iBEE 2015
The Annual Conference of
The Council of Heads of the Built Environment
(CHOBE)
University of Bath
2nd – 4th September 2015
Abstracts
1
© For all authors in the proceedings All rights reserved. Any views or opinions
expressed in any of the papers in this collection are those of their respective
authors. They do not represent the view or opinions of CHOBE, the University
of Bath, the editors and reviewers, nor of the conference sponsors.
Any products or services that are referred to in this book may be either
trademarks and/or registered trademarks of their respective owners. The
publishers, editor and authors make no claim to those trademarks.
Editors:
Professors Sarah Sayce
Jane Kettle
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Foreword
Dear Delegates
We extend a warm welcome to you here at the University of Bath for this year’s Annual iBEE
Conference.
We are extremely grateful to the Alex Copping and the Team at the University of Bath for
acting as hosts and providing such wonderful facilities in this truly stunning setting on the
edge of one of the world’s great heritage cites. Whether you have joined us from across
waters or just up the road, we are pleased to greet you and look forward to some lively
debates about the experiences of all our learners in the field of the built environment as
they progress from that first day of induction through to finding their place in practice and
perhaps supporting the next generation of students as alumni.
This year Higher Education in the UK is still going through the throes of adjusting to a new
funding landscape in England which has many ramifications and has perhaps also focused
minds more sharply on both internationalisation and on other models of education – such
as distance learning and of course workplace learning in the shape of new government and
industry-led apprenticeships. These are all matters with which our presenters will address
and we hope you will enter into dialogue and debate with them.
But iBEE is very much about what goes on throughout the ‘learner journey’ and many of the
presentations address both what is taught and how it is both delivered and reviewed in the
light of the student experience. So, as in previous years, there will be a range of workshops
and discussion groups as well as presentations and keynote addresses.
The abstracts set out overleaf stand testament we think to the range of interests and
innovations for which built environment educators are noted.
This year is perhaps our most ambitious conference to date and we are grateful for the
support of the Chartered Institute of Building (CIOB), the Royal Institution of Chartered
Surveyors (RICS), the Construction Industry Training Board (CITB), the Construction Industry
Council (CIC), Associated Schools of Construction (ASC) and the International Building
Council for Research and Innovation (CIB).
Thank you for coming.
The CHOBE Organising Committee
David Proverbs (CHOBE Chair), Alex Copping, Aled Williams, Paul Collins, Nick Morton, Jane
Wright, Jane Kettle and Sarah Sayce
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CONTENTS
NURULAINI HAFIZAH MOHD HAFIR, TIM LEES AND CHRIS HARTY (UNIVERSITY OF READING), SUSTAINABILITY
EDUCATION IN THE BUILT ENVIRONMENT: A STRUCTURED LITERATURE REVIEW
6
ELENA MARCO, SONJA OLIVEIRA AND BILL GETHING (UNIVERSITY OF THE WEST OF ENGLAND): DEVELOPING ENERGY
LITERACY ATTRIBUTES FOR BUILT ENVIRONMENT EDUCATION
6
JULIE FLECK (DEPARTMENT OF WORK AND PENSIONS): THE BUILT ENVIRONMENT PROFESSIONAL EDUCATION PROJECT
7
CHRISTINA DUCKETT (UNIVERSITY OF READING): BREAKING DOWN BARRIERS: EMBEDDING INCLUSIVE DESIGN INTO THE
CURRICULUM
8
BHZAD SIDAWI (UNIVERSITY OF DAMMAN, UNIVERSITY OF THE WEST OF ENGLAND): INNOVATION IN DESIGN STUDIOS:
INITIATORS AND OBSTACLES
9
SONYA MEEKEL AND ANGELA KIRBY (DUBLIN INSTITUTE OF TECHNOLOGY AND BIRMINGHAM CITY UNIVERSITY)
CONSTRUCTION EDUCATION: STUDENTS LEARNING THROUGH THE COMPETITION EXPERIENCE
9
DRAGANA NIKOLIC (UNIVERSITY OF READING) IMPLEMENTING EXPERIENTIAL LEARNING USING SIMULATION GAMES –
BENEFITS AND CHALLENGES
10
ALEX MACLAREN AND MOHAMAD ABDEL-WAHAB (HERIOT WATT UNIVERSITY): INITIATIVES FOR STUDENT-INDUSTRY
ENGAGEMENT
11
BECKY THOMSON (NORTHUMBRIA): EXPLORING THE BARRIERS TO INTERNATIONALISING THE STUDENT EXPERIENCE ON
BUILT ENVIRONMENT DEGREE PROGRAMMES
11
RICHARD JORDAN (BIRMINGHAM CITY UNIVERSITY): THE GROWING ROLE OF INTERNATIONALISATION IN BE EDUCATION
12
HONG XIAO (BIRMINGHAM CITY UNIVERSITY): ENGAGING OVERSEAS ALUMNI IN INTERNATIONALISATION OF
CURRICULUM THROUGH PROJECT CASE STUDY COLLECTION
13
KEVIN ELLIOTT (NORTHUMBRIA UNIVERSITY): ECOEPEXPERIENTIAL LEARNING - WHERE IS THE CLASSROOM?
14
AUDREY MARTIN (DUBLIN INSTITUTE OF TECHNOLOGY) DEVELOPING APPROPRIATE EDUCATIONAL MODULES AIMED AT
INDUSTRY: A DIT CASE STUDY
15
TIM MCLERNON (UNIVERSITY OF ULSTER) CONSIDERATIONS FOR A REVISED LEARNING, TEACHING AND ASSESSMENT
REGIME FOR UNDERGRADUATE BUILT ENVIRONMENT EDUCATION
15
YVONNE SIMPSON (GREENWICH): ELITE EDUCATION ON THE RISE: IT’S LIFE BUT NOT AS YOU KNEW IT JIM!
INVESTIGATING THE IMPACT OF GOVERNMENT POLICY
16
ROBBY SOETANTO (LOUGHBOROUGH UNIVERSITY): BIM HUB: EDUCATING BE STUDENTS TO WORK IN A BIM
ENVIRONMENT
16
MARIE VAGANAY (UNIVERSITY OF ULSTER): FOSTERING INNOVATION AND ENTREPRENEURSHIP
17
DEREK BRUCE, SARAH SAYCE AND JANE KETTLE (KINGSTON UNIVERSITY AND CHOBE): ETHICS: UNDERVALUED IN THE
CURRICULUM?
18
SABINE COADY SCHAEBITZ (NORTHAMPTON UNIVERSITY): EXTENDING ‘TRADITIONAL’ BUILT ENVIRONMENT
EDUCATION WITH OTHER DISCIPLINES FROM WITHIN AND OUTSIDE THE BUILT ENVIRONMENT PROFESSIONS
18
RUCHIT PUROCHIT, PURVA TAVRI AND SARAH SAYCE (OPEN UNIVERSITY/KINGSTON UNIVERSITY /CHOBE: CONTENT
ANALYSIS AS A SUCCESSFUL BUILT ENVIRONMENT RESEARCH METHODOLOGY
19
BEKITHEMBA MPOFU (COLLEGE OF ESTATE MANAGEMENT): E-LEARNING EXPERIENCES
20
TIM BENNETT (COLLEGE OF ESTATE MANAGEMENT): CONTROLLING THE E-LEARNING CLIMATE
20
TONI FISHER AND DAVID MOORE (ROBERT GORDON UNIVERSITY): INNOVATION OWNERSHIP IN TEACHING &
LEARNING PRACTICE
21
BEN FARROW AND RICHARD BURT (AUBURN UNIVERSITY): CONNECTING LEARNING WITH AN INNOVATIVE FIELD LAB AT
AUBURN
22
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JAMES CHARLTON, DAVID MORTON, DANILO DI MASCIO (NORTHUMBRIA): MAPPING THE USE OF DIGITAL TOOLS
WITHIN LEARNING IN THE ARCHITECTURAL STUDIO
22
ALEX MACLAREN , NICKY THOMSON AND ANNE MCCANN (HERIOT WATT UNIVERSITY): TEAMBUILD: THE
CONSTRUCTION CHALLENGE
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TONY BURKE (UNIVERSITY OF WESTMINSTER): PROMOTION OF STAFF ENGAGEMENT THROUGH COMMUNITIES OF
PRACTICE
24
SIMON MCCLEAN (SALFORD) USE OF INDUSTRIAL SIMULATION TO DELIVER ACADEMIC KNOWLEDGE CORE SKILL AND
VOCATIONAL SKILL OUTCOMES FOR BUILDING SURVEYING LEARNERS IN HIGHER EDUCATION
24
MICHAELA KEENAN (UNIVERSITY OF ULSTER) IT’S ALL ABOUT COMMUNICATION: TACKLING RETENTION
25
NICK MORTON AND WIL VINCENT (BIRMINGHAM CITY UNIVERSITY): 'THANKS FOR TAKING THE TIME TO UNDERSTAND’:
LESSONS FROM THE SHARP END OF MAKING INTERVENTIONS IN THE STUDENT LEARNING EXPERIENCE AT BIRMINGHAM
CITY UNIVERSITY
26
AUDREY MARTIN (DUBLIN INSTITUTE OF TECHNOLOGY): GRAVITY AND HEIGHT FOR NATIONAL MAPPING AND
GEODETIC SURVEYING
27
MATTHEW TUCKER (LIVERPOOL JOHN MOORES UNIVERSITY): NEW TECHNOLOGIES FOR BUILDING SURVEYORS
27
ALEX MACLAREN (HERIOT WATT UNIVERSITY: EDUCATING STUDENTS FOR THE COLLABORATIVE WORKPLACE:
FACILITATING INTERDISCIPLINARY LEARNING ON ACCREDITED CONSTRUCTION COURSES
28
PHIL PYATT (INSPIRING THE FUTURE TASKFORCE): INSPIRING THE FUTURE – WORKING IN PARTNERSHIP WITH THE BUILT
ENVIRONMENT
29
MATTHEW TUCKER (LIVERPOOL JOHN MOORES UNIVERSITY): RESEARCH PREPAREDNESS IN UNDERGRADUATE
CURRICULUM: THE STUDENT EXPERIENCE
29
KEVIN THOMAS AND SIMON ROBSON (NORTHUMBRIA UNIVERSITY): RESEARCH RICH LEARNING; STUDENTS AS
PARTICIPANTS – A NORTHUMBRIA UNIVERSITY CASE STUDY
29
MIKE RILEY AND ALISON COTGRAVE: RESEARCH INFORMED TEACHING IN THE FACULTY OF ENGINEERING &
TECHNOLOGY LJMU
30
NICKI SCHIESSEL HARVEY (BIRMINGHAM CITY UNIVERSITY): AMBASSADOR-LED APPLICANT DAYS
