LOUGHBOROUGH UNIVERSITY
Programme Specification
Sustainable Infrastructure Services Management
Please note: This specification provides a concise summary of the main features of
the programme and the learning outcomes that a typical student might reasonably be
expected to achieve and demonstrate if full advantage is taken of the learning
opportunities that are provided. More detailed information on the learning outcomes,
content and teaching, learning and assessment methods of each module can be
found in Module Specifications and other programme documentation and online at
http://cisinfo.lboro.ac.uk:8081/CI/wr0016.main?dept=CV&dept2=CV
The accuracy of the information in this document is reviewed by the University and
may be checked by the Quality Assurance Agency for Higher Education.
Awarding body/institution
Teaching institution (if different)
Details of accreditation by a
professional/statutory body
Name of the final award
Programme title
UCAS code
Date at which the programme
specification was written or
revised.
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Loughborough University
Loughborough University
Not applicable
MSc
Sustainable Infrastructure Services Management
27 October 2006
Aims of the programme:
To develop participants’ potential and their understanding of the principles
and practice of sustainable infrastructure services management for the public
good, equipping them with appropriate expertise and skills for work in lowand middle-income countries; and to provide opportunities for specialisation in
one topic through in depth study during the Individual Research Project
module. This MSc aims to provide graduates with the knowledge and skills
necessary to effectively plan, manage, maintain and coordinate infrastructure
services in a sustainable manner, in low- and middle-income countries.
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Relevant subject benchmark statements and other external and internal
reference points used to inform programme outcomes:
This specification has taken into account the descriptors for a qualification for
students at Masters, Postgraduate Diploma and Postgraduate Certificate
levels that are published by the Quality Assurance Agency for Higher
Education (Annex 1 of “The framework for higher education qualifications in
England, Wales and Northern Ireland - January 2001”). These postgraduate
programmes are taught by the Water, Engineering and Development Centre
(WEDC) in the Department of Civil and Building Engineering at Loughborough
University. WEDC’s postgraduate programmes are multidisciplinary in
content so no single-subject benchmarks are wholly applicable to them. No
specific benchmarks have yet been published by the QAA that are relevant to
this Postgraduate Programme. Although the Subject Benchmark Statement
for Engineering applies to first degrees in engineering, and not to
postgraduate degrees, it has been used to inform the drafting of intended
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learning outcomes for this programme, with the expectation that postgraduate
students attain a higher level than undergraduate students in relevant
outcomes. The Subject Benchmark Statement for Master’s Awards in
Business and Management has also been consulted because of the
management content of the WEDC programmes; the list of skills for all
Business and Management Master’s programmes listed in Appendix 2 of the
QAA “Master’s level benchmark statements for Business and Management” is
of particular relevance. Note has also been taken of relevant parts of the
Annex to Academic Standards – Engineering MEng Degrees.
Students who successfully complete this MSc programme should be able to
demonstrate:
i.
a systematic understanding of knowledge, and a critical awareness of current
problems and/or new insights, much of which is at, or informed by, current
knowledge of subjects, and professional practice, relevant to management of
sustainable infrastructure services.
ii.
a detailed understanding of techniques applicable to their own research,
knowledge and experience of management of sustainable infrastructure
services.
iii.
originality in the application of knowledge, together with a practical
understanding of how established techniques of research and enquiry are used
to create and interpret knowledge in the field of management of sustainable
infrastructure services;
iv.
conceptual understanding that enables the student:

to evaluate critically current research and advanced scholarship in
management of sustainable infrastructure services; and

to evaluate methodologies and develop critiques of them and, where
appropriate, to propose new techniques for management of
sustainable infrastructure services.
Students who successfully complete this MSc programme will be able to:
a.
deal with complex issues both systematically and creatively, make sound
judgements in the absence of complete data, and communicate their
conclusions clearly to specialist and non-specialist audiences;
b.
demonstrate self-direction and originality in tackling and solving problems, and
act autonomously in planning and implementing tasks at a professional or
equivalent level;
c.
continue to advance their knowledge and understanding, and to develop and
apply their professional skills to a high level;
and will have:
d.
the qualities and transferable skills necessary for employment requiring:

the exercise of initiative and personal responsibility;

decision-making in complex and unpredictable situations; and

the independent learning ability required for continuing professional
development.
Links between teaching methods and learning outcomes
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Knowledge and awareness of current knowledge and professional practice will
be acquired through lectures, course notes and additional reference materials
for taught modules and distance learning modules. Additional knowledge will
be acquired from reading necessary to answer coursework questions, which will
also test students’ understanding of knowledge and practice.
Awareness of the role of partnerships involving the public and private sectors in
the delivery of infrastructure services will also be acquired through lectures,
course notes and additional reference materials for taught modules and
distance learning modules.
Some knowledge of specific subjects will also be acquired through supervised
practical work, providing students with an appreciation of the scope and
limitations of laboratory and field work. (Supervised practical work will not be
possible for students who study modules by Distance Learning, but
opportunities will be available for students to undertake practical work during
periods of study at Loughborough.)
Originality in the application of knowledge, and critical analysis, will be acquired
through detailed research and analysis of a topic in the Individual Research
Project, and through answering coursework questions.
Intended Learning Outcomes will generally be achieved irrespective of the
mode of study, except for experience gained from supervised practical work.
Practical work will form a relatively small component of the overall programme,
and few modules are available by distance learning. All students will need to
attend Loughborough to study some modules, and opportunities will be
available for students to undertake practical work during these periods of
attendance.
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3.1
Intended Learning Outcomes
Knowledge and Understanding:
General
On successful completion of this programme students should be able to
demonstrate an understanding of, or explain:
a) the concept of sustainability and how this is applied to infrastructure
services in low- and middle-income countries;
b) the generic principles of, and requirements for, sustainable service
provision;
c) the application of management principles to infrastructure services;
d) Sources of finance for infrastructure projects and services, their
specific requirements and how they are applied in low- and middleincome countries;
e) the concept of project finance and how this is applied to infrastructure
projects and services;
f)
the generic principles of, and links between, financing, cost recovery
and sustainability of infrastructure services;
g) the process of asset management planning;
h) the role of information technology in the asset management process;
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i)
the roles of research, innovation and knowledge management in the
asset management environment;
j)
the asset manager’s ability to impact on the profitability of a utility
business;
k) the importance of a multi-disciplinary approach to infrastructure
services development and management, and ways to integrate
various perspectives in project planning;
l)
ways of integrating technical and non-technical considerations into
infrastructure project planning, design, execution, management and
evaluation;
m) key issues in relation to social and institutional aspects for
sustainability of infrastructure services;
n) major international developments and initiatives, relating to some of
the above-mentioned aspects
Teaching/Learning methods and strategies
The following teaching and learning methods and strategies will be used to
enable the above outcomes to be achieved and, where possible,
demonstrated:


through lectures, tutorials and coursework for taught modules, and
through course notes and additional reference materials for modules
studied by distance-learning
through detailed research and analysis of a particular topic for their
Individual Research Project requiring a multi-disciplinary approach
Assessment methods and strategies
Testing of the knowledge base is through:


assessed out-of class and in-class courseworks for taught modules, and
assessed coursework assignments for modules studied by distance
learning. Courseworks may be in the form of: laboratory and fieldwork
reports1, essays, in-class tests1, design calculations, and literature
reviews.
project report(s), oral examination2 and writing of a journal-style paper1
Most assignments require only individual work, but a few taught modules may
include assessed group work.
3.2
Skills and other attributes:
3.2.1 Subject-specific cognitive skills:
General
On successful completion of this programme, participants should be able to:

integrate and evaluate multi-disciplinary information
1
Not for modules studied by distance learning
For the Individual Project module by distance learning there is an oral examination over the
telephone
2
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
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describe basic infrastructure services options suitable for low- and
middle-income countries, and be able to select appropriate options
subject to specific constraints
use an interdisciplinary approach to plan appropriate solutions to meet
users’ needs and demands for infrastructure services. This will include
use of appropriate techniques for technical, financial and institutional
analysis.
plan, conduct and report a programme of original research.
Teaching/learning methods and strategies for gaining skills and attributes
The following teaching and learning methods and strategies will be used to
enable the above outcomes to be achieved and, where possible,
demonstrated:


through lectures, tutorials and coursework for taught modules, and
through course notes and additional reference materials for modules
studied by distance-learning.
through detailed research and analysis of a particular topic in the
compulsory Individual Research Project module requiring a multidisciplinary approach.
Assessment methods for skills and attributes
Testing of the skills and attributes is through:


assessed out-of class and in-class1 coursework. (Laboratory1 and
fieldwork reports1, essays, in-class tests1, design calculations, literature
reviews.)
project reports, oral2 and writing of a journal-style paper1
3.2.2 Key/transferable skills:
General
On successful completion of this programme, participants should be able to:

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Use literature critically, assessing it against other evidence, including
personal experience
Learn from, and contribute to, discussion with other professionals1.
Demonstrate originality in tackling and solving problems
Analyse data, check their validity and make appropriate use of data when
writing reports
Communicate effectively in writing essays and reports. This will include
presentation and justification of conclusions from quantitative and
qualitative analyses.
Show basic keyboard skills for word-processing on a computer
Work as a member of a small team1
Manage time and work to deadlines
Continue to advance personal knowledge and understanding of relevant
current issues, and develop new skills to a high level.
Teaching/learning methods and strategies for gaining skills and attributes
The following teaching and learning methods and strategies will be used to
enable the above outcomes to be achieved and, where possible,
demonstrated:
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


through lectures, tutorials and coursework for taught modules, and
through course notes and additional reference materials for modules
studied by distance-learning
through detailed research and analysis of a particular topic in the
compulsory Individual Research Project module requiring a multidisciplinary approach
through supervised practical work (laboratory and/or field work)1
Assessment methods for skills and attributes
Testing of the skills and attributes is through:



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assessed out-of class and in-class1 coursework. Courseworks may be in
the form of: laboratory1 and fieldwork reports1, essays, in-class tests1,
design calculations, literature review.
project reports, oral and writing of a journal-style paper1
peer review of individual contributions to group work1
Programme structures and requirements, levels, modules, credits and
awards:
The programme is offered by taught modules, or using a combination of
taught and distance-learning modules. The taught course normally lasts for
twelve months. Where distance-learning modules are followed the
programme will normally take longer than a year but must be completed
within 8 years of first registering for a module. Distance-learning (DL)
alternatives are available for certain taught modules as shown in the following
table. Some modules are compulsory, and optional modules permit an
element of diversity or specialisation. Optional modules are available as
taught options subject to sufficient demand.
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4.1
Module Groups and options:
As shown in the table below, four of the Loughborough-based optional
modules (mostly taught) are also available by distance learning.
Compulsory Modules
Modules taught at
Loughborough
Principles of Sustainable
Infrastructure Services
Management for
Sustainability
Asset Management &
Planning
Modules available by
distance learning
Research Skills
Water Utilities Management
O
R
Water Utilities Management
Financing Infrastructure
Services & Cost Recovery
Individual Research Project
O
R
Individual Research Project
Comments
Taught at WEDC during
1st Semester
Taught at WEDC during
1st Semester
Taught at WEDC during
1st Semester
Taught at WEDC during
1st Semester
Taught at WEDC during
1st Semester
Taught at WEDC during
2nd Semester
Usually the last (9th)
module taken
Optional modules
(Choose TWO out of the following modules)
Modules available by
Modules taught at
Comments
distance learning
Loughborough
Taught by the Business
Accounting & Financial
School during 1st
Management
Semester
Taught by the Business
Human Resources
School during 1st
Management
Semester
Partnerships For
Taught at WEDC during
Infrastructure Services
2nd Semester
Information For Decision
Taught at WEDC during
Making
1st /2nd Semester
Sectoral Case Study
Solid Waste Management
O Solid Waste Management
R
The Programme Regulations should be referred to for additional information.
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Criteria for admission to the programme:
Candidates for the programme must hold a good honours degree (or an
equivalent qualification) in an appropriate subject from a University accredited
by Loughborough University. Candidates whose first degree was not
undertaken in English must hold an appropriate certificate demonstrating
fluency in written and spoken English (for example, an IELTS score of 6.5, a
score of 600 for the paper-based TOEFL test, or a score of 250 for a
computer marked TOEFL test). Applicants who do not hold an appropriate
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English Language qualification may be requested to undertake an English
Language training course at an approved institution prior to admission.
Candidates with non-standard qualifications but with appropriate practical
experience will also be considered.
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Information about assessment regulations:
General
The following sections provide a simple explanation of the main assessment
arrangements, and should be read in conjunction with the Programme
Regulations.
Assessment
A variety of assessment methods are used. Detailed assessment criteria for
each module are found in the relevant module specification (see the
Postgraduate modules section of web page
http://cisinfo.lboro.ac.uk:8081/CI/wr0016.main?dept=CV&dept2=CV).
Marking follows procedures based on those set out in the Departmental
Coursework Code of Practice.


