2021/22 Part-time Postgraduate Short course and CPD
Faculty of Computing, Engineering and the Built Environment
Belfast School of Architecture and the Built Environment
24 January 2022
For full instructions on how to apply for postgraduate short courses, please contact the Centre for Flexible and Continuing Education - FlexEd@ulster.ac.uk
This course provides an insight into claims management and the consequences of failing to resolve issues that can escalate into a dispute.
This course provides participants with an insight into the myriad of issues associated with contractor's claims. From the administration of the construction contract to the eventual resolution of the disputed matters, participants obtain a comprehensive understanding of the entire process. The practical application of the construction contract provisions, together with the applicable legal principles provides for a positive learning experience that is transferable to professional practice.
This course can be taken individually or combined over a period of time towards a Postgraduate Certificate of Professional Development.
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The role of the commercial manager can be varied, with similar functions being performed within some orgainsations but with distinct differences between others. There does however appear to be a clear focus that those in a commercial management role will be dealing with matters of a contractual nature and potentially their resolution. Finding a solution through the application of alternative dispute resolution (ADR) techniques such as negotiation, does not always achieve the desired result. It may therefore be necessary to consider other options such as mediation/conciliation, adjudication and arbitration, as an alternative to litigation. This course is designed to give the commercial manager the skills that are necessary to evaluate the contractual and legal issues associated with claims and the disputes that may arise. Informed decisions may then be made to manage a claim situation by ensuring that the relevant documentation is in place, to avoid disputes in the first instance, or support the advancement of any perceived entitlement at a later stage. In the event that negotiation proves unsuccessful, the course is designed to provide an appreciation of other alternatives such as mediation, adjudication or arbitration.
The main aim of this course is to provide an insight into claims management and the consequences of failing to resolve issues that have the potential to escalate into a dispute.
This course therefore aims to provide participants with the necessary skills to manage claims and to avoid disputes or resolve disputes through the dispute resolution mediums available.
Lastly, it aims to provide participants with an opportunity to evaluate their ability to manage claims and disputes through analysis, interpretation and interrogation.
100% Coursework - Written Report (Exemplar) (100%)
Commercial managers are acutely aware of the need to support business development needs through maintaining a profitable business model with a positive cashflow. Construction claims have the potential to impact on business delivery if poorly administered and managed. There is also the potential for claims to be viewed in a negative way. This could give rise to challenges in maintaining a healthy business and could result in adversarial relationships and conflict.
Partiicpants are required to work on a simulated construction project that examines some of the commonly occurring issues typically encountered during the execution of a contract. In your capacity as commercial manager, you are tasked with managing the contractor's claim by administering the relevant construction contract in support of the entitlement claimed.
To mirror the situation where amicable settlement has proved problematic, various options relating to ADR are considered with a view to obtaining closure.
The construction claim should be submitted in the first instance. In the concluding stage, there will be further focus on advancing an arguable case based on the principles and concepts underpinning the alleged entitlement (3000 words).
Timetabling to be confirmed for course to take place from January 2022 onwards. On-campus attendance at Belfast campus or online attendance to be confirmed.
Degree in Construction, Architecture or the Built Environment.
Applicants whose first language is not English must meet the minimum English entrance requirements of the University and will need to provide recent evidence of this (certified within the last two years).
Most of our courses require a minimum English level of IELTS 6.0 or equivalent, with no band score under 5.5. Trinity ISE: Pass at level III also meets this requirement.
Please see details of the English language qualifications and certificates we can accept - https://www.ulster.ac.uk/__data/assets/pdf_file/0005/177404/Other-english-language-tests-and-qualifications-2017.pdf
International applicants will also require a short-term study visa. Further information is available at https://www.ulster.ac.uk/international/visa-immigration
The content for each course is summarised on the relevant course page, along with an overview of the modules that make up the course.
Each course is approved by the University and meets the expectations of:
As part of your course induction, you will be provided with details of the organisation and management of the course, including attendance and assessment requirements - usually in the form of a timetable. For full-time courses, the precise timetable for each semester is not confirmed until close to the start date and may be subject to some change in the early weeks as all courses settle into their planned patterns. For part-time courses which require attendance on particular days and times, an expectation of the days and periods of attendance will be included in the letter of offer. A course handbook is also made available.
Courses comprise modules for which the notional effort involved is indicated by its credit rating. Each credit point represents 10 hours of student effort. Undergraduate courses typically contain 10- or 20-credit modules (more usually 20) and postgraduate course typically 15- or 30-credit modules.
The normal study load expectation for an undergraduate full-time course of study in the standard academic year is 120 credit points. This amounts to around 36-42 hours of expected teaching and learning per week, inclusive of attendance requirements for lectures, seminars, tutorials, practical work, fieldwork or other scheduled classes, private study, and assessment. Part-time study load is the same as full-time pro-rata, with each credit point representing 10 hours of student effort.
Postgraduate Master’s courses typically comprise 180 credits, taken in three semesters when studied full-time. A Postgraduate Certificate (PGCert) comprises 60 credits and can usually be completed on a part-time basis in one year. A 120-credit Postgraduate Diploma (PGDip) can usually be completed on a part-time basis in two years.
Class contact times vary by course and type of module. Typically, for a module predominantly delivered through lectures you can expect at least 3 contact hours per week (lectures/seminars/tutorials). Laboratory classes often require a greater intensity of attendance in blocks. Some modules may combine lecture and laboratory. The precise model will depend on the course you apply for and may be subject to change from year to year for quality or enhancement reasons. Prospective students will be consulted about any significant changes.
Assessment methods vary and are defined explicitly in each module. Assessment can be a combination of examination and coursework but may also be only one of these methods. Assessment is designed to assess your achievement of the module’s stated learning outcomes. You can expect to receive timely feedback on all coursework assessment. The precise assessment will depend on the module and may be subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Coursework can take many forms, for example: essay, report, seminar paper, test, presentation, dissertation, design, artefacts, portfolio, journal, group work. The precise form and combination of assessment will depend on the course you apply for and the module. Details will be made available in advance through induction, the course handbook, the module specification and the assessment timetable. The details are subject to change from year to year for quality or enhancement reasons. You will be consulted about any significant changes.
Normally, a module will have 4 learning outcomes, and no more than 2 items of assessment. An item of assessment can comprise more than one task. The notional workload and the equivalence across types of assessment is standardised.
Calculation of the Final Award
The class of Honours awarded in Bachelor’s degrees is usually determined by calculation of an aggregate mark based on performance across the modules at Levels 5 and 6, (which correspond to the second and third year of full-time attendance).
Level 6 modules contribute 70% of the aggregate mark and Level 5 contributes 30% to the calculation of the class of the award. Classification of integrated Master’s degrees with Honours include a Level 7 component. The calculation in this case is: 50% Level 7, 30% Level 6, 20% Level 5. At least half the Level 5 modules must be studied at the University for Level 5 to be included in the calculation of the class.
All other qualifications have an overall grade determined by results in modules from the final level of study. In Master’s degrees of more than 200 credit points the final 120 points usually determine the overall grading.
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Courses are taught by staff who are Professors (25%), Readers, Senior Lecturers (18%) or Lecturers (57%).
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Occasionally, teaching may be supplemented by suitably qualified part-time staff (usually qualified researchers) and specialist guest lecturers. In these cases, all staff are inducted, mostly through our staff development programme ‘First Steps to Teaching’. In some cases, usually for provision in one of our out-centres, Recognised University Teachers are involved, supported by the University in suitable professional development for teaching.
Figures correct for academic year 2019-2020.
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