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A Warm Welcome from the University of Wolverhampton Evaluation of curriculum design for a A Warm Welcome from the University of Wolverhampton Evaluation of curriculum design for a Work Based Learning module in construction Paul Hampton

“Proud to deliver accredited RICS courses” Traditional Industrial links • “The Black Country’ • “Proud to deliver accredited RICS courses” Traditional Industrial links • “The Black Country’ • Industrial revolution • Changing expectations (Engel, 1997 and Poikela 1997) describe as a community expectation that graduates not only have a specific knowledge base, but are equipped with the knowledge to solve complex problems in an effective way

‘ local companies - Global Expectations’ ‘ local companies - Global Expectations’

Challenges in designing curriculum? 1. 2. 3. 4. 5. 6. 7. Historically - Construction Challenges in designing curriculum? 1. 2. 3. 4. 5. 6. 7. Historically - Construction industry barometer for economic position of UK – Current state putting increased demand on students time 24, 000 students, over 83% graduates get a job within the first 6 months External Stakeholders Around 3, 000 international students World Class Researchers …reputation Employer engagement of curriculum design Academic models

Pre-requisites - Module n n Inaugural run - 30 credit, year long module WBL Pre-requisites - Module n n Inaugural run - 30 credit, year long module WBL feeds in to the Professional body accredited courses - BSc (Hons) Construction Management, - BSc (Hons) Building Surveying, - BSc (Hons) Quantity Surveying, - BSc (Hons) Commercial Management and Quantity Surveying (not accredited) The students are industry based part-time students

Plan > > Pre-consultation with all stakeholders Diagnosis of needs and formulation of objectives Plan > > Pre-consultation with all stakeholders Diagnosis of needs and formulation of objectives Selection of contents / learning outcomes Reflective practitioners – (My aims and objectives) > Evaluation

Pre- consultation Professional bodies 1. Competencies 2. APC – Requirements – Pathway 3. Student Pre- consultation Professional bodies 1. Competencies 2. APC – Requirements – Pathway 3. Student membership University 1. MST (Module Specification Template) 2. Inaugural run Students 1. Liked portfolio 2. Deeper understanding of individual discipline 3. Working with peers Employers. .

Employer Engagement n Employers subscribed to the notion of group discussion, and engagement of Employer Engagement n Employers subscribed to the notion of group discussion, and engagement of questions and answer sessions, so Kolb’s Socio-constructivist model would be ideal. Both the workplace and the weekly tutorials with myself at the University, would encourage what the model portrays ‘engagement of learning with peers’

My Aims and Objectives n I wanted the students to experience ‘transformation’ which would My Aims and Objectives n I wanted the students to experience ‘transformation’ which would entail letting go of earlier, comfortable positions and encounter less familiar and sometimes disconcerting new territory. (Meyer and Land, 2006) Be creative n Subject matter of construction related disciplines, predominately involves problem solving, critical thinking, creative thinking, and skills transfer to new content – Importance in design n Address ‘What will students be able to do after they complete the course, or in this case module, that they could not do before’ - Could I embed and encourage autonomy and mastery of knowledge in the curriculum. n Engagement of our ‘blended learning strategy’ – Podcasting ‘Threshold concepts’……

Reflection & Evaluation (Other considerations) n Threshold concepts – n Avoiding ‘stuffed curriculum’ relevance Reflection & Evaluation (Other considerations) n Threshold concepts – n Avoiding ‘stuffed curriculum’ relevance and suitability of my initial attempt at curriculum design and question its ability to be ‘student focussed’ whilst constructively aligning with my expectations to reach concept threshold, and aligning my students with mastery of subject understanding ‘thinking like a practitioner’ (Cousins 2006)

Curriculum Design n Designing, planning and formulating curriculum aims and objectives is paramount towards Curriculum Design n Designing, planning and formulating curriculum aims and objectives is paramount towards providing clarity and structure for both the teacher, and the learner. To encourage depth of learning, and mastery of subject, requires ‘constructive alignment’ (Biggs, 2003) and creation of new engaging learning environments. Constructive Alignment Learning Outcomes Learning experience ‘Creativity’

Theory n n n Engaging and motivational (Year module) Perhaps Cowan (1998) captures the Theory n n n Engaging and motivational (Year module) Perhaps Cowan (1998) captures the issue when he defines teaching as ‘the purposeful creation of situations from which motivated learners should not be allowed to escape without learning Nicholls cyclical model Objectives & selection of outcomes Taba’s model for curriculum design – follows 7 steps Step 1 – Diagnosis of needs Step 2 - Formulation of objectives Step 3 - Selection of content Step 4 - organisation of content Step 5 - selection of learning experiences Step 6 - organisation of learning experiences Step 7 - determination of what to evaluate, and ways and means of doing it. Selection & organisation of methods Nicholls cyclical model Situation Analysis & evaluation