31
LOUISE KIRSTEN (SHEFFIELD HALLAM UNIVERSITY): SMOOTHING THE STUDENT TRANSITION PROCESS IS NOT JUST
ABOUT INDUCTION, IT SHOULD BE APPLIED AT ALL LEVELS IN A DEGREE PROGRAMME.
32
NICKI SCHIESSEL HARVEY AND WIL VINCENT (BIRMINGHAM CITY UNIVERSITY): MAKING FIRST IMPRESSIONS COUNT:
CREATING AN INSPIRING INDUCTION FOR BE STUDENTS
32
ADAM SHEPPARD AND OLIVER HASLAM (UNIVERSITY OF THE WEST OF ENGLAND): TRANSFORMATION OF A DISTANCE
LEARNING PROGRAMME: FROM PASSIVE TO ACTIVE LEARNING
33
EMMA MULLINER (LIVERPOOL JOHN MOORES UNIVERSITY) FEEDBACK ON FEEDBACK: A COMPARISON OF BE STUDENT
AND STAFF PERCEPTIONS OF FEEDBACK PRACTICE
34
SIMON LEE AND CATHERINE HIGGS (UNIVERSITY OF WEST OF ENGLAND) EVALUATING STUDENTS’ EXPERIENCES
STUDYING ON A CREDIT BEARING WBL MODULE
35
KELLY MCKINNON (NORTHUMBRIA UNIVERSITY): COMMUNITY ENGAGEMENT AND LIVE PROJECTS WITHIN
ARCHITECTURAL EDUCATION
35
ANDREA YUNYAN JIA (CURTIN UNIVERSITY, AUSTRALIA): ARCHITECTURAL DESIGN STUDIO AS A PROTOCOL FOR
CONSTRUCTION SAFETY MANAGEMENT EDUCATION
36
ALEX COPPING (UNIVERSITY OF BATH): UTILISING E-PORTFOLIOS FOR REFLECTIVE LEARNING IN CONSTRUCTION
MANAGEMENT POSTGRADUATE EDUCATION
37
VENKATESH VIJAY, MEL LEES, PARMJIT CHIMA AND CRAIG CHAPMAN (BIRMINGHAM CITY UNIVERSITY) KNOWLEDGE
BASED EDUCATIONAL FRAMEWORK FOR CAPTURING, MAPPING AND AUTOMATING ON-CAMPUS LABORATORY
INSTRUCTOR KNOWLEDGE FOR ENHANCING PRACTICAL SKILLS IN ENGINEERING DISTANCE LEARNERS
37
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MARIA CHRISTINA GEORGIADOU (UNIVERSITY OF WESTMINSTER): A PRACTICAL GUIDE FOR ASSESSING INDIVIDUAL'S
CONTRIBUTION TO GROUP WORK IN HIGHER EDUCATION
38
TIM LEES AND ADRIAN TAGG (UNIVERSITY OF READING): EMBEDDING PROJECT EXPERIENCE IN THE CURRICULUM 39
Thursday 13.45 – 15.15
Session 1[A]
Nurulaini Hafizah Mohd Hafir, Tim Lees and Chris Harty (University of Reading),
Sustainability Education in the Built Environment: A structured Literature Review
Sustainability is a complex and evolving concept with multiple interpretations.
In an educational system, there are varieties of response to sustainability and these
responses modelled by Sterling (2001) in three forms. These are education about
sustainability, education for sustainability and education as sustainability; learning stages
that progress from accommodation, through reformation to transformation. How principles
of sustainability are being translated and integrated into education are different in each of
these levels of engagement. The question address in this paper is twofold. First, how
evident are these forms of response in built environment education? Second, to what
degree do they affect curriculum and pedagogy orientation? This paper reports on a review
of the literature relating to sustainability in education specifically in a built environment
context. The review focuses on key phrases from literature published in built
environment and higher education journals and conference proceedings including ARCOM
Construction Management Abstracts, Journal for Education in the Built Environment
and International Journal of Sustainability in Higher Education. Using this structured
literature review approach, the research first focuses on understanding the complex
concept of sustainability in education so that it can be appropriately related to the built
environment area of study. This is followed by analysis of the selected literature to evaluate
existing pedagogical and curriculum approaches. The systematic analysis will seek to identify
which methods or approaches suit the multidisciplinary areas of the built
environment. Finally, the presentation of the key strategies to incorporate sustainability
concepts within built environment programmes. This study can contribute in developing
strategies that can promote and improve the adequacy of knowledge, skills and attitudes
relating to sustainability. This will help produce a sustainability literate graduate with
capabilities that are adaptable and better meet the need of the complex and rapidly
changing natural and built environment.
Elena Marco, Sonja Oliveira and Bill Gething (University of the West of England):
Developing energy literacy attributes for Built Environment Education
This study explores the pedagogical and professional shaping of energy literacy in
architecture in the UK. Insights from an analysis of multiple data sources including an
industry discussion debate, 18 semi structured interviews, 2 focus groups and observations
are utilised to examine the shaping of energy literacy dimensions. Recent pedagogical
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scholarship and industry reports show the importance of fully integrating energy related
content into architecture curricula. However, the pace of industry developments does not
tend to be reflected early enough in educational curricula despite the practical focus of
architecture design studio briefs. In addition few educational studies examine the ways
energy related content is accounted for by diverse user groups including students and
practitioners.
The study synthesises industry, student and educator insights as a way of co-developing an
integrated approach to energy literacy in architecture education. The findings discuss three
key contributions of the study. First, the study presents the opportunities for an integrated
approach where the dialogue between academia and industry on emerging topics such as
energy literacy is fostered and documented. Second, the study presents some of the ways
students can engage with industry debates on topics such as energy literacy through
discussion contributing to the emerging agenda of energy education in the built
environment. Third, the findings enable the provision of recommendations that will help
define graduate competencies required of future building professionals in a fast developing
international energy agenda. The work is in progress and due for completion in December
2015
Julie Fleck (Department of Work and Pensions): The Built Environment Professional
Education Project
BEPE, a 5 year government Paralympic Legacy project initiated in 2013 (see
BEPE https://www.gov.uk/government/news/support-for-the-built-environmentprofessional-education-project-on-its-first-anniversary , aims to stimulate a change in the
way that built environment professionals – including architects, planners, surveyors,
engineers and facility managers - are taught and learn about inclusive design, so that
inclusion becomes second nature for all. BEPE is supported by the key built environment
professional
institutions
(see
BEPE
supporters
https://www.gov.uk/government/policies/creating-a-lasting-legacy-from-the-2012olympic-and-paralympic-games/supporting-pages/paralympic-legacy ).
BEPE was inspired by the success of the inclusive design process used to build the Olympic
park and venues (see http://queenelizabetholympicpark.co.uk/our-story/transforming-eastlondon/accessibility ). The inclusive experience delivered by the London 2012 Games is still
almost unique - disabled and older people with a range of impairments can find the built
environment challenging and unresponsive to their access needs. Changing demographics
make achieving an inclusive environment even more important.
Yet the standard of teaching and learning on access and inclusive design is highly
variable. Students often spend very little time studying the principles and processes of how
to achieve an inclusive environment, it is rarely seen as an essential element of HE
programmes.
Education can change attitudes, challenge perceptions and deliver behaviour change. The
project is helping to develop exemplary approaches to inclusive design education across
built environment programmes. This presentation is part of a joint submission with Reading
University’s Breaking Down Barriers Project, which demonstrates how the BEPE project is
being implemented.
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You can help to embed inclusive design teaching and learning into your course programmes
by:








Inspiring innovation and change to teaching and learning programmes
Helping to build the capacity in built environment schools Developing new models
of teaching inclusive design that are flexible and appropriate
Supporting and preparing for changes to accreditation criteria
Using Design Council CABE’s Inclusive Design Hub and CPD training as an
introduction
to
inclusive
design
(see http://www.designcouncil.org.uk/projects/inclusive-environments )
Assessing and rewarding students on their inclusive design skills and knowledge
Giving students the confidence to challenge poor and deliver excellent accessibility
Engaging with disabled people – they are the experts
Helping students and teachers make access and inclusion second nature.
Christina Duckett (University of Reading): Breaking down Barriers: embedding inclusive
design into the curriculum
The University of Reading is committed to developing an exemplary approach to inclusive
design education in built environment professional education and beyond.
Building on its already extensive and highly regarded experience in research and teaching in
inclusive design, and on its involvement with the British Paralympic Legacy Team’s Built
Environment Professional Education Project, the University has recently embarked on a new
project. The Breaking down Barriers project embeds inclusive design across existing and
new programmes, including the new undergraduate architecture course, which launches in
2016.
A growing body of literature addresses the subject of inclusive design (e.g. Imrie and Hall,
2003; Boys,2014; Nawrate, 2015). Inclusive design refers to a design approach, which
reflects real understanding and empathy with a wide range of user groups including older
and disabled people (Newall, Greogro et al. 2011).
The project explores the idea of developing an innovative, cross-disciplinary and
collaborative approach to curriculum design. This approach challenges normal working
practices and makes use of the skills and expertise of staff and others outside the school
responsible for individual programmes, in order to embed inclusive design in an exemplary
way. The project team therefore includes staff pivotal in the development of curricula
within each of three Schools: the School of the Built Environment, the Henley Business
School, and the School of Art and Communication Design.
We are developing exemplary teaching approaches, which take into account the needs of a
variety of people with a range of disabilities. As well as physical disabilities such as those
related to mobility, and visual and hearing impairments, we are also considering cognitive
impairments such as autism and dyslexia. We are developing programme descriptions,
module description forms, and teaching and learning materials in which the theme of
inclusive design is embedded. Topics include: inclusive design basics; inclusive wayfinding;
inclusive buildings; and inclusive public spaces. Our emphasis is on experiential learning with
a strong user focus.
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We are building on the work of academics such as those who use old age
and bariatric simulation suits in nursing education (Rawlings-Anderson, Hunter et al.
2015). Additionally we will be working with external partners to engage students with the
challenges experienced by disabled people in everyday life. Reading graduates will have
expert knowledge that will bring real benefits to professional practices and to the lives of
disabled people. This project will enable our students to have an impact that will extend far
beyond the University boundaries.
Session 1[B]
Bhzad Sidawi (University of Damman, University of the West of England): Innovation in
Design Studios: initiators and obstacles
Design studios are the incubators of innovation. Through these studios students learn
innovative skills and how to use them to produce innovative solutions. These skills
would also help students in finding innovative solutions to architectural problems
during their professional practice. This paper discusses the outcomes of trends study
conducted in 2009 and 2012 in the department of Architecture, College of
Architecture at University of Dammam and a benchmarking study conducted on 2012
on two departments of Architecture. The target of these investigations is to find out
the relationship between the social environment of design studios and the innovative
design outcome. The field surveys included interviews and questionnaires in each
department of Architecture. The study found a number of significant factors that
affect negatively students’ ability to produce innovative projects. These include; the
teaching style that aim at imposing tutor’s ideas on students; tutors and students have
ambiguous understanding of innovative design precedents and how to utilize these
examples in design projects and how these would be linked to the course’s objectives
and methodology, and the lack of utilization of design studio’s discussions and
negotiations in developing design projects. Finally, tutors are insensitive to the
indications of students’ needs and there is a lack of awareness to students’ creative
abilities.
Sonya Meekel and Angela Kirby (Dublin Institute of Technology and Birmingham City
University) Construction education: students learning through the competition experience
Engaging students and encouraging active participation is an ongoing challenge in higher
education. This research is in progress (with future research also underway), the initial
research is a reflective analysis based on a case study experience of past students whom
have gone through the ASC Region 8 competition experience. The selection process and the
personal perspectives and attitudes of the participants are intentional and of course may
influence the research results and therefore the responses received are intended not to be
entirely reflective of the construction industry as a whole. Also, the intention of this
research was to reflect upon the initial role out of the process. It was intended to do further
research which is underway for and more detailed statistical analysis for future papers.
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The second phase of this research will be based on the next upcoming student competition
where structured interviews will be done on all participating students and also
accompanying student coaches. This research will involve up to 40 students and 10 coaches
with a very diverse international reach with students participating from USA and Europe.
The research is looking into what are the added benefits and unique attributes that can be
gained from partaking in such an environment.
Do pressured induced environment and recreation of pressured deadline driven
environments of the real world benefit the student for the “real world “experience. The
research will probe into the question: can learning and interaction can be accelerated
through the introduction of an additional incentive (for example prizes for best entries and
peer recognition) It is also proposed that non-academic (that is, non-grade related)
incentives such as initial introduction to potential employers can prove invaluable for future
career development.
“Education is an admirable thing but it is well to remember from time to time that nothing
that is worth knowing can be taught.” Oscar Wilde
Dragana Nikolic (University of Reading) Implementing experiential learning using
simulation games – benefits and challenges
Building construction processes are dynamic, complex, and subject to constant and
unanticipated changes and delays. Learning to manage inherent construction process
variability and its associated risks is challenging, especially at the undergraduate level when
students typically have only limited practical construction management experience. The
ongoing research focuses on addressing several recognized challenges in teaching
construction students dynamic and ill-defined problems such as planning and managing
project construction. The Virtual Construction Simulator (VCS) game, (free
at www.engr.psu.edu/vcs) was developed to provide a holistic learning experience that
teaches students how their decisions and varying labour productivity affect the construction
progress. The pre- and post-test data on the VCS3 effectiveness was collected in an
introductory course to building construction of one hundred students and the advanced
level project management course of nine students between 2010 and 2012. Findings
indicate the value and the potential of the VCS3 simulation game to motivate and help
students learn about construction processes, cost and time trade-offs, and inherent
management challenges. The data and the post-simulation discussion with the students
revealed that students were able to better identify and understand specific challenges in
efficiently planning the construction and managing resources to respond to changes.
Students also rated the simulation experience as realistic, relevant, engaging and fun, while
providing feedback on how the functionality of the game can be further improved.
Implementing simulation games in the classroom and construction curricula however,
continue to be challenging. Given that the learning process differs from the traditional
assessment on content retention, assessing experiential learning necessitates innovative
approaches. This research will discuss the results to date, current development and
iterations of the game and the assessment approaches, as well as ongoing research efforts
to support broader adoption of innovative teaching approaches.
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Alex MaClaren and Mohamad Abdel-Wahab (Heriot Watt University): Initiatives for
student-industry engagement
Student-industry engagement is paramount for experiential learning in built environmentrelated degree programmes. Initiatives such as CONSTRUCTIONARIUM, TEAMBUILD,
CEMENT, MERIT, etc. provide students with an opportunity to build-up their experience in
the construction industry. Employers are concerned about student’s readiness for
employment and therefore universities are keen to demonstrate effective preparedness of
their graduates for work in the modern construction industry. An increasing number of
initiatives attempt to support student’s readiness for the workplace, but there is no current
synthesis of the landscape of student-industry engagement for sharing good practice.
The recent publication on ‘the future of professionalism’ by Paul Morrell for the Edge
Commission, highlights the importance of Industry engagement, and ‘Collaboration for
Change’. In addition, the Lambert Review of ‘Business-University collaboration’ pointed out
the employer’s concern of the mismatch between the courses offered at universities and
skills required. Therefore, the aim of this discussion session is to provoke a critical analysis
of existing initiatives, highlighting the scope, discipline covered, professional/industry
endorsements, integration within the curriculum,...etc.
The session will commence with an overview of some existing initiatives [as noted above],
highlighting distinctive qualities and similarities/differences along with some of the lessons
learned.
The subsequent discussion will be guided by the following questions:
1) How can the cyclical, fast-paced timetable of academic semesters effectively engage
meaningfully with industry? What is the best form and optimum length of a studentindustry engagement experience?
2) At what stage are student-industry engagement projects most appropriate, and most
beneficial i/ to the students ii/ to industry
3) How do universities’ administrative and qualification systems (e.g. multimode/multi-campus - internationalisation) affect/constrain student-industry
interaction?
4) How can professional bodies benefit from the existing initiatives for student-industry
engagement?
5) How is industry incentivised to engage with university students? (e.g. INSPIRE
scholarships)?
Session 1[C]
Becky Thomson (Northumbria): Exploring the barriers to internationalising the student
experience on Built Environment degree programmes
In order to globalise, UK higher education institutions need to present viable and attractive
international options for students over the duration of their studies.
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The joint declaration of the European Ministers of Education convened in Bologna, 19 June
1999 (the Bologna declaration) agreed that EU universities should adopt “a system of easily
readable and comparable degrees" at both undergraduate and postgraduate levels, thus
allowing students to obtain credits at partner universities in the EU and internationalise
their degree (Erasmus Plus, 2015).
Since then, the vast majority of the states within the European Higher Education Area
(EHEA) have been consistent in championing the internationalisation of higher education as
part of the Bologna Process. Although compliance is voluntary, 44 of the 47 states have
participated in the implementation of a common credits system (ECTS) and a
consistent degree programme structure, making studying in another country an
attractive prospect for their students.
The UK has not engaged with the Bologna Process to anywhere near the same extent, and
we now find ourselves trailing behind the rest of the EU (we are one of only 3 countries in
the EHEA who have not participated in the implementation of a credits system which is
compatible with ECTS).
Additionally, those students undertaking degree programmes which are designed for a
specific profession (and therefore accredited by a professional body) have the
added complication of satisfying the competencies required for professional qualifications
too.
Will it be possible for professional courses to embed study abroad into their curriculum in
the UK, and what are the current barriers preventing this?
Richard Jordan (Birmingham City University): The growing role of internationalisation in
BE education
As graduates of built-environment programmes are increasingly required to practise in a
global market, it is essential that higher education responds accordingly. This is emphasised
by our respective professional bodies’ drive towards globalisation and the need to align
themselves and compete with professional institutions in other disciplines. For example, the
Royal Institution of Chartered Surveyors’ (RICS) introduction of international measurement
standards was designed to ensure that the profession has a more authentic and reliable
cross-border comparison and regulation, and in the interests of a truly global industry.
If education is, therefore, going to successfully respond to this challenge, UK universities
need to become internationalised institutions, and many now include ‘internationalisation’
in their respective missions. There is no accepted definition of ‘internationalisation’ in this
context but, when applied to a university, there are certain features which inevitably apply.
These include an increase in work-placement opportunities, a growing input to the curricula
to include global perspectives, a common understanding of internationalisation amongst
staff and students across a university, an increase in the recruitment of overseas students,
and the development of strategic overseas partnerships and investment in transnational
education (TNE).
The area which will form the principal focus of this paper is international partnerships. If the
aspirations of our professional bodies and the needs of industry are to be realised,
universities need to form high-value, sustainable partnerships with overseas institutions so
12
that built-environment students receive an education which is consistent, relevant and of
value to those who aim to become practising professionals in the global property and
construction markets.
This paper will examine the different types of collaboration in this context and, more
specifically, the rise of transnational education (TNE). The author has been personally
involved in identifying, creating and managing international relationships and partnerships
for the past 13 years and, over the past three years, has developed new TNE partnerships in
India, China, Hong Kong, Singapore and Sri Lanka.
Research is expected to show that some models are more successful than others although
this is likely to vary across countries and regions, emphasising the importance of finding the
right type of collaboration for a specific market. There will also be a focus on the importance
of quality assurance and the extent to which local academic and regulatory infrastructure
has a bearing on the robustness and success of TNE partnerships. The paper is likely to
conclude that, whilst the recent growth in TNE is arguably in response to universities’ need
to diversify income sources; it can also play a key role in helping to meet the aspirations of
professional bodies and other key players in global built-environment markets.
Hong Xiao (Birmingham City University): Engaging overseas alumni in
internationalisation of curriculum through project case study collection
The UK Higher Education is changing fast, and one of the evident signs is its
internationalization. On one hand, more and more overseas students are coming to the UK
to study. On the other hand, more and more UK students are seeking employment
opportunities overseas. But at the moment, the teaching and learning is still mainly from a
UK perspective. This requires our curriculum to address this internationalization trend in
the higher education.
One of the untapped resources in this regard is our overseas alumni. Most of them have
returned to their home countries after successfully completing their study and are working
in the construction sector in different roles. They not only know the academic rigor and
requirements of their course very well, but also are involved in different aspects of
construction projects on a daily basis.
Through a close partnership between academic staff, participating students and overseas
alumni, this project aims to collect international case studies on construction management
practices such as health and safety management, sustainable design and construction,
contract management, and BIM in practice, which can be incorporated into the curriculum.
This will not only further engage overseas students and enhance their learning experience,
but also expose the home students to more international perspectives of construction
management. The knowledge and skills developed from this will greatly improve the
students’ employability in a globalized construction job market. This exercise also provides
a good opportunity to continuously engage alumni and develop a long-lasting learning
community with a shared common identity.
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Acade
mic
Staff
Curriculu
m
Partici
pating
studen
ts
Overse
as
Alumni
This project is under progress and will complete by September 2015. This project needs
academic staff, participating students and overseas alumni to work closely in its design and
delivery. It is anticipated that a dozen or so construction project cases will be collected in
the format of documents, drawings and / or videos which can be used flexibly in teaching
and learning.
Kevin Elliott (Northumbria University): Ecoepexperiential Learning - where is the
classroom?
his interim paper during the course of a large scale research project is intended to draw
comment and suggestion at a peer and institutional level on the consideration and
determination of learning spaces and the balances between theoretical, experiential and
situated learning. Beginning with a review of some established models of learning theory
from behaviourism to andragogy, and drawing on the work of Vgotsky, Dewey, Freire, Kolb
and Knowles, this paper identifies those strands of learning theory which are particularly
pertinent to education in Architectural Technology. Consideration is given to curriculum
design and the learning environment to gauge the extent and use of the live building site
and practical arena, together with discussion on learning by design or situation. A
methodology is proposed to enable a qualitative measure of a sample of HE institutions in
the UK regarding their approaches.
Discussion points:

Learning and Teaching approaches

Theoretical underpinning

Learning or teaching

Traditional classroom or construction site

Immersive approaches

Student experience

Student performance
Session 1[D]
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Audrey Martin (Dublin Institute of Technology) Developing appropriate educational
modules aimed at industry: A DIT case study
This paper describes the process from inception to completion of developing academic
modules appropriate for upgrading survey professionals engaged in the public sector. In
2014 the Dublin Institute of Technology (DIT) Spatial Information Sciences Group received a
request from the national mapping agency, Ordnance Survey Ireland (OSi), to provide a CPD
(Continuing Professional Development) module in Geodesy, with particular emphasis on
Gravity and Height, appropriate for Ordnance Survey staff and, possibly, staff from other
similar organisations.
An advanced module in Gravity and Height intended for those wishing to develop deep
knowledge and competencies in the provision, management and delivery of national
levelling networks and the generation of the gravimetric surface that underpins them was
designed. The module was accredited by DIT at the National Qualifications Authority of
Ireland (NQAI) level 9 (MSc equivalence) and delivered to an international audience of 23
participants in February 2015 during 5 days.
The module syllabus was extremely specialised and included theoretical and practical
elements relating to strategies and mechanisms for accurate national height models. Due to
its specialist nature the module delivery was enabled through international cooperation
between scientists and researchers at the Geodesy Department, Lantmäteriet, Sweden, The
Dublin Institute for Advance Studies, The Ordnance Survey offices of Ireland and Northern
Ireland, and the Dublin Institute of Technology. In addition, significant administrative
support was provided by EuroSDR (European Spatial Data Research Organisation) and
financial aid from a CHOBE grant.
In developing the module a number of considerations were addressed including: academic
level, target audience, expertise required, economical aspects wrt delivery, academic and
administrative partnerships. Each of these elements will be discussed in the presentation.
The week long seminar was deemed a success by the participants and presents an academic
model suitable for future up-skilling opportunities in the Spatial Information Sciences.
Tim McLernon (University of Ulster) Considerations for a revised learning, teaching and
assessment regime for undergraduate built environment education
The requirements of employers, the benchmark statement of the Quality Assurance Agency
(QAA) for construction, property and surveying together with the outcomes of a university
education, construct a solid array of skills and attributes that are to be embedded in built
environment graduates. The generation of ideas, the ability to be creative and to innovate
are key skills required of the built environment graduate in the twenty-first
century. The underlying research question asked in this study is: “do our learning, teaching
and assessment regimes for undergraduate built environment education lead to creativity
or conformity?” The purpose of this study is to critically reflect and report on the author’s
experiences of learning, teaching and assessment regimes used for undergraduate built
environment education and, using this reflection, appropriate comparisons, and lessons
learned from experiences of things that work and things that don’t work, to assemble and
offer ideas on doing things more effectively in order to add value to the learning outcomes,
skills and attributes of built environment graduates. The study is qualitative in nature but is
15
less than scientific as it incorporates interpretations of a subjective nature to provoke
argument and discussion. The data used in the study comprised interpretations from
observant participation, data gleaned from formal and informal conversations with
academic colleagues, from formal committee minutes and from observations and
interpretations of student conduct. The discussion in the study addresses and
explores assessment, the learning environment, the modular system, collaboration, the
management of contact time and independent learning, students’ conceptions and
experiences of independent learning, and opportunities for personal, social and professional
development outside of the modules but within the course curriculum. This presentation
will deal with elements of the overall study with a view to eventually
assembling proposals for a revised learning, teaching and assessment regime for
undergraduate built environment education.
Yvonne Simpson (Greenwich): Elite education on the rise: it’s life but not as you knew it
Jim! Investigating the impact of Government Policy
The Research is in progress and based upon a recent EdD study. The White Paper on HE
introduced in 2011, formally known as the Browne Report was implemented in 2013/4. At
the heart of this four year long study the effect of the white paper 2011 would have on
vocational HE provision was investigated. Presently the study is examining the
underpinnings of the policy, in light of the rise of elite education expansion in the university
sector. It will examine what is the new Government goal for HE provision? The policy, its
history and drivers will be reviewed and discussion about the rise of elite education in the
UK undertaken.
The main research used the paradigm of mixed methods and also applied the use of the
Delphi technique to address the notion of Future studies. This study will draw upon the
critical literature and analysis of the author’s EdD studies.
Robby Soetanto (Loughborough University): Bim Hub: educating BE students to work in a
BIM environment
Increasing international collaboration in the building industry means that more
professionals will be required to work in virtual teams within an online BIM environment,
and consequently Built Environment (BE) students will need to have opportunities to learn
these skills. The implementation of BIM requires a new way of working which would
inevitably redefine the future of construction education. The skills to work in BIM
environment can offer students a competitive advantage in the job market. As an emerging
area, little is known how BE educators can do this. The BIM-Hub initiative aims to
implement an innovative approach to international collaboration in the BE education in a
real-time BIM environment, in order to enhance the employability skills. The initiative
captured the experience, identified the skills required to collaborate in this highly integrated
environment, examined the impacts on the employability skills, and is currently sharing the
findings in a way that encourages community of learning to develop. The initiative
developed a guidance of effective practice for international BIM education for tutors
16
wanting to implement BIM collaboration in their classes. The guidance and findings have
been disseminated in the project website: http://bim-hub.lboro.ac.uk/. The BIM-Hub
initiative has won the Premier Award of CIOB’s International Innovation and Research
Awards 2014, http://iandrawards.ciob.org/node/69. The aim of this session is to share the
guidance notes and empirical findings, and to obtain initial feedback and current practice
from the BE educators (i.e. attendees).
Thursday 15.45 – 17.15
Session 2[A]
Marie Vaganay (University of Ulster): Fostering innovation and entrepreneurship
Ulster University Environmental Health students working collaboratively in mixed-cohort
(typically 2 to 3 students from each year) groups, and in partnership with external
professionals or charities, design and deliver various projects with an innovative and
entrepreneurial approach. The teams are responsible for setting their own aims and
objectives as well as identifying their chosen initiative and potential clients.
The conference showcase the innovative and entrepreneurial student projects to an
audience of environmental health practitioners, partners involved in the projects, potential
employers, prospective students and school career’s teachers. It also enables the students
to disseminate their learning among their peers and learn from each other, and to develop
their presentation and communication skills in a conference style environment. It provides
opportunities for engagement with partners, practitioners and for cross fertilisation
between practice and academia, while also allowing the student body to market the course
to careers teachers to improve the sustainability of the programme.
The event fostered students ‘creativity, innovation and entrepreneurship. It provided
professionals opportunity to learn from the projects, to engage with potential future
projects and, more widely, with the course curriculum development and delivery. Finally it
showcased the course and the innovative nature of its delivery to career’s teachers.
This project demonstrates that we can encourage innovation and creativity within the built
environment curriculum. This mixed cohort approach to developing the innovation and
entrepreneurial skills of students to improve their employability could be used as a template
to develop similar modules across other courses in the Built Environment
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Derek Bruce, Sarah Sayce and Jane Kettle (Kingston University and CHOBE): Ethics:
undervalued in the curriculum?
One of the chief characteristics of the UK Built Environment curriculum has been the
emphasis placed on dominant employment themes, as gleaned through interface with
employers (the ultimate consumers of the graduate ‘product’ and their own requirements
for graduates to meet professional body assessment standards). Consequently, Higher
Education Institutions’ (HEIs) course teams have placed emphasis on producing graduates
who are technically grounded and ‘business aware’, and who can ‘hit the deck running’ to
produce profits in the hands of their private sector employers, for the public sector,
graduates who are ‘politically aware’ and alert to value for money concepts.
So where has this led consideration of ethics and the role of the professional, where public
interest is precedent over private gain, as distinct from that of the business person with no
affiliation? Has such consideration either been side-lined or at worst never applied? The
growth of ethical business as a concept has sparked debate within the professions and has
led to the setting up of an international consortium aimed at producing high level ethical
standards (http://ies-coalition.org/) . In time this will lead to a revision to the requirements
placed on professionals in terms of the ethical understanding and practice. Currently, it is
argued, the interpretation of what is meant by ethics is often viewed at a superficial or
regulatory compliance level.
By examining the extent to which ethics is part of the built environment (BE) curriculum and
part of competence assessment across the BE professions, the authors will argue that, to
date, Higher Education Institutions (HEIs) have a challenge to engender within their students
not just a baseline knowledge of ethical considerations – but what it means to be an ethical
professional.
The work is timely considering the call by the Edge (2015) for the development and
standardisation of a national BE code of conduct/ethics, the nascent work of the coalition
and the work led by individual professions, such as the introduction of an Hippocratic oath
and new ethical standards from 2015 by the Chartered Institute of Housing. The work,
which comprises reviewing the requirements and interpretation of ethics at professional
qualification stage, the integration of ethics in the curriculum and the perception of
graduates, is at the pilot stage and the findings will feed into both a bigger Journal paper
and into CHOBE’s State of the Nation report. The authors are well versed in both developing
and delivering ethical curricula and in assessing it at both the professional entry and
experienced/senior practitioner levels. Methodology includes reviews of published
literature, informal interviews and a questionnaire.
Sabine Coady Schaebitz (Northampton University): Extending ‘traditional’ Built
Environment education with other disciplines from within and outside the Built
Environment professions
Starting from the premise of the conference that higher education in the UK is continuing to
change with much uncertainty for many BE subjects - especially planning and housing while there is nevertheless an emerging skills shortage in those subjects; and
considering the findings and recommendations of the Farrell Review, this session will
discuss to what extent there is room for the ‘traditional’ built environment professions to
18
include more perspectives from other Built Environment disciplines as well as from
disciplines outside the professions.
A short presentation on my experiences in both German and UK Higher Education, most
recently at the University of Northampton, will set the scene. We will then jointly explore
the following questions:





