures
Research Methods and GIS
Level 6 - BSc
Construction Technology 3
Construction Project Management
Cost Studies of Buildings
Integrated Project 3
Individual Research Project
The school maintains relationships with a number of professional institutions within the built environment. This includes hosting CPD evenings for their members and inviting their representatives to talk to the students about the benefits of becoming a member and facilitating the students' uptake of the various student membership offers made to them.
- Trevor Francis
- Lindsay Richards
Assessments used within these Programmes are normally formative or summative. In the former assessment is designed to ensure students become aware of their strengths and weaknesses. Typically, such assessment will take the form of practical exercises where a more hands-on approach shows student's ability on a range of activities. Traditional formal time-constrained assessment is by means of tests and examinations, normally of two-hour duration.
Examinations are a traditional method of verifying that the work produced is the students' own work. To help authenticate student coursework, some modules require that the student and lecturer negotiate the topic for assessment on an individual basis, allowing the lecturer to monitor progress.
Some modules where the assessment is research-based require students to verbally/visually present the research results to the lecturer and peers, followed by a question and answer session. Such assessment strategies are in accord with the learning and teaching strategies employed by the team, that is, where the aim is to generate work that is mainly student-driven, individual, reflective and where appropriate, vocationally-orientated. Feedback to students will occur early in the study period and continue over the whole study session thereby allowing for greater value added to the student's learning.
The need to stimulate demand within the economy using the construction industry appears to be one thing on which both political parties agree. Recently the Business Secretary Dr Vince Cable described construction as 'a very big chunk of the economy' and went on to state 'if we are going to get out of this period of economic crisis, the construction industry is a key driver - Dr Cable identified housing and infrastructure as two key areas that needed to be addressed. Similarly the shadow Chancellor has identified the need to increase the amount of housing provision.
A 2009 report by the Construction Industry Council on the impact of the recession on the professions identified that 'Construction managers too will need a broader level of understanding with respect to the design and construction of the building' and that 'the expected move towards greater energy efficiency and sustainability will place new demands on both construction industry professionals and construction managers and may create new opportunities'. Furthermore the same report identified 'There will be an increasing need for managers with an understanding of the nature of the building and how to operate it at its optimum efficiency?
This programme is designed with the above issues in mind. For example, module outcomes address concerns such as sustainability, energy efficiency, facilities management along with the more familiar outcomes such as management theories, literacy, problem solving and client needs. Supplementing these is a range of higher level skills which have been designed to integrate with module outcomes.
This programme will meet industry demands and in doing so provide a sound intellectually demanding vocational learning experience linked to industry and professional body a requirement that satisfies the needs of both students and employers. Furthermore, the programme team has developed the aims of the programme to enhance the development of technical competence and training at a level, which is capable of meeting industry's current requirements for middle management.
Graduates of the Quantity Surveying Programme will find employment in either the consultant side of the industry as Quantity Surveyors, advising clients on the economics of their development projects or in roles such as Commercial Managers within the contracting side of the industry.
At the end of the course it is anticipated that graduates will have acquired sufficient skills to be able to fulfil the role of a graduate quantity surveyor in either of these sectors. Subject to the restrictions the qualification will provide them with a route to membership of a professional institution. There has only been one cohort of graduates from the Quantity Surveying and they have found employment within contracting organisations
- Civil Engineering and Environmental Management
- Project & Construction Management
It is possible to complete this programme of study without any additional costs.
Students may wish to purchase materials for modules, such as major project but this is not a requirement and will have no bearing on the final grade.