About this course
As a basis for successful construction organisational and project performance it is important to fully appreciate the need to strive for excellence, both in a practical and theoretical sense. The course is designed to underpin the remainder of the postgraduate programme by providing an opportunity of studying, in-depth, Organisation and Management theory and practice as it applies to the construction firm, and the construction project.
It will provide an overall theoretical framework with local, national and international dimensions within which the student can view, reflect and think differently about themselves, their work, their profession and the construction industry.
The main aim of this module is to provide an opportunity for in-depth study of Organisation and Management Theory and its application to the organisation and management of the construction organisation and construction projects.
It also aims to give the student an insight into the problems and issues associated with establishing and managing the development of a new or existing venture and to encourage a different level of thinking and decision making in the construction management arena.
Finally, it seeks to give students an opportunity to evaluate their personal entrepreneurial and commercial management potential.
Linked programmes
PgCert/PgDip/MSc Construction Management,
PgCertPD Professional Development,
Assessment
Written Assignment (Coursework) [40%]
Exemplar Coursework
Coursework Part 1
Construction Business Development "Key Strategies for Success" Poster
You have recently commenced a new job working for Invest NI as their Construction Sector Senior Advisor. Senior management within Invest NI has requested that you produce a guidance poster/infographic to be supplied to all construction firms within Northern Ireland for their easy reference and use to develop and/or evaluate their business.
It should detail key strategies for successful development of any construction business to think differently from the traditional approach historically commonplace within the construction sector particularly in Northern Ireland.
You are required to produce an industry standard document detailing your recommendations and findings. 500 Words maximum.
Report (Coursework) [60%]
Coursework Part 2
Upon completion of the "Key Strategies for Success" poster
Strategic Business Management Audit
Appraisal and Strategy Recommendations for International Business Development Opportunities
The coursework will give the opportunity for student-centred study of a small to medium sized construction related firm in Northern Ireland or home country who do not normally trade outside of that country, to determine the nature of their business/strategic environment, their managerial and cultural attitudes and how they plan and control their organisation.
Attendance
This course requires on-campus attendance, at our Belfast campus, during Semester 2, in 2024.
* Please note, dates and timetabling are to be confirmed and may be subject to change.
Entry requirements
Degree in Construction, Architecture or the Built Environment.
English Language Requirements
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.
Additional information on English language requirements for admission at Ulster University, is available at - www.ulster.ac.uk/global/apply/english-language-requirements
Start dates
Teaching, Learning and Assessment
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:
Attendance and Independent Study
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, 20, or 40 credit modules (more usually 20) and postgraduate courses 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. Teaching and learning activities will be in-person and/or online depending on the nature of the course. 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
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 assessments. This feedback may be issued individually and/or issued to the group and you will be encouraged to act on this feedback for your own development.
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, the assessment timetable and the assessment brief. 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. The module pass mark for undergraduate courses is 40%. The module pass mark for postgraduate courses is 50%.
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 Masters degrees of more than 200 credit points the final 120 points usually determine the overall grading.
Figures from the academic year 2022-2023.
Academic profile
The University employs over 1,000 suitably qualified and experienced academic staff - 60% have PhDs in their subject field and many have professional body recognition.
Courses are taught by staff who are Professors (19%), Readers, Senior Lecturers (22%) or Lecturers (57%).
We require most academic staff to be qualified to teach in higher education: 82% hold either Postgraduate Certificates in Higher Education Practice or higher. Most academic and learning support staff (85%) are recognised as fellows of the Higher Education Academy (HEA) by Advance HE - the university sector professional body for teaching and learning. Many academic and technical staff hold other professional body designations related to their subject or scholarly practice.
The profiles of many academic staff can be found on the University’s departmental websites and give a detailed insight into the range of staffing and expertise. The precise staffing for a course will depend on the department(s) involved and the availability and management of staff. This is subject to change annually and is confirmed in the timetable issued at the start of the course.
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 from the academic year 2022-2023.