What industry need is there for inter-disciplinary BE courses combining different
professions or involving extra-professional subjects, especially the social and health
sciences?
To what extend do the professions support such enterprises or to what extend are they
seen as unwelcome competition?
How can universities be encouraged to support such courses and see their potential for
medium and long term relevance beyond immediate market benefits?
What would inspire A-level students, graduates or industry candidates to take up such
courses?
To what extend does academe have to set the agenda for such courses which will then
be picked up by industry?
Immediate outcomes will be a short summary which can be translated into action points.
This will be followed up by a position paper for CHOBE with the aim for publication in the
conference proceedings.
Ruchit Purochit, Purva Tavri and Sarah Sayce (Open University/Kingston University
/CHOBE: Content analysis as a successful Built environment research methodology
Within all levels of Built Environment education research methodology teaching normally
places emphasis on the skills required for empirical work in the form of primary data
collection and analysis, with the exception of writing a literature review. Little attention
tends to be given to the use of secondary data research methodologies. The consequence
has been that very many projects, particularly at bachelor/masters level, provide findings
which are based on sub-optimal or simply too little and poorly conceived data as students
have neither the time, nor the resources to enter into data collection at any meaningful
scale.
This paper, which is based in part from the experiences of two very different built
environment PhD theses, explores the use and applicability of content analysis, which may
be combined with computer analysis, as a method which offers wider possibilities than, it
suggests, are currently explored. It argues that it has content analysis has a wide and
growing applicability within Built Environment, given in particular the shifting emphasis on
behavioural and motivational issues throughout the sector from planning through to
construction and asset management. For this reason it has seen an increase in use at
advanced levels. However, with the exception of Bell (2014) it receives little attention in
research textbooks, even those such as Knight (2012) which are aimed at more advanced
methods.
The essence of content analysis is that it enables the researcher to collate and codify many
different forms of published media and from qualitative outputs produce quantitative data;
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it therefore mediates between qualitative and quantitative methods in social research
(Bauer and Gaskell, 2000) and may be viewed as an appropriate tool for practice. It is
generally regarded as of particular benefit in fields where good reliable data may be difficult
to access.
The presentation considers the argument for the use of content analysis within build
environment research generally and its efficacy within two specific projects before making
some suggestions for future use.
Session 2[B]
Bekithemba Mpofu (College of Estate Management): E-learning Experiences
With the advent of the Internet in the 20th Century, traditional pedagogy and learning has
undergone a paradigm shift that has seen eLearning becoming prominent and alternative
theories for learning being developed. The e-Rollercoaster has also extended beyond the
passive mode of traditional eLearning of the objectivist/behaviorist theories of knowledge
acquisition to social constructivism that has resulted in the evolution of the instructorstudent relationship. In particular, the role of the instructor is now a facilitator with learners
and peers becoming active participants of the learning process. This developing social
constructivism paradigm has made e-Participation an intrinsic part of learning and this has
led to various ways of encouraging student engagement on eLearning programmes. Ideally,
eLearning programmes use different types of activities to boost student participation as part
of enhancing their learning experience. This paper analyses the effectiveness of different
forms of student engagement on the virtual learning environment (VLE) discussion forums.
The project looks at student engagement on the VLE of modules delivered by the College of
Estate Management at masters’ level. Engagement, on this paper, is analyzed from different
views including the number of times and messages posted by students, the time students
spend on the VLE, the number of times the students access the VLE and the length of
messages they post. The results of this research will assist understand the effectiveness of
different participation approaches and enable implementation of an optimum student
engagement strategy for built environment programmes based on quantitative analysis.
Tim Bennett (College of Estate Management): Controlling the e-learning climate
This work is posited as a work in progress. It describes various speculations concerning the
effective strategies that need to be considered when endeavouring to create effective elearning experience within large student cohorts studying online. The aim of the discussion
is to develop the conceptual framework within which the online student experience can be
improved.
There has been a tendency for e- learning and teaching strategies to be seen as an extension
of past practice rather than the need to rethink and start afresh. A distinct difference needs
20
to be identified at the outset between the use of technology, the science of teaching and
the management of the student within a virtual environment. Each have a part to play but
each must also be in balance. This symmetry may change and be different for each
component part, being dependent on module content, the learning narrative, assessment
and teaching strategies and the activities and use of the learning platform to name a few.
Importantly, it must be understood that these components are linked and interdependent.
The framework that fits within these parameters or analogy is presented as a model for
discussion using the student experience as the hub around which key criterion are
considered to enable the student experience to develop and learning outcomes of specific
modules to be met. The key components are proposed within a model STEP (Strategies,
Teaching, Environment, and Processes) that will be presented for discussion. The model
further attempts to incorporate the organisational dependencies and strategies as any elearning and teaching strategy has to be an integral element of central organisational
aspirations rather than a standalone vision.
The discussion reflects early work in this area, and seeks to develop associations between
the various factors mentioned. It does not purport to offer a definite solution, but to
examine the context of effective e-learning and e-teaching strategies presented in a
paradigm for further empirical study.
Toni Fisher and David Moore (Robert Gordon University): Innovation Ownership in
Teaching & Learning Practice
Inspiring and motivating faculty to change their teaching practice and adopt new methods
and processes for engaging and motivating students has become a focus due to new
teaching environments, such as Distance Learning. There are a variety of impediments to
change in any institution as well as a number of strategies and tactics to deal with the
impediments. Within the context of education, change management literature frequently
refers to issues of ‘ownership’, typically at various levels (organisation, regional, national,
etc.), leading to the creation of a ‘shared vision’; practitioner perception of an innovation
can influence its success. Many of the techniques needed for successful teaching and
learning, inspired through an examination of practice due to the addition of Distance
Learning to the scope of educational offerings, when adopted, can be used for undergrad
and postgrad students, both in Face to Face and in Distance Learning teaching and
learning. These include: participatory learning, flexibility of learning formats and times,
inspiring learning materials and motivated learning facilitators. Literature evidences that a
key objective in achieving a positive perception of innovation by staff is confidence; the
expectation that lecturers can easily adopt technology-based innovations should be robustly
interrogated in the context of individual dispositions and capabilities, and also the time
available (capacity) for them to innovate. A further aspect of ‘confidence’ is the level to
which staff ‘believes’ students will respond positively to innovation; pedagogy changes can
cause anxiety in students, and a negative response from students can discourage lecturers’
innovation.
Barriers to Distance Learning and Virtual Learning Environments also include a lack of
understanding of VLEs including a poor understanding of the roles needed to deliver and
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support online learning. This workshop will report on the on-going qualitative research into
changes made in Post Grad and Undergrad, Face to Face and Distance Learning teaching and
learning strategies. The participation of the audience in the workshop, sharing experiences,
will be of benefit to the research as well as to attendees facing similar challenges in their
institutions.
Session 2[C]
Ben Farrow and Richard Burt (Auburn University): Connecting learning with an
innovative field lab at Auburn
In 2012, an outdoor laboratory for construction management students was created at
Auburn University. This lab initially responded to student demands following focus groups
to include more hands-on learning in the curriculum. Used primarily for classes on steel,
wood, and concrete construction, the field lab has evolved over approximately six semesters
to provide a consistent enriching student experience. This experience fosters teamwork,
application of classroom knowledge, integration of safety, self-confidence, and satisfaction
of students. This research study examines the perceived learning of approximately 50
students who have had classes at the field laboratory to determine if the lab experience
improves classroom learning. Results indicate that perceived learning in the classroom is
enhanced by the field lab experience. Student perceptions connect the learning at the field
lab with the classroom. Overall results indicated an enhanced learning experience of 4.4 on
a scale of 1 to 5. The highest enhancement seems to occur in areas of “helping one apply
course content to solve problems” and an overall perception that the field lab is an
important part of the structures course.
James Charlton, David Morton, Danilo Di Mascio (Northumbria): Mapping the use of
digital tools within learning in the architectural studio
Digital design exploration has made a considerable impact on architectural pedagogy and
the way in which building designs can be accessed and interrogated. This impact is now
being seen in architectural programmes in the UK. There is still a concern that the art of
hand drawing is feared lost forever. The use of computers and digital methods in schools of
architecture has become the norm, and the creative moving of a pen across paper has been
replaced, to a degree, by the cursor across the CAD screen. Therefore, will the paradigm
shift of BIM require the inevitable move to a new approach in the design of buildings?
In this paper we will present the results of an ongoing survey and a critical discussion of the
collected results related to digital tools used by students in the development of their design
and technical proposals in architectural programmes. We have chosen as case study our
academic institution, the Northumbria University based in Newcastle upon Tyne, UK. The
22
main objective is to better understand the digital tools and theories used through the
students' learning process during the architectural courses.
We can already mention some of the most interesting findings that are worth sharing with
the academic community. The software packages and methods used in architectural
programmes in Undergraduate Courses are significantly different compared to those used in
Postgraduate Courses. At the end of the mapping process, after a critical evaluation and
discussion of the results, we will be able to understand benefits and limitations in the
learning process. Furthermore, we will also be able to address possible ways of improve it,
also introducing other software, such as game engines, to help the real time evaluation of
the spatial choices, as already stated by one of the author in a previous publication.
Alex MacLaren , Nicky Thomson and Anne McCann (Heriot Watt University): TEAMBUILD:
the construction challenge
This workshop proposes to demonstrate, through firsthand experience, the potential
benefits of cross-disciplinary pedagogy when planned, briefed and managed effectively. The
organisers seek to ‘demystify’ the prospect of cross-disciplinary exercises, in an attempt to
dispel prejudices about complexity, level of engagement, and application. Delegates will
learn skills in authoring and providing such activities, and gain confidence in their abilities to
control the process, and the value of these experiences to the student.
The intention is to engage staff in a brief interdisciplinary activity themselves, directly
demonstrating the student experience, before asking delegates to review their experience,
in disciplinary groups, and measure this against the various criteria for learning we seek to
meet in Higher Education.
The Workshop will commence with a short ‘role-play’ exercise in which delegates are invited
to form interdisciplinary teams and address a hypothetical design & construction challenge
based on a real site (it would be helpful to have pre-registered delegates if at all possible, to
enable best division of teams). The organisers will provide initial briefing, and then basic
task information and resources for completing the task (site data, large format paper,
coloured pens, scale rulers etc.). The task briefing will require each team to present their
answers in different formats, to other delegates.
Organisers will reflect on the tasks carried out and the strategy behind setting the
framework, information available, task content and presentation format in each case.
Delegates will then be asked to reform into discipline-specific teams and review copies of
their discipline/institutional criteria/guidelines for education (e.g. RICS, CIOB and
Engineering Council Accreditation, RIBA/ARB criteria), discussing whether their experience
was effective in delivering on the various requirements, and how that was facilitated by the
exercise.

The workshop will conclude with feedback from each discipline group, including
criticism of the process and suggestions for improvement.

The workshop will be filmed on a time-lapse camera (with delegates’ permission)
and the output collected, recorded, collated and shared amongst participants.
23

