CEM150: International Development in Construction

Module code: CEM150

Module provider: School of Construction Management and Engineering, School of Built Environment

Credits: 40

Level: Postgraduate Masters

When you'll be taught: Semester 1 / 2

Module convenor: Professor Tabarak Ballal, email: t.ballal@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

This is the key integrating module for the MSc Construction Management and International Development programme. The module aims to integrate learning from core programme modules into a personal, coherent view of international development in construction. We will investigate the diverse perspectives that different modules bring to this study through two continuous pieces of work running in parallel throughout the programme. First, through the use of reflective writing based on observations of practice and lessons from core modules connected to a recognised professional skills framework. Second, the application of learning from core modules to a case study that explores specific issues in sustainable infrastructure development through a critical appraisal of an infrastructure project implemented in a geographical location of your choice, usually your home country.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Evaluate the drivers for sustainable infrastructure development and recognise some of the challenges associated with them.
2. Examine the impacts of infrastructure development on environmental, economic, and social dimensions of sustainability and appreciate the tensions and complexities in their evaluations.
3. Critique an infrastructure project from a triple bottom line sustainability perspective through a case study of choice and understand specific contextualised challenges.
4. Explore the use of reflection in professional development and produce a reflective portfolio of learning experiences which addresses recognised professional skills framework.

Module content

The content involves integrating activities designed to draw together the core modules in a way that is both applied and reflective. This involves continuous study and discussion in seminars encompassing the content of the construction management and international development programme and its application to a sustainable infrastructure development case study. Students are required to use the tools and techniques acquired through the programme to articulate coherent arguments and produce an in-depth account of reflective learning. Over the duration of the programme, students compile a personal portfolio consisting of a series of reflective accounts of specific incidents that provide opportunities for translating theory into practice. They also build up a coherent case study applying their learning from core modules.

Structure

Teaching and learning methods

The teaching and learning strategy is designed to develop students’ critical evaluation of sustainable development concepts and their considerations in delivering sustainable infrastructure projects in an international context. Reflective practice is a key component of the module to enable students to develop professional journals of their learning.

To achieve the above strategy, an instructor-led and student-led teaching approaches will be used through a combination of lectures, seminars, groupwork, guided and independent learning, and self-reflection. A case study approach will be used to reinforce and apply learning from cores modules. This enables students to synthesise knowledge and develop as informed, engaged and confident independent learners. Self-study is a key approach in the module to allow students to develop reflective practices and be self-critical of their learning. Students will be encouraged to think out of the box and engage in innovative learning methods.

Study hours

At least 44 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The below information applies toall full time and flexible modularstudents on taught PGT programmes in SBE

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

There will be a range of formative assessment methods embedded within the module delivery. Principally, the formative assessment feedback will take place during tutorial interaction as the students’ integrated projects evolve and progress. A central ethos of the module is iterative, intense student progression and formative assessments.

Reassessment

Additional costs