Background and context

1. Professional Practice in Construction Management Innovation in curriculum design, learning, teaching and assessment

2. Background and context • Level 5 Higher Apprenticeship in Construction Operations Management • An integrated approach to developing knowledge and competence through a work-based Foundation degree • RICS welcomes the innovative approach of Middlesex University to providing Higher Apprenticeship routes through to professional membership. Higher Apprenticeships that are built on work-based degrees have the potential to open doors for aspiring professionals while maintaining professional standards (RICS, April 2013) • The revised SASE introducing: • Higher Apprenticeships at level 6 and 7 • Full inclusion of HE qualifications and degrees • Significant emphasis on a requirement for professional recognition • Level 6 Working Group and Higher Apprenticeship in Construction Management • Work-based Honours degrees in key specialist areas • Construction Site Management and Quantity Surveying pathways (Civil Engineering to follow)

3. Who has been involved and how?

4. Consultation with industry A series of consultation events, meetings and activities across the country with a wide variety of representatives from (large and small) organisations in the construction industry • Lovell Partnerships Limited • Seddon Construction Limited • Loach Construction and Development Limited • Freemont Limited • Mark Woodman Associates Limited • HJ7 Consulting Limited • CAIP Limited • Gower Homes • Carillion • Soul Sustainability • Michael Rowlinson Associates Limited • Lend Lease Corporation • HCA International Limited • Webb Associates Limited • Laing O'Rourke Construction • Cabinet Office - BIM Task Group • Skanska UK PLC • Federation of Master Builders • CIC • CITB • RICS • CIOB • ICE

5. Professional competence • Recognising knowledge, understanding and skills • Professional associations and higher education providers • The perceived limitations of competence for higher education • ‘Academic competence’ and the focus on mastery within an identified disciplinary knowledge domain • ‘Operational competence’ and the emphasis on outcomes and skill performance (Barnett 1994) • The perceived limitations of academic qualification in assessing competence • Apprenticeships, ‘knowledge’ and ‘competence’ qualifications • NOS as the “highest common denominator benchmark for the competence and learning of professional, managerial and technical roles” (Cracknell 2013) • The idea of professional competence • “professional competence integrates knowledge, understanding, skills and values” • (Engineering Council 2013) • “proven ability to use knowledge, skills, and personal, social and/or methodological abilities in work or study situations and in professional and personal development” (European Commission 2008)

6. A lack of effective working practices in the construction sector • Gluch (2009) found that the effectiveness of relationships between environmental professionals and construction site managers are hindered by established organisational structures and modes of communication. • Abdel-Wahab et al, (2008) argue that policies to increase training in the sector alone may not lead to the productivity improvements desired as a consequence of the fragmented nature of practice in the construction sector. • Fulford and Standing, (2014) argue that there exists a fragmentation of practice in the construction sector and that collaborative working is impeded by a lack of trust and shared values across different areas of practice.

7. Transforming Construction Management Practice • Interdependence of ‘Site Manager’, ‘Quantity Surveyor’ and ‘Site Engineer’ roles • A need to focus on developing an understanding of complimentary job roles to enhance sector practice • Inter-relationship and/or differentiation of professional practice? • RICS Professional Competencies and CIOB Education Framework outcomes • JBM Output Standards Statement • The consideration of common management themes that are central to practice as the starting point for development • ‘Holy Trinity’ themes rather than discipline focused approach • Quality (Customer specifications, Standards, Output) • Money and Resources (Budgets, Cash Flow, Cost Control) • Delivery (Planning, Scheduling, Co-ordination, Process)

8. Overview of the approach • Integrated work-based programmes of 120 credits at level 6 • Building on progression from the Higher Apprenticeship in Construction Management at level 5 or other appropriate level 5 qualifications equivalent to 240 credits • Three specialist pathways leading to Honours degree qualifications • BA (Hons) Professional Practice in Construction Site Management • BA (Hons) Professional Practice in Quantity Surveying and Commercial Management • BSc (Hons) Professional Practice in Civil Engineering (currently not in the Level 6 HA) • Designed-in professional recognition • CIOB Education Framework Learning Outcomes • RICS Professional Competence pathways – ‘Quantity Surveying and Construction’ and ‘Project Management’ • JBM Output Standards for Engineering programmes • Reflecting Construction industry National Occupational Standards and relevant NVQs at level 6 (Construction Site Management, Construction Contracting Operations)

9. Construction Site Management pathway

10. A three way engagement in professional learning - 1

11. A three way engagement in professional learning - 2

12. A three way engagement in professional learning - 3

13. How is professional learning developed? - an illustration • Introductory Module workshop, f2f and/or online – Blended learning • Meetings with Workplace Mentor to: • Agree work projects/activities that can generate the required learning outcomes (Activity Plan) • On-line and/or f2f learning activities that embed work-based knowledge and learning- individual and group support and feedback from Learning Development Tutors • Master-class workshops that target specific professional competencies, f2f or online. • Learners produce formative work that is evaluated and commented upon by Learning Development Tutors to support further development of their learning. • Mid-point review - evaluation of individual progress and development workshop(s) • Meetings with Workplace Mentor to: • Review the development of professional competencies, completion of Learning Log as evidence (sign off by WPMs) in Professional Development Portfolio (Portfolio assessed by LDTs) • Work submitted online for assessment against Module learning outcomes • Work assessed by Learning Development Tutors - developmental feedback

14. What are the benefits? • For practitioner learners • Academic credit for learning undertaken at, through and for work • Direct access to Professional Membership on completion of the programme • Earning while learning ‘on-the-job’ to gain a University degree • Professional development and career enhancement • For employers • Employer control of the work context for learning – negotiated work projects and assessments • Less time off site and high degree of flexibility of delivery approaches/schedules • Benefit (including financial) from actual work/practice improvement projects • Professional status recognition of workforce enhances human capital • For the Construction sector • Sector led curriculum development process grounded in professional practice • Integration of professional standards and academic qualification • Professionals that work more effectively together - broader understanding of practice contexts • Consistent National approach to the professional development of Construction Managers (HAs?)