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For the taught route through the programme, assessment methods will
include Individual Research Projects, group assignments, in-class tests,
and coursework done out of class. For all taught modules a minimum of
60% of total attainable marks comes from assignments which test
individual ability, such as in-class tests or individually assigned essays.
For distance-learning modules other than the Case Study and Individual
Research Project, assessment is usually by means of two assignments
having weightings of 40% and 60% of the total marks attainable.
Assessment for some early modules is by three assignments having
weightings of 20%, 30% and 50% of the total marks attainable. Most
modules have two assignments with weightings of 40% and 60%. Some
individual modules have other numbers and weightings for assignments.
For the Individual Research Project, the major component of the total
mark is awarded for an individual’s written report and its executive
summary. The remainder of the assigned marks is for a viva-voce
examination which in the case of distance learners is conducted by
telephone. Students based at WEDC are also assessed on the
presentation of a journal-style paper summarising the project. Projects are
marked jointly by two members of staff, the supervisor (who is assigned to
a student to provide guidance) and an internal examiner.
Weightings and credits
The Individual Research Project carries a weighting of 60 credits; all other
modules carry a weighting of 15 credits each. Candidates are eligible to
receive the award of an MSc degree if they achieve 150 credits or more out of
studying modules with a maximum possible total of 180 credits. Candidates
may not fail any module and may not achieve a Minimum Level of
Performance in more than two modules carrying a weighting of 15 credits
each.
Awarding of credits for modules is on the following basis:
50% or more
40 to 49%
Pass, full credits.
Minimum Level of Performance (MLP), zero credits.
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39% or less
Fail, zero credits.
Re-assessment
Candidates who do not achieve the necessary number of credits may reattempt assignments for one or more of the modules for which they obtained
zero credits. Candidates are entitled to re-attempt assignments on one
further occasion only, at the next available opportunity, in the following
academic year. Marks for certain assignments may be carried forward at the
discretion of the Review and Programme Boards. In the case of the
Individual Research Project, marks for the oral component of the overall mark
may be carried forward and combined with marks for the re-submitted written
work.
An Individual Research Project receiving an overall mark of between 40 and
49% is classed as ‘referred’. In this case the candidate receives written
guidance about the improvements necessary to raise the quality of the project
to an acceptable standard. Candidates are allowed a period of up to one year
to make the necessary improvements and to re-submit their project. A
referred project can be awarded a maximum mark of 50%.
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Indicators of quality:
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The quality of the programme is endorsed by an external examiner who at
Review Boards views and comments on module contents, assignments,
feedback and marking, and at Programme Boards comments on the whole
programme.
In the last independent external review, conducted by the Quality
Assurance Agency for Higher Education, the Department of Civil and
Building Engineering gained a total of 22 points, confirming the excellence
of teaching in its degree programmes.
In the last independent external national research review in 2001, the
Department of Civil and Building Engineering received a Research
Assessment rating of 5* (Built Environment) and 4 (Civil Engineering), and
continues to enjoy sustained growth in this activity.
A major indicator of quality was the award in 1998 of a Queen's
Anniversary Prize for Higher and Further Education to the University for the
work of WEDC. The citation was as follows:
"It provides outstanding support for developing countries and is
internationally recognised as a leader in providing sustainable
infrastructure. Its partnerships with universities, aid agencies, nongovernmental organisations and governments transcend academic,
institutional and cultural boundaries in pursuit of improving quality of life for
those most in need."
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Particular support for learning:
Careers Service:
http://www.lboro.ac.uk/service/careers/section/careers_service/welcome.html
The Careers Service provides support and advice for students seeking
careers guidance and help with job-searching techniques, together with a
library of careers resources, careers fairs, employer presentations,
management and skills courses and a comprehensive website containing
vacancies, information, advice and an online careers management system.
Careers consultations and shorter quick advice sessions are available with
careers advisers. Careers staff also run sessions in departments to help
students who are applying for placement. In the UK Graduate Careers survey
2005, sponsored by the Times, Loughborough University Careers Centre was
rated as one of the most used of all careers services in Higher Education. A
notice-board within the WEDC Resources Centre is also used to display
relevant job opportunities.
Library:
http://www.lboro.ac.uk/library/
The University Library provides advanced support for student learning in a
purpose-built building and electronically via the web. It is open for upwards of
80 hours per week during semester and holds a stock of more than half a
million volumes and an extensive serials collection. Numerous PC
workstations (100+), networked printing facilities and self-service
photocopiers are also available. The Library is designated EDC (European
Documentation Centre). The Library catalogue is available on-line, as are
electronic versions of reading lists. Over 180 subject-specific electronic
databases can be accessed by users both on campus and elsewhere. The
Library organises induction sessions for first year students and librarians can
provide flexible training for students and researchers throughout their time at
Loughborough. User support is also available from the Library information
desks, via printed and online guides and through a series of ‘Lunchtime in the
Library’ and other training sessions. There are a variety of study
environments in the Library, including individual and group study desks,
private carrels and group study rooms.
Complementing the University's Library, the WEDC Resources Centre now
houses a computer information management system containing details of
over 10,000 items on a customized database allowing for easy retrieval of
information by staff, students, and visitors. The collection comprises books,
series, country files, student projects, videos, journals, maps, and
manufacturers' catalogues. Books are classified according to the Dewey
Decimal System. The WEDC Resources Centre is open from 09:45 until
15:45 from Monday to Friday.
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Computing Services:
http://www.lboro.ac.uk/computing/index.html
Computing Services provides the University IT facilities and infrastructure.
General purpose computer resources across campus are open 24 hours and
more specialist computer laboratories are provided in partnership with
departments. Students in halls of residence are supported in connecting their
computers to the high speed network. The University’s virtual learning
environment “LEARN” provides on and off campus access to web-based
teaching materials provided by lecturing staff.
Professional Development:
http://www.lboro.ac.uk/service/pd
Professional Development contributes to enhancing the student learning
experience through supporting the professional development needs of staff,
and by fostering and promoting effective practice in relation to learning,
teaching, assessment and research. This work is led primarily by the
Academic Practice and Quality (APQ) Team within PD.
New lecturers attend a personalised programme of PD courses and, in the
final year of probation, PD assesses their teaching through direct observation
and a portfolio. Accreditation for this process has been awarded by the
Higher Education Academy (HEA).
PD works directly with staff and groups who wish to develop more effective
learning and teaching methods, including the application of learning
technologies which is supported by a dedicated team within PD.
All WEDC staff involved in teaching have passed through one of PD’s
introductory courses for teaching staff. Permanent staff can take refresher
courses and investigate new developments in teaching through PD courses.
Other development opportunities are provided in institutional strategic priority
areas and in response to discussions with departments in the context of their
needs.
Counselling Service and English Language Study Unit:
http://www.lboro.ac.uk/service/counselling/
http://www.lboro.ac.uk/admin/elsu/index.htm
The Counselling Service and English Language Study Unit are able to
support individual students in resolving problems and in improving
communication skills for international students.
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Engineering Education Centre:
http://eec.lboro.ac.uk/home/home.php
The Engineering Education Centre supports the implementation of innovative
Teaching and Learning Methods into the curriculum, within the Faculty of
Engineering, via the use of appropriate technologies. The Centre provides a
focus for computer based learning and teaching activities in the Engineering
Faculty, unlimited advice on Computer aided learning/assessment and
distance learning materials, a limited amount of free software development
time, and help to secure funding and manage projects relevant to learning
and teaching
Disabilities & Additional Needs Service:
http://www.lboro.ac.uk/disabilities/
The Disabilities and Additional Needs Service (DANS) offers support for
students and staff including:
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advice both on matters relating to the Special Educational Needs and
Disabilities Act (SENDA);
adaptation of course materials into Braille/large print/tape/disk/other
formats; organising mobility training;
BSL interpretation;
provision of communication support workers;
note takers in lectures/tutorials;
assessment of specific support, equipment and software needs;
individual/small group tuition for students who have dyslexia;
representing students’ needs to academic and other University
departments; organising adapted accommodation to meet individual
needs;
helping to organise carers to meet any personal care needs;
organising appropriate support for students who have a mental health
problem.
DANS has links with the RNIB Vocational College, Derby College for Deaf
People and the National Autism Society to offer effective support to students
at the University. It regularly takes advice from other national and local
organisations of and for disabled people.
Where a student has complex support or accommodation needs, contact with
DANS is strongly advised prior to application.
Mental Health Support Service:
http://www.lboro.ac.uk/disabilities/pages/mentalhealth-adviser.html
We provide practical assistance to students who face barriers to their
education as a result of a mental health difficulty. Help is based on an
assessment of the effects of the person’s mental health on their experiences
as a student, rather than on broader issues.
 We can structure a range of support strategies aimed at meeting students’
needs, whether short-term help or long-term preventative work.
 We liaise with (for example) academic departments or accommodation
services, and with community-based resources (eg GP’s, Mental Health
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Teams), to ensure that all appropriate agencies are used effectively to
support students in achieving their academic potential.
 We adopt a proactive approach to student progression and retention based
on a holistic understanding of the student experience.
 We can help students apply for the Disabled Student’s Allowance which
can provide funding for, amongst other things, specialist ongoing support
and/or equipment for students with mental health difficulties, aimed at
reducing the impact of their difficulties on their studies.
The Mental Health Support Adviser is also involved in identifying appropriate
reasonable adjustments which can be made to accommodate student’s
needs, as required by the Disability Discrimination Act.
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Methods for evaluating and improving the quality and standards of
learning:
The University has a formal quality procedure and reporting structure laid out
in its Academic Quality Procedures handbook, available online at:
http://www.lboro.ac.uk/admin/ar/policy/aqp/index.htm
and directed by the Pro-Vice-Chancellor (Teaching). Each Faculty has an
Associate Dean for Teaching responsible for all learning and teaching
matters. For each Faculty there is a Directorate (responsible for the
allocation of resources) and a Board (responsible for monitoring learning and
teaching quality issues within each department). Support is provided by
Professional Development. Student feedback on modules and programmes
is sought at regular intervals, individual programmes are reviewed annually,
and Departments review their full portfolio of programmes as part of a
Periodic Programme Review (every five years).
Any major changes to programmes are formally considered each year by the
University Curriculum Sub-Committee, which makes recommendations to
Learning and Teaching Committee and Senate. All programmes and
modules are subject to an annual updating process before the start of the
academic year, and minor changes may be made at this time with the
approval of the Associate Dean (Teaching) on behalf of the Curriculum SubCommittee.
All staff participate in the University's staff appraisal scheme, which helps to
identify any needs for staff skills development. Both probationary staff and
those seeking promotion to Senior Lecturer are subject to a formal teaching
evaluation scheme, administered by Professional Development (PD) and
accredited by the Higher Education Academy.
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