Potential solutions n n n Adopt - Taba’s model for curriculum design – follows Potential solutions n n n Adopt - Taba’s model for curriculum design – follows 7 steps Consultation – With all internal/external stakeholders, including students Reflection – on / in / after (Schon, Biggs, Moon) Outcomes learning strategy – 3 main learning outcomes Evaluation – Re-evaluation … model

Portfolio (Case study) Strategic approach Feedback & evaluation Final submission Blended learning T 5 Portfolio (Case study) Strategic approach Feedback & evaluation Final submission Blended learning T 5 Case study Professional Viva Company visit Learning outcomes Professional body Interim submission

Case study - (T 5) Case study - (T 5)

T 5 Key T 5 details v. The project management approach on Terminal 5 T 5 Key T 5 details v. The project management approach on Terminal 5 was developed based on the principles specified in the Constructing the Team (Latham, 1994) and Rethinking Construction (Egan, 1998) but went further than any other project v. The construction of T 5 consists of 16 main projects divided into 140 sub-projects and 1, 500 “work packages” on a 260 ha site; v. The £ 4. 2 bn project includes not only a vast new terminal and satellite building but nine new tunnels, two river diversions and a spur road connecting to the M 25; v. It is a multidisciplinary project embracing civil, mechanical, electrical systems, communications and technology contractors with a peak monthly spend over £ 80 million employing up to 8, 000 workers on site;

T 5 v. The T 5 agreement is a unique legal contract in the T 5 v. The T 5 agreement is a unique legal contract in the construction industry – in essence it is a cost reimbursable form of contract in which suppliers’ profits are ring-fenced and the client retains the risk. It focuses in nonadversarial style on the causes of risk and on risk management through integrated team approaches. v. The history of the UK construction industry on large scale projects suggested that had BAA followed a traditional approach T 5 would end up opening 2 years late, cost 40% over budget with 6 fatalities

T 5 ROLE OF THE COST CONSULTANTS/CONTRACTOR’S QS v. BAA selected a consultancy framework T 5 ROLE OF THE COST CONSULTANTS/CONTRACTOR’S QS v. BAA selected a consultancy framework for cost consultancy on the T 5 project comprising the Turner & Townsend Group and EC Harris Group Ltd (known as Tech. T). v. Both companies were selected under the same terms of commission and each provided 50% of the staff. On this project these two major consultancy companies became one team “joined at the hip”. At its peak the cost consultancy team comprised 120 staff, approximately two thirds of which were quantity surveyors. v. Laing O’Rourke Infrastructure Ltd was selected as the major 1 st tier supplier responsible for the civil construction, infrastructure and logistics delivery. Laing O’Rourke were involved in nearly 50 sub-projects with a turnover the last three years averaging at £ 20 million per month managed by a team comprising more than 50 quantity surveyors

Professional body competencies T 5 • Preparing development appraisals 2. Advising clients on project Professional body competencies T 5 • Preparing development appraisals 2. Advising clients on project brief, preferred procurement route and cash Flow [T 10 – Level 3] 3. Analysing whole life costs 4. Planning the construction process 5. Monitoring control of cost during pre-contract stage 6. Preparing tender and contractual documentation [T 062 – Level 3] 7. Advising on payments to contractors, cost control and settlement of final Accounts [T 074 – level 3] 8. Controlling the project on behalf of their employer 9. Negotiating with client or subcontractors 10. Reporting on the programme and financial matters [T 067 – Level 3] 11. Risk and value management 12. Giving contractual advice in case of dispute

Traditionally Terminal 5 time-lapse video See Heathrow Terminal 5 take shape in front of Traditionally Terminal 5 time-lapse video See Heathrow Terminal 5 take shape in front of your eyes with this timelapse video of the construction project. Watch the video now (WMV format) -----------------------------------------http: //www. heathrowairport. com/portal/page/Heathrow%5 EGeneral%5 EAirpo rt+information%5 ETerminal+5%5 ETimelapse+video/8 ba 4 bff 9863 f 4110 Vgn. VCM 10000036821 c 0 a____/448 c 6 a 4 c 7 f 1 b 0010 Vgn. VCM 200000357 e 120 a____/

Portfolio SUCCESS…? Strategic approach Feedback & evaluation Final submission Blended learning T 5 Case Portfolio SUCCESS…? Strategic approach Feedback & evaluation Final submission Blended learning T 5 Case study Professional Viva Company visit Learning outcomes Professional body Interim submission

Conclusion n n n Curriculum design can be complex – Quality not quantity Review Conclusion n n n Curriculum design can be complex – Quality not quantity Review existing academic models Engagement and evaluation with all stakeholders Reflection at all stages Know your subject, and know your audience Monitoring, returning to start cyclical, loop, Evaluation evaluation

CONCLUSION & REFLECTION ‘Thanks for listening’ Any Questions. . ? CONCLUSION & REFLECTION ‘Thanks for listening’ Any Questions. . ?