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Glyndwr University, Wrexham

Construction Management (with Foundation Year)

UCAS Code: 18R7

Bachelor of Science (with Honours) - BSc (Hons)

Entry requirements


A level

E,E,E

Accepted alongside A-Levels as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points

48 UCAS Tariff points

Accepted as part of overall 48 UCAS Tariff requirement.

48 UCAS Tariff points from International Baccalaureate Certificates

48 UCAS Tariff points

Accepted alongside Irish Leaving Certificate Higher Level as part of overall 48 UCAS Tariff requirement.

Pearson BTEC Level 3 National Diploma (first teaching from September 2016)

MP

Pearson BTEC Level 3 National Extended Diploma (first teaching from September 2016)

PPP

48 UCAS Tariff points

48 UCAS Tariff points

UCAS Tariff

48

Our general entry requirement for the foundation year is 48 UCAS tariff points but all applications are considered individually and we consider work experience, vocational training/qualifications as well as motivation and potential to succeed. The programme welcomes applications from anyone who can demonstrate a commitment to the subject and the potential to complete their chosen programme successfully. This can be established by showing appropriate academic achievements or by demonstrating that they possess the knowledge and ability equivalent to the academic qualifications.

Accepted as part of overall 48 UCAS Tariff point requirement.

About this course


Course option

4.0years

Full-time | 2020

Subject

Construction management

Those students who may not have traditional academic qualifications but have either experience of, or a keen interest in, the Construction industry will find that this course is an ideal entry into the huge and very varied profession of Construction Manager.

You will work with a like-minded group of students to build basic skills that are directly applicable to Construction before moving on to Undergraduate degree levels.

Graduates from this course have moved on to a wide variety of positions with volume house builders, specialist commercial construction companies and other more general areas. Some have taken posts abroad and over 90% of all graduates go into directly related jobs.
• Small tutorial groups allow for a high level of tutor support.
• The course is fully accredited by our professional body - the Chartered Institute of Building (CIOB). You will have Student Membership whilst studying and will be eligible for Applicant Membership and then Chartered Member on Graduation.
• Expert guidance, support and insight by lecturers with direct industry experience and excellent links with local professionals and employers who are closely involved with our courses as visiting lecturers and external advisors.
• This degree prepares you for the management of construction projects of all sizes. It readies you to take on responsibilities of client management, to satisfy employers that projects are completed to date and to the specified standard and budget.
• None traditional entry qualifications
• 100% student satisfaction with the Construction Management degree

This course is also available to study as a three year programme without a foundation year BSc (Hons) Construction Management UCAS Code: K222.

Modules

YEAR 1 (FOUNDATION YEAR)

In the Foundation Year you will study learning styles and methods, show your awareness of current affairs and reinforce your ability to work with quantities and materials. Other modules will introduce sketching and drawing, awareness of the built and natural environment and group work on projects relating to the built environment. You will be expected to attend lectures on two days each week and then do your reading and assignment writing on other days. Each of two semesters will have up to 14 weeks of teaching.

MODULES

Graphical Communication
Number in the Built Environment
Sustainability and the Environment
Built Environment Project
The Skills You Need
Contextual Studies

YEAR 2 (LEVEL 4)

The first year (level 4) modules (eg Academic & Professional Development, Sustainable Development, Site Appraisal) comprise a set of building blocks that introduce students to the range of subject knowledge and practical skills required throughout the programme. Subjects are approached from a perspective of practical problem solving (Construction Technology 1, Built Environment Law) underpinned by theoretical understanding of professional knowledge. Skills development is not confined within modular parameters and students are expected, progressively, to participate in their own learning.

MODULES

Site Appraisal
Domestic Building Construction
Sustainable Development
Built Environment Law
Academic and Personal Development
Building Information

YEAR 3 (LEVEL 5)

In the second year (level 5) modules cover subjects of a more complex and specialist nature (eg Development Management, Construction Management, Planning and Building Control) involving appraisal of practical situations, more complex options and policy analysis. These require students to prepare for lectures and seminars and are backed up by research skills and professional development modules that assist in linking and aiding coherence across the programme.

MODULES

Commercial Building Technology
Construction Materials
Planning and Building Control
Development Management
Research Proposal
Construction Site Management

YEAR 4 (LEVEL 6)

The final year (level 6) brings students into a range of challenging opportunities that enables them to demonstrate their achievement in variable option analysis and assessment (eg Project Management), creative thinking, teamwork and leadership skills (eg Inter-Professional Studies), independent learning, critical analysis and synthesis skills (Dissertation), and cognate professional knowledge (eg Construction Technology 3, Health and Safety).

MODULES

Modern Methods of Construction
Dissertation
Building Information Modelling (BIM)
Health and Safety Management
Inter-Professional Studies

The information listed in this section is an overview of the academic content of the programme that will take the form of either core or option modules. Modules are designated as core or option in accordance with professional body requirements and internal academic framework review, so may be subject to change.

Assessment methods

Foundation year assessment will be by a variety of methods including presentations, portfolio of observations, worksheets and written work. The Glyndwr Virtual Learning Environment will support your learning and will be a repository of learning materials.

Assessment strategies tend to be module based but with integrated themes wherever practicable. Jointly taught modules are organised so that students are assessed within the context of their individual programme of study.

Assessment materials (assignment briefs etc.) are prepared to meet the needs of the Module and presented to students at interactive briefing sessions. Submitted elements and complete work is assessed and feedback provided to students.

At regular tutorials and seminars group and individual progress is discussed as part of the strategy of on-going feedback during the course.

Other features of assessment practice reflect development of professional and subject skills often using scenario based simulated work experience situations led by design projects requiring creative solutions and including reports that are presented or discussed individually with the ‘clients’. Traditional exams do not feature as a form of assessment.

Forms of assessment that feature widely across the programme include essays, report writing, formal individual / group presentations, seminar presentations, scenario based time controlled tasks, practical tasks and individual research carried out in preparation for case study review and analysis.

TEACHING AND LEARNING

Wrexham Glynd?r University is committed to supporting our students to maximise their academic potential.

We offer workshops and support sessions in areas such as academic writing, effective note-making and preparing for assignments. Students can book appointments with academic skills tutors dedicated to helping deal with the practicalities of university work. Our student support section has more information on the help available.

Tuition fees

Select where you currently live to see what you'll pay:

Channel Islands
£9,000
per year
England
£9,000
per year
EU
£9,000
per year
Northern Ireland
£9,000
per year
Scotland
£9,000
per year
Wales
£9,000
per year

The Uni


Course location:

Wrexham

Department:

School of Applied Science, Computing and Engineering

TEF rating:
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What students say


Sorry, no information to show

This is usually because there were too few respondents in the data we receive to be able to provide results about the subject at this university.

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.

100%
high
Employed or in further education
100%
high
Employed in a role where degree was essential or beneficial

Top job areas of graduates

40%
Draughtspersons and related architectural technicians
16%
Architects, town planners and surveyors
4%
Teaching and educational professionals

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.

Construction management

The graph shows median earnings of graduates who achieved a degree in this subject area one, three and five years after graduating from here.

£24k

£24k

£25k

£25k

£29k

£29k

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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Course location and department:

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Teaching Excellence Framework (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).

We calculate a mean rating of all responses to indicate whether this is high, medium or low compared to the same subject area at other universities.

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This information is from the Higher Education Statistics Agency (HESA).

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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