UDCONMFY - BSc (Hons) Construction Management (including foundation year)

Skilled Construction Managers are in demand both in the UK and globally. The BSc (Hons) Construction Management with Foundation Year at the School of the Built Environment at London Metropolitan University is designed to provide you with a solid foundation in the key areas of Construction Management, preparing you for a successful career in the Construction industry.

The Foundation Year (Level 3) ensures that students who may not have a background in Construction or related fields are equipped with the essential knowledge and skills required for further study. You will explore topics such as Project Management, Construction Technology, Sustainability, and the Built Environment, all aimed at developing both your technical expertise and management skills. Throughout the course, EDI and sustainability are embedded as core themes, ensuring that learning is inclusive, socially responsible, and focused on supporting a transition to low-carbon practices.

The BSc (Hons) Construction Management with Foundation Year is designed specifically for students who have the potential to study BSc (Hons) in Construction Management but do not meet the entry requirements to apply directly for this degree. It provides an alternative route into higher education, especially for candidates who do not have traditional qualifications, such as mature students who have been out of education for a while or those who cannot meet the entry requirements for a standard three-year undergraduate degree. The Foundation course is aligned with the University’s Education for Social Justice Framework, with an emphasis on developing students’ essential study skills, problem-solving abilities, and technical knowledge within an inclusive and supportive learning environment.

As a student on our course, you will have the opportunity to engage in authentic learning and assessment on real-world projects, working with established national and international organisations within the Construction and Real Estate sectors. These learning experiences promote awareness of sustainability, ethics, and equity, while immersing students in the complexities of modern construction management. You will also have opportunities to visit live and completed projects to experience first-hand the challenges and opportunities of the sector.

Placing an emphasis on real-world and authentic assessment means that throughout the course, students will showcase their achievements to industry and employers, and contribute to solving challenges posed by these assessments. In some modules, such as Level 3 Academic Research Skills and Professional Development and Level 6 Sustainable Built Environments, project choice will be available to students, allowing them to specify where in the world they locate their projects. This will encourage global perspectives and support critical thinking on how ethnicity, culture, and social context influence sustainable construction practices.

Assessment types will be varied, and modules such as Level 6 Inclusive Teamwork and Leadership and Level 5 Building Pathology and Refurbishment will include assessment choice, allowing students to agree with the module team on the format of the presentation. This may include options such as a live in-person presentation, a recorded talking-