Anglia Ruskin University
UCAS Code: K240 | Bachelor of Science (with Honours) - BSc (Hons)
Entry requirements
GCSE/National 4/National 5
4 GCSEs at grade C, or grade 4, or above, including English and Maths.
UCAS Tariff
from a minimum of 2 A Levels (or equivalent).
About this course
This course has alternative study modes. Contact the university to find out how the information below might vary.
Through our accredited course you’ll learn how to precisely cost and manage projects from initial concept, through to design, build and maintenance, while ensuring each project meets all legal and quality requirements.
**Why study Quantity Surveying at ARU?**
- Our Chelmsford course is accredited by the Royal Institution of Chartered Surveyors (RICS)
- Both our Chelmsford and Peterborough courses are accredited by the Chartered Institute of Building (CIOB), ensuring you gain a full range of critical professional and technical skills for a career in this field.
- You'll gain incredible insight: this course is designed to explore the scientific, social, legal, technical, ethical, economic and political aspects of the built environment.
- You'll utilise our state-of-the-art facilities including industry standard equipment, AutoCAD Studios and environmental science and surveying labs.
- Bring the world of work to life through Live Briefs; designed and developed with regional employers to give you exposure to ‘real world’ problem-solving.
- Benefit from strong industry links with professional institutions, local firms and guest lecturers to keep you up to date with the latest issues in quantity surveying.
You’ll learn the skills needed to succeed as a quantity surveyor: site surveying, CAD drawing production and how to use BIM modules. You’ll gain insight and understanding into the methods of construction and management principles and process, how to measure, build well and safely, and how to solve problems.
You’ll learn to factor costs, economics, procurement tenders and contracts, risks and legal considerations into your work, think analytically and independently, and discover how to research and communicate your findings.
By the time you graduate, you’ll have a sound understanding of the demands of professional practice, including how to identify and meet clients’ needs. You’ll also be able to register with RICS and work as a chartered quantity surveyor.
Quantity surveyors are in strong demand across a range of companies where you can positively contribute to the built environment in both the UK and abroad, and our graduates are well-equipped to aim for top managerial posts.
Modules
Year 1
BIM and Dimensional Control (30 credits)
Technology and Structures (30 credits)
Health and Safety Project Control and Resourcing (30 credits)
Law and Economics (30 credits)
Year 2
Management Practice (15 credits)
Construction Procurement (15 credits)
Quantification and Costing (15 credits)
Construction Contract Law (15 credits)
Advanced Technology and Environmental Impact (30 credits)
Quantification and Measurement (15 credits)
Ruskin Module (15 credits)
Year 3
Project Management (15 credits)
Quantity Surveying Practice 2 (15 credits)
Quantity Surveying Practice 3 (15 credits)
Commercial Management (15 credits)
Major Project (Surveying) (30 credits)
Design Economics (15 credits)
Risk, Value and Environmental Impact (15 credits)
Assessment methods
Throughout the course, we’ll use a range of assessment methods to help you measure your progress. Besides exams, this includes assignments, presentations, practical work and group work.
Tuition fees
Select where you currently live to see what you'll pay:
The Uni
ARU Peterborough
Chelmsford Campus
School of Engineering and the Built Environment
What students say
We've crunched the numbers to see if overall student satisfaction here is high, medium or low compared to students studying this subject(s) at other universities.
How do students rate their degree experience?
The stats below relate to the general subject area/s at this university, not this specific course. We show this where there isn’t enough data about the course, or where this is the most detailed info available to us.
Building
Teaching and learning
Assessment and feedback
Resources and organisation
Student voice
Who studies this subject and how do they get on?
Most popular A-Levels studied (and grade achieved)
After graduation
The stats in this section relate to the general subject area/s at this university – not this specific course. We show this where there isn't enough data about the course, or where this is the most detailed info available to us.
Building
What are graduates doing after six months?
This is what graduates told us they were doing (and earning), shortly after completing their course. We've crunched the numbers to show you if these immediate prospects are high, medium or low, compared to those studying this subject/s at other universities.
Top job areas of graduates
Want to take a degree that is definitely in demand? Try building! We're short of graduates in this area, so most graduates get jobs quickly. Building graduates make excellent surveyors, and that's currently one of the jobs that employers find hardest to fill, so there are great opportunities available of you want to try your hand at a surveying career. Building graduates also go into jobs in site and project management and other high skilled parts of the construction industry. There are jobs to be had in most parts of the country, so if you're technically-inclined and want to work somewhere specific, it might be worth considering this as an option. Building graduates are more likely than most to start their career with an employer who gave them work experience, so it’s particularly worth trying to secure links with industry if you take this degree.
What about your long term prospects?
Looking further ahead, below is a rough guide for what graduates went on to earn.
Building
The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.
£37k
£42k
£49k
Note: this data only looks at employees (and not those who are self-employed or also studying) and covers a broad sample of graduates and the various paths they've taken, which might not always be a direct result of their degree.
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This is what the university has told Ucas about the course. Use it to get a quick idea about what makes it unique compared to similar courses, elsewhere.
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Course location and department:
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Teaching Excellence Framework (TEF):
We've received this information from the Department for Education, via Ucas. This is how the university as a whole has been rated for its quality of teaching: gold silver or bronze. Note, not all universities have taken part in the TEF.
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This information comes from the National Student Survey, an annual student survey of final-year students. You can use this to see how satisfied students studying this subject area at this university, are (not the individual course).
This is the percentage of final-year students at this university who were "definitely" or "mostly" satisfied with their course. We've analysed this figure against other universities so you can see whether this is high, medium or low.
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This information is from the Higher Education Statistics Agency (HESA), for undergraduate students only.
You can use this to get an idea of who you might share a lecture with and how they progressed in this subject, here. It's also worth comparing typical A-level subjects and grades students achieved with the current course entry requirements; similarities or differences here could indicate how flexible (or not) a university might be.
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Post-six month graduation stats:
This is from the Destinations of Leavers from Higher Education Survey, based on responses from graduates who studied the same subject area here.
It offers a snapshot of what grads went on to do six months later, what they were earning on average, and whether they felt their degree helped them obtain a 'graduate role'. We calculate a mean rating to indicate if this is high, medium or low compared to other universities.
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Graduate field commentary:
The Higher Education Careers Services Unit have provided some further context for all graduates in this subject area, including details that numbers alone might not show
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The Longitudinal Educational Outcomes dataset combines HRMC earnings data with student records from the Higher Education Statistics Agency.
While there are lots of factors at play when it comes to your future earnings, use this as a rough timeline of what graduates in this subject area were earning on average one, three and five years later. Can you see a steady increase in salary, or did grads need some experience under their belt before seeing a nice bump up in their pay packet?
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