The workshop will be provided by members of TEAMBUILD UK, a Construction
Industry Charitable Body, offering training: the outcomes will be available open
access from the TEAMBUILD website.
An ideal number of participants would be 30-40 delegates, but the planned format can
expand or contract to suit as low as 15 or as many as 60 if required. See
http://www.teambuilduk.com
Session 2[D]
Tony Burke (University of Westminster): Promotion of Staff Engagement through
communities of practice
Communities of practice (CoPs) are defined as “groups of people who share a concern or a
passion for something they do and learn how to do it better as they interact regularly”
(Wenger, nd). CoPs have been promoted as a means of improving performance in a variety
of organisations and sectors, including businesses, public sector organisations and the
voluntary sector. However, their adoption in higher education has been less widespread.
This discussion will focus on the potential of CoPs to engage staff in the development of
learning and teaching practice through exchanging of ideas, and reflecting on and sharing
best practice. At the University of Westminster an institution-wide change programme
known as Learning Futures is currently underway. As part of the project we are proposing to
introduce a framework for the establishment of CoPs. It is envisaged that these CoPs will
operate across faculties as supportive communities set up to address learning and teaching
issues identified by staff and students. The ultimate objective of the CoPs will be to improve
the learning and teaching experience for both staff and students, and to encourage
innovation.
The author is currently Academic Lead on the project, which is promoting CoPs (on
secondment from his post in the Faculty of Architecture and the Built Environment at
Westminster). The initial stages of the work to establish CoPs will be briefly described, and
the views of delegates will be sought on the concept of CoPs. The possibility of establishing
a CoP specifically aimed at the built environment academic community will also be
floated, using an example from another discipline. Views will be sought from delegates as
to whether such a community would be viable and sustainable.
Simon McClean (Salford) Use of Industrial Simulation to Deliver Academic Knowledge
Core Skill and Vocational Skill Outcomes for Building Surveying Learners in Higher
Education
This research is based upon a regime of action research and is an ongoing process,
commenced as a PhD study, 5 years ago. Research is focused upon university education in
Building Surveying. It starts from the need to satisfy four stakeholders, learners, university,
24
professional body and employers. Three of these view vocational knowledge and
competence in addition to academic ability as desirable in graduates. The author believes
that academic knowledge, core skills and vocational skills can be successfully delivered
together to satisfy all stakeholders. A well-crafted assessment brief, facilitating an
industrial simulation with a submission of industry used documentation can deliver
academic outcomes and evidence some degree of vocational competence for employers.
Simulated industrial activity encourages students to learn in order to solve problems, allows
them to practice core skills like working with others and allows them to perform vocational
tasks.
The author creates industrial simulations, using an enquiry based learning approach
supported by traditional teaching to create an assessment vehicle, develop core skills and
practice vocational skills. This method of teaching provides the learner with challenges,
requiring a bespoke regime of scaffolding to ensure success and avoid any learner
disadvantage. The brief must require the learner to meet all learning outcomes whilst
remaining realistic for the level being taught. Activities must be safe and adequately
resourced. The role of the teacher in the simulation must be maintain control, and engage
with learners, but not dominate the simulation. All these issues need to be designed in to
the activity brief. The author will propose an action research approach of collecting data
from each simulation to improve the next. Observation data, eExample learning material,
academic outcome data, and learner satisfaction data from completed simulations will be
used to illustrate the action research methodology essential in maximising effectiveness
of future teaching.
Michaela Keenan (University of Ulster) It’s all about communication: tackling retention
This paper will explore how retention can be addressed and student success improved
within the first year of higher education study through embedding a shared team ethos and
innovative approaches to student support and communication.
The transition of first year students to higher education, their induction and retention are
now widely recognised as being fundamentally intertwined (Crosling et al, 2009; HEA, 2013).
Within this, the development of relationships and support between student-student and
staff-student can significantly influence student futures in relation to remaining in and
continuing their education. Indeed, a significant body of research now exists which argues
that students are most likely to leave in the first year of entry (Yorke and Longden, 2007;
Quinn et al 2005; Thomas, 2001). Retention and the first year experience has also been the
focus of recent Higher Education Academy Research within the Student Retention and
Success Project (2013) and also within work of Crosling et al (2008) for example.
Retention within Built Environment programmes such as Construction have traditionally
been high and this research draws together evidence to build the argument that retention
and student success within the first year of study can be improved through a shared staff
team ethos and the implementation of effective communication and support measures with
and for our students.
The School of the Built Environment has taken learning from it’s discipline team within the
Higher Education Academy, Student Retention and Success Project, Phase Two to develop
and embed new and innovative initiatives which have the common theme of enhancing
25
communication. The School recognised at an early stage through the work of the discipline
team that any intervention to tackle retention and to improve student success needed to be
embedded across the School as our student body across courses often share modules,
accommodation and meet during sporting activities, for example. These cross-discipline
interactions necessitated a common shared approach across all undergraduate provision
within the School.
The School has embedded a range of measures and central to this has been the removal of a
traditional studies advice/advisor system with the introduction of Academic Mentor model.
The role of the Academic Mentor is to build contact and relations with students from preentry to the end of the first year thereby acting as a support through the often challenging
first year of study. Mentors also come together to form a community or Student Experience
Team (SET) to develop and share learning and experiences and to identify areas of further
actions and development as the project develops. This change of support for the student
has brought with it an enhanced shared staff team ethos which embeds staff from Head and
Associate Head of School, Learning and Teaching Coordinator, Academic Mentors, Course
Directors and all teaching staff.
This research draws together initial evidence from student questionnaires, student focus
groups, qualitative staff data and institutional data on retention, module failure rates and
success at the first attempt. This evidence demonstrates clear and significant improvements
also across the institutional metrics.
Participants will be encouraged to discuss how this model could be enhanced and adopted
across disciplines.
Nick Morton and Wil Vincent (Birmingham City University): 'Thanks for taking the time
to understand’: lessons from the sharp end of making interventions in the student
learning experience at Birmingham City University
In this session we reflect upon the first year of operation of brand new posts in Birmingham
City University’s Faculty of Computing, Engineering, and the Built Environment, called
Graduate Student Success Advisors (GSSAs). As part the What Works? HEA/Paul Hamlyn
Foundation initiative, graduates of each of the schools have been appointed as part of a
drive to enhance the student learning experience. The co-authors are, respectively, the Built
Environment discipline lead for the What Works? project, and a double-graduate, now
GSSA, of the Built Environment school.
We will begin by offering some thoughts based on our experiences. The team of three
GSSAs have been leading a transformation of the student support system in our faculty,
from investigating issues of non-attendance to individually preparing every student for
resits. This has allowed for a much more targeted and systematic approach to interventions
across the faculty and, in turn, provides the opportunity to instil a greater sense of
community and identity; it has also highlighted where the shortcomings and challenges lie,
both in ensuring robust systems and processes, and in the type and timing of effective
interventions.
The central importance of student retention initiatives will be familiar to all in HE. In the
course of the discussion session, we will invite participants to contribute their own
26
perspectives and experiences, to reflect upon the common difficulties and opportunities
presented:

What causes a student to become disengaged?

What are the key reasons for student withdrawal?

How can engagement (rather than simply attendance) best be measured and
encouraged?

At which point in time, and by what means, are interventions best made?

What tactics best encourage students to reflect and respond?

How can effective systems and processes help? What are the key data sources?

How can students aid in the creation and execution of engagement & motivation
models?
Friday 10.30 – 11.30
Session 3[A]
Audrey Martin (Dublin Institute of Technology): Gravity and Height for National Mapping
and Geodetic surveying
This is a feedback session reporting on the grant to DIT to run a research seminar on the
emerging use of GIS techniques within the surveying discipline
Matthew Tucker (Liverpool John Moores University): New Technologies for Building
Surveyors
This presentation is based on the small grant scheme project to coordinate a seminar on
emerging technologies in the building surveying discipline, held at Liverpool John Moores
University on 6th May 2015. The presentation will provide a reflection of the key outcomes
of the seminar.
Historically the Building Surveying discipline has been conservative in its approach to
professional developments and has been very traditional in its approach to practice. In some
senses this gives it strength and a degree of resilience. A reticence to embrace new
technological opportunities such as BIM and mobile surveying technologies, such as
Kykloud, drone-enabled surveys, 3D laser scanning etc., present opportunities for HEIs to be
at the forefront of developing practice. Such technologies offer potential for interface with a
broad spectrum of BS work, ranging from the application of non-contact measurement and
recording for conservation and detailed surveys of historic fabric to the use of wireless
sensor technologies for real-time building condition monitoring.
The subjects covered were:


BIM and the Building Surveyor: BS & FM applications:
Mobile surveying applications and whole life costing: Kykloud
27



Scanning, RFM and non-contact analytic techniques
Drones and their applications
Lazer Surveys & Historic Building recording
Learning Outcomes from the seminar included:



Awareness and understanding of specialist and emerging technologies available to BS
practitioners and academics.
Appreciation of potential linkages to existing BS curriculum and opportunities for
embedding emerging technologies in to new and existing modules.
Awareness of potential future directions for BS curriculum, competencies and
technologies
The day also featured a ‘Technology Tapas’ session showcasing some emerging technologies
over lunch. These included Google glass; RFID: and others technologies.
Alex MacLaren (Heriot Watt University: Educating students for the Collaborative
Workplace: Facilitating Interdisciplinary Learning on Accredited Construction Courses
This will be a ‘report back’ from a Seminar funded by CHOBE’s “Small Grants Scheme”,
awarded 16th February 2015. The Seminar was conducted in August 2015. This Seminar
addressed the (relatively recently introduced) requirement to provide interdisciplinary
teaching and learning to students, on those HE Built Environment/Construction courses that
are subject to professional accreditation. RIBA, CEng and RICS criteria now all (among
others) require accredited programmes to deliver skills in collaborative decision-making,
communication, and knowledge of co-professionals.
This can be difficult to deliver for academics, who tend by nature to be specialist and
discipline-specific. These skills are considered ‘essential’ to the future of the construction
industry by the recently published “Collaboration for Change’ Edge Commission Report, the
Gov’t Construction Strategy 2011, the CIC BIM2050 task force, and other industry
organisations.
The Seminar gathered those with experience of offering programmes that seek to meet
these criteria, and to share best practice. There was a short presentation of two case study
projects that deliver on these points, but the specific aim was the collection of data from all
attendees: with the aim of first identifying the difficulties of teaching and assessing these
qualities within HE curricula, and secondly, providing insight into the effectiveness of
systems through direct comparison in practice.
Pecha-Kucha has been chosen as the most engaging way to report back on the activities of
the seminar and potential outputs, as due to clashes with timing the seminar will take place
relatively close to the conference itself. It is anticipated that a paper will follow in due
course
Friday 13.30 – 15.15
Session 4[A]
28
Phil Pyatt (Inspiring the Future Taskforce): Inspiring the Future – working in partnership
with the built environment
Inspiring the Future is a practical programme using technology to connect over 8,000
teachers from state schools and colleges with more than 21,000 volunteers from
Apprentices to CEOs from all sectors and professions.
Volunteers pledge an hour a year to talk about their job, career and the educational route
that they have taken, and since July 2012 more than 80,000 individual invites between
teachers and volunteers have been sent asking them to attend an activity
Inspiring the Future has been working closely with the construction industry to recruit
volunteers working across employers and professional bodies, and has recently been highly
commended at the CIOB International Innovation & Research (I&R) Award 2014
This presentation illustrates how Inspiring the Future works, and using our current research
both in usage and stakeholder surveys, highlights the impact of this scheme.
Matthew Tucker (Liverpool John Moores University): Research preparedness in
undergraduate curriculum: the student experience
For most built environment programmes, the pinnacle research activity that undergraduate
students undertake during their degree programme is the completion of a Dissertation. This
takes place in their final year of study. However, there is often a misconception from final
year students about the intended purpose and benefits such research activities have, often
creating anxiety and scepticism about completing them. In particular, students often do
not see the tangible benefit of developing research skills in order to help them succeed once
they make their transition from education into employment.
This raises critical questions concerning how prepared students are to embark on research
activities and assessments throughout the transition of their degree programme from level
4 to 6. In particular, students tend to associate extrinsic values to the Dissertation, rather
than intrinsic values. In other words, they focus on outputs such as word length, duration
and topic areas, rather than the actual skills and processes developed in carrying out
research.
Research activities/projects during student’s degrees enable them to develop a critical
mind-set through the appraisal, collection, analysis and interpretation of complex
information. This study investigates the student experience of undertaking research
projects/activities throughout their undergraduate degree programme in order to develop a
“research preparedness framework” for students that can effectively be applied to the
development/revalidation of built environment undergraduate curriculum design.
Kevin Thomas and Simon Robson (Northumbria University): Research rich learning;
students as participants – a Northumbria University case study
This paper will consider the approaches to research rich learning (RRL) that can be adopted
and look at a case study of practice at Department of Architecture and Built Environment,
29
Northumbria University. The difference between more traditional transmission and research
rich learning will be examined to show how the more constructivist approach can create
significant benefits to the student experience. It will also highlight the importance of context
and a strong link to the development of employability skills.
The four main methods of delivering RRL as proposed by Healey and Jenkins will be
considered and discussed alongside how this might best be achieved in UG curriculum.
A case study of the Building Advice Centre module will then be examined in detail, looking at
how this operates and how RRL takes place within the students learning. This will show the
very positive impact it has on both students’ performance and the development of relevant
employability skills.
Mike Riley and Alison Cotgrave: Research Informed Teaching in the Faculty of
Engineering & Technology LJMU
One of the targets of the LJMU Learning, Teaching and Assessment Strategy 2012-17 is that
LJMU will be: ‘A University that supports the development of a vibrant and sustainable
research and scholarship environment, firmly linked to learning and teaching’
One of the indicators to determine whether this is the case is evidence of research-informed
curriculum development and teaching.
The focus of this paper is how the Faculty approached achieving this involving evidence
from a series of focus groups, which aimed to:



Assist academic colleagues develop an understanding of the different definitions of RIT.
Identify where, how and to what level RIT is truly embedded in the curriculum
Provide hard evidence of this activity rather than hearsay.
In order to assess whether the relative strength of research activity undertaken by the
different subject groups, each group was asked to describe their collective research outputs
based on four variables.
These variables were then utilised within the data analysis.
The initial discussion focussed on developing a shared understanding of the four types of RIT
that are generally acknowledged:




Research-led
Research-oriented
Research-based
Research-informed
The second part focussed on identifying where the four types of RIT are currently embedded
in the curricula facilitated by the completion of a matrix for each programme.
The results of the project will be discussed in depth in the paper, however the biggest
indicator of success is the redesign of one MEng programme. During the design of the
curriculum, the principles gleaned from the focus group activity were used as design drivers.
30
The programme was then reviewed by the IMechE who accredited it without any conditions
or recommendations, commenting on:

The exemplary “top-down” design of the curriculum to meet the learning outcomes
of UKSpec

The thread of design providing an integrating activity throughout the programmes

The level of industrial input to the programmes, particularly during activity weeks
and as part of the MEng Group Project

The amount of research based and led teaching within the programmes
Session 4[B]
Nicki Schiessel Harvey (Birmingham City University): Ambassador-led Applicant Days
Birmingham School of the Built Environment moved to an interview-based offer system for
2015 entry; those who attend Applicant Visit Days (AVDs) tend to convert and to be more
engaged with the School from the outset. Additionally, open discussion about applicants’
ambitions and expectations can help guide course decisions, resulting in more engaged and
focused cohorts.
Building on the success of a peer mentor-led Welcome Week approach trialled over the
previous 2 years, which had built a real sense of belonging and engagement among new
students, we employed ambassadors to lead AVDs; the rationale for the pilot was to start
‘community-building’ as early as possible.
Student ambassadors ran informal discussion sessions ahead of a formal school welcome
and overview which stresses the school focus on partnership and mentoring. Ambassadors
also co-delivered course-specific sessions with course staff; follow-up emails after interview
put applicants in touch with the ambassadors they met, encouraging further questions away
from the pressure of an interview day.
Initial figures show acceptances up 50% on the same period in 2014, ahead of other schools
in the faculty who used ambassadors in the traditional way as guides rather than leaders.
Anecdotal feedback from follow-ups with applicants indicates the personal approach and
inspiration of ambassadors has swayed decisions. Specific questions on ambassadors/AVDs
as reasons for choice will be in our annual survey of new students in Oct 2015; this will
inform our approach for 2016.
Continued ambassador engagement through to beyond Welcome Week links recruitment
activity to our growing student engagement initiatives. Ambassadors report that their work
has helped their course understanding, pride in their school and leadership/teaching skills.
Co-working between staff and students has built stronger relationships and is
demonstrating our school partnership approach to student learning and experience.
31
Louise Kirsten (Sheffield Hallam University): Smoothing the student transition process is
not just about induction, it should be applied at all levels in a degree programme.
This is a presentation on the importance of effective transitional provisions for students at
all levels within undergraduate degree programmes. It examines the need for cross level
transition strategies and provides a discussion of prospective techniques that can be applied
by academic staff to assist with successful student movement between levels, thus
promoting better progression and retention between years.
Transition provisions are not just for new students entering higher education but should be
employed throughout the degree process. Academic staff need to engage with students at
all levels to ensure that they are equipped with the necessary knowledge and skills that will
assist them as they move forward in their degree. We should be providing our students with
academic support that will assist students to move to the next level of learning and allow
them to make informed decisions about their learning strategies. Academic staff could
review curriculum content and engagement strategies; we could consider how to introduce
signposts to the next level of the degree programme. Students are constantly seeking value
for money in their programme and improving transition between levels and not just at the
start of their higher education career can help to enhance their student engagement with
the programme. The presentation will identify why there is a need for such transitional
provisions and it will examine approaches and techniques to introduce or improve
transitional provisions between programme levels. Areas such as Assessment and Feedback,
mentoring, curriculum design and management styles will be discussed as strategy options
to be used for the development of a transitional project at Sheffield Hallam University
Smoothing the transition process for students has been recognised by educational
researchers for many years as identified by Tinto in 1999 when researching educational
transition he stated "Educational Transition has a significant impact on student persistence
and success rate". Mary Stuart Hunter et al in 2010 went further by discussing the role of
transition and the importance of it to student perception. There is a need for strong course
level management that takes transition between levels seriously in order to improve the
quality and standards that are required to inspire student engagement, motivation
and student expectations. Students should be recognised as stakeholders and at each level
they should be set clear benchmarks for transition between programme levels. There should
be synergy between each level to allow for academic crossover. The students should be
provided with clear information about the next stage of their programme whether that is
subject specific or academic challenges. Greater transparency between levels enables the
students to make more informed choices about their study skills. Students should be
capitalising and building on the skills that they have already developed at each level and
transition strategies can help them achieve this. Smoother transition processes at each level
can potentially improve progression and retention; a student who is more fully informed
about their future choices and expectations will hopefully be more engaged and eager to
learn thus resulting in the successful completion of their degree.
Nicki Schiessel Harvey and Wil Vincent (Birmingham City University): Making first impressions
count: creating an inspiring induction for BE students
Since the 2013/14 academic year Birmingham School of the Built Environment (BSBE) have
32
been at the forefront of designing and adapting pre-arrival and welcome activities within
BCU, drawing on new students’ inspiration to get to know them, create a sense of belonging
and embedding their learning in a professional context. Collaborative staff / student
research within the school identified difficulties in creating a sense of community and
belonging within the school, as well as students feeling that there was an academic
expectation of them (outside of UCAS points) upon entering HE which may not be accurate.
This project was driven by NUS and HEA (What Works) research highlighting that the early
experiences students have in HE directly impact overall, lasting experiences and
performance, often directly tying into final degree classification, league table performance,
and student satisfaction. Recruitment in built environment has been challenging, so it is
imperative that the students who enrol not only succeed, but also achieve the ‘added
value’, which is now an additional requirement of HE, study.
This initiative addressed identified reasons for disengagement including academic struggles
and feelings of isolation or irrelevance of studies through three ‘prongs’ – peer mentoring,
personal tutoring and integrating transition activities with the PDP curriculum in the School:



Student mentors for each course, engaging throughout the various stages of induction
Pre-arrival tasks designed to become the focus of a first group tutor meeting in
Welcome Week, as well as offering the ability to highlight any academic deficiencies.
Providing early feedback to summative assessment, to ensure continued interaction,
engagement & support.
The main points for discussion are:




Models of pre-arrival support
Integrating multiple support mechanisms in transition
Embedding course relevance and ‘belonging’ among new students – community-building
How to follow on – maintaining momentum
Session 4[C]
Adam Sheppard and Oliver Haslam (University of the West of England): Transformation
of a distance learning programme: from passive to active learning
Studying remotely can be challenging from the perspective of student isolation and the
passive learning experience. The MSc Urban and Rural Planning programme is inherently
innovative; a partnership Award delivered by 5 universities it has been running for over 20
years and has evolved from a paper based programme with residential sessions into a pure
online distance learning programme. From the perspective of the remote study experience
however, the programme has remained rooted in passive learning.
In 2014 the programme began a comprehensive reinvention with the express aim of
creating a programme that was based upon an active learning experience within a
responsive and engaging online environment. The programme is now being rolled out with
a Blackboard based content delivery framework to support embedded media and a diverse
range of teaching, learning and management tools. More significantly, the Blackboard
33
environment is linked into Piazza. The use of Piazza has created a ‘classroom to coffee shop’
environment for students to interactive with.
The ‘classroom to coffee shop’ concept works on the basis of removing the students from
the rigid and centrally controlled Blackboard space, where much content is delivered
passively and in a directed fashion, into a shared space for interaction and learning. The
Piazza software is used by academic staff to enable formative learning tasks that can be
group activities or individual exercises presented in a shared space. Further to this, it is a
space for staff to share useful materials, additional reading, and to pose questions for
informal discussion. Crucially, the students are also able to influence the space by posting
their own questions and comments privately or within a group space. They can also share
materials themselves. It is therefore a shared space, and one which encourages interaction,
and one which encourages interaction, engagement and learning wherever the students are
in the world.
Emma Mulliner (Liverpool John Moores University) Feedback on Feedback: a
comparison of BE student and staff perceptions of feedback practice
Research provides compelling evidence that high quality feedback is the most powerful
single influence on student achievement (Hattie, 1987; Brown and Knight, 1994) and is also
a fundamental requirement in meeting students’ expectations (Higgins et al., 2001).
However, feedback quality within the National Student Survey (NSS) is consistently
perceived to be the least satisfactory aspect of HE in England (HEA, 2013; Robinson et al.,
2011). Data from the 2014 NSS for Built Environment students at Liverpool John Moores
University (LJMU) is in conformity with this finding, demonstrating that feedback received
by students is a particular area that requires improvement. The reasoning behind this
dissatisfaction is frequently unclear and, on the contrary to student survey results, academic
staff often consider the feedback they provide to be timely and informative. Research
suggests that there is a considerable gap in knowledge and expectations as to what
constitutes effective feedback between academics and students (Bailey, 2010; Higgins,
2010; Nicol, 2010; van der Pol, 2008; and Yorke, 2003). It is apparent that a mismatch in
perceptions of effective feedback exists and it is felt that a better understanding of
students’ perceptions regarding feedback is required in order to tackle student
dissatisfaction.
This research aims to explore and compare staff and student perceptions of feedback
practice within the School of the Built Environment, LJMU. Examining potential gaps in
perceptions can help identify where emphasis should be placed in order to improve
feedback practice and the student experience. The research is currently in progress;
however an initial quantitative stage, involving complementary questionnaires conducted
with 26 staff and 194 students from the School of the Built Environment, has been
completed. The initial findings from this stage indicate that a significant divergence in
perception exists between staff and students regarding certain feedback practice, such as
students’ interest and engagement with feedback. However, similarities between such
groups were also found, for instance, in terms of their opinions on the effectiveness of
different forms feedback and what quality feedback should entail.
34
Simon Lee and Catherine Higgs (University of West of England) Evaluating students’
experiences studying on a credit bearing WBL module
The University of West of England’s academic requirement is that all students on placement
should study a minimum of 15 credits at level 3 contributing towards their classification.
This presentation will provide an evaluation of the first run of a workbased research project
module, from both the tutors and students perspective.
The workbased research project module was developed as an alternative to the Dissertation
module and thus needed to achieve similar learning outcomes, in order to satisfy various
accrediting bodies. The concept behind the module was to encourage a partnership
between employers and students to undertake purposeful research that would provide
benefits to both parties.
The module was delivered via the university’s VLE; and utilised live and recorded webinars
to provide remote lectures to the students. Learner progression was encouraged by the
deployment of formative and summative assessment tasks throughout the module. As part
of the summative assessment, students were required to deliver a short presentation about
their research study. In normal circumstances, this would be done under exam conditions,
which would mean that the students would need to return to the university. Since this
would create a number of difficulties, on this module students were asked to video their
presentation and submit it electronically.
In particular, the presentation will:





identify the challenges of delivering learning materials during students working
hours
consider the difficulties of supporting placement students in the workplace
review use of electronic methods for formative and summative assessments
appraise the differences between placement students learning journey on this
module and that of part-time students on previous workbased learning modules.
outline further developments follow stakeholder consultations
The presentation will incorporate data obtained from student interviews, module evaluation
returns, and employer feedback.
Kelly McKinnon (Northumbria University): Community engagement and live projects
within architectural education
Live Projects are used on the Architecture Programme at Northumbria University to create
authentic learning experiences; encouraging social interaction and community engagement
to the design process from the early years of undergraduate through to final year post
graduate Masters students.
Design projects set on the architecture programmes at Northumbria University are
grounded in specific contexts which can be visited and revisited by the students.
Architectural solutions are developed through appropriate narratives which address real
and current socio-political situations for the site and the community. The proposed
presentation discusses the impact of live projects and community engagement in
architectural education; based upon the authors research and first-hand experience.
35
Through a series of illustrated case studies, this presentation describes how studio project
briefs have evolved in collaboration with The National Trust and Northumberland Park
across a number of cohorts. This has created an implicit resource for the programmes, with
a deeper understanding of the client, other stakeholders and the wider communities
developed over a number of years. This benefits both the quality of the students’
experience; creating a special type of pedagogical learning experience and contributes to
evolving projects and engagement for the client organisations.
The students’ projects have shadowed live design competitions and, subsequently, schemes
being developed by architectural practices, who have presented their work-in-progress and
participated in reviews of the students’ work. This has enhanced the students’
understanding of the design process in relation to practice experience and enabled them to
develop an awareness of the social skills necessary in professional practice.
The presentation will conclude with a reflection on how ‘people focussed architecture’,
regional engagement and the nature in which problem based learning reflects the way
people learn in real life.
Andrea Yunyan Jia (Curtin University, Australia): Architectural Design Studio as a
Protocol for Construction Safety Management Education
This abstract serves as a proposal for a 30-minute discussion session in
the iBEE 2015 conference. The paper reports a curriculum design and testing out of a 12week
course
unit
Project
Safety
Management
in the Construction Management BSc programme.
The philosophy of professional education, i.e., “teaching the reflective practitioner” as
articulated by Donald Schön, interpreted through architectural design studio, underpins the
curriculum design. The curriculum was designed to start from an ill-defined management
problem characterised by “ambiguity, uncertainty and uniqueness” in order to simulate the
problems in reality. Two public debates as major activities bring students through a process
of learning by doing which engages them in the cognitive phases of problem framing,
conflict management and problem solving. The following questions will be discussed during
the proposed session:

What is the best method to engage students of a class of large size?

Should the teaching process be treated as a personal conversation between the
students and the lecturer or, should it be an ‘objective’ transference between the
students and an ‘objective’ body of knowledge?

Should the lecturer ‘exist’ in the teaching? Should she bring her values into the
content of teaching? Or, should she just assume to be an agent of an institution?

In group work, should conflicts be treated as something to avoid or should it be
treated as an opportunity for double-loop learning?

What is the function of group assignment? Should the group work be well defined in
such a way to make it easy for students to complete?
36
Session 4[D]
Alex Copping (University of Bath): Utilising E-Portfolios for Reflective Learning in
Construction Management Postgraduate Education
Kolb (1984) recognises reflection as an essential element of learning. This is shown through
an experiential learning cycle which starts from experience, this is followed by the process
of recording or documenting the experience. Reflecting on the experience can then take
place. The outcome of which may be a new idea or a way of approaching the same situation
on the next occasion.
This presentation will focus on the case study of an established Masters programme taught
by distance learning at the University of Bath in the UK. Over the past five years it has
evolved the teaching philosophy of the programme to adopt an overtly reflective learning
approach whereby students are continuously challenged to critically engage existing theory
with their own practice, in essence becoming reflective practitioners.
To date it has been found that employing a reflective approach to learning fulfils several key
functions: it allows for analysis of an individual’s experiences, it encourages deep and critical
thinking, a questioning attitude, greater learner autonomy and it promotes professional
competence by encouraging the recognition of mistakes and weaknesses.
This presentation will outline the educational model adopted. It will explain the pedagogical
principles behind the development and will discuss the feedback from the students to this
style of learning. Particular focus will be given to illustrating how this novel approach to
utilising e-portfolios is being used as a vehicle to enable students to retain and utilise their
materials beyond the end of the post-graduate programme and further into their learning
journey.
Venkatesh Vijay, Mel Lees, Parmjit Chima and Craig Chapman (Birmingham City
University) Knowledge Based Educational Framework for capturing, mapping and
automating on-campus laboratory instructor knowledge for enhancing practical skills in
engineering distance learners
The concept of distance learning in engineering science subjects involving hands-on practical
work is still in its infant stage. As laboratory and fieldwork activities performed by the
students are taught and monitored face-to-face by subject expert. Practical skills play a vital
role in engineering curriculum, delivering these programs and evaluating them have been
the two major challenges for universities offering engineering courses in a distance-learning
mode. This research presents a concept of knowledge-based educational (KBEd) framework
37
and method in capturing and modelling the knowledge of on-campus engineering
instructors in automating the teaching and assessment process in engineering distance
learners. Further, the study explains how the modelled knowledge feeds the artificial
intelligences (AI) in monitoring and providing feedback on the practical skills developed by
the engineering distance learners.
The presentation will encapsulate a detail explanation on how the knowledge based
engineering (KBE) principles that are been used in design and manufacturing industries were
adapted to an educational environment in capturing and automating the knowledge of the
laboratory instructor. This study uses ontology in structuring and mapping the captured
knowledge through classes, subclasses, individuals and rules. This mapped knowledge feeds
the AI in teaching and monitoring the practical skills of a distance learner performing
laboratory activities through an augmented reality (AR) environment.
The proposed AR environment incorporates state of art technology in providing an
immersive hands-on learning experience. Further, the execution of AI in an AR environment
in teaching and assessing the learners’ practical skill will be demonstrated.
This research is currently in progress, the proposed framework is yet to be tested with
students in evaluating the enhancement that it could provide for engineering distance
learners in acquiring practical skill through a virtual environment.
Maria Christina Georgiadou (University of Westminster): A Practical Guide for Assessing
Individual's Contribution to Group Work in Higher Education
This research explores the issue of evaluating and assessing an individual’s contribution to a
group project or assignment. The use of group assessment is now widespread amongst UK
higher education literature and practice. Group work provides students with valuable
learning opportunities, as it encourages them to see from different points of view and learn
from their peers. In addition, well-organised and supported group work may build
confidence in undergraduate students, particularly those with little work
experience. However, group work brings with it the difficulty of dealing with free loaders
and social loafers and dissatisfaction with marks for group assignments, which is an
important source of student complaint.
Problem-based learning modules in Property and Construction curricula have traditionally
used group work. This presentation intends to offer practical guidelines linked to the
assessment of group work in Higher Education Property and Construction curricula,
addressing the following objectives:



What are the benefits and challenges of assessing group work?
What can be a good practice approach to overcome the barrier of adjusting
individual contributions to grades?
What are the assumptions and limitations that lecturers and tutors need to consider
during group work assessment? What is the way forward?
An example of what is considered as "good practice" will be presented, established by the
Department of Property and Construction, Faculty of Architecture and the Built
Environment, University of Westminster. In September 2014, the module team developed a
novel approach for redesigning the assessment of three construction modules by
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individualising group work assessment; i.e., marking students separately for their
contribution to group work. The three selected modules had traditionally focused on group
work, in which groups were allocated the same mark including also an element of peer
assessment. The aim of this radical change was to overcome the challenges associated with
group work assessment, as the module team realised the difficulties with validity, accuracy
and reliability in peer assessment.
The findings suggest that students associate group work process with group assessment.
They favour individual assessment of group work and claim that this approach increases
learning and understanding of the subject taught. Finally, the majority states that individual
assessment of group work improves the ability to work as part of a group. The
recommendations provided will be of direct use from lecturers and/or students involved in
the design and delivery of group work assessment and members of staff who need guidance
or are switching their assessment design towards group project-based learning.
Tim Lees and Adrian Tagg (University of Reading): Embedding project experience in the
curriculum
Vocational higher education disciplines provide an excellent opportunity for the embedding
of project experience into the curriculum. Projects are typically practical in nature. They
can require learners to apply existing knowledge or seek solutions to problems. In doing so
they encourage learners to make sense of new knowledge. Project experience provides an
opportunity to bring the ‘subject to life’ generating an important learning opportunity and
an enhanced learning experience.
However, effective project experiences can be challenging to generate. Challenges range
from pedagogical to pragmatic. The assessment of project experience is none trivial. The
advent of digital technologies provides opportunities but requires specialist knowledge.
Project environments do not necessarily lend themselves easily to large class teaching.
This discussion will be informed by a review underway in the Authors’ School. This review
will be complemented by experiences drawn from three modules. The first is a relatively
traditional ‘simulated project’ in which students are asked to imagine they are responsible
for an aspect of construction, write a report and give a presentation to a client. In the
second, students undertake a ‘mini-project’ in which they survey a property and prepare a
report. The third project is a ‘construction live project’. The students are presented with a
set of drawings and have one week to plan the build. Following this planning, the students
move to site and over 5 days construct a scale replica of a well know build.
The discussion will explore some of the working challenges of delivering project-based
curricula. Contributions from the participants sharing their current leading edge practice to
address these challenges will be captured and disseminated. The discussion will be guided
by participants experience but will focus on two key questions:

What support do we need to provide for our students to enable them to succeed in a
project-based environment? And

How do we assess effectively project-based activities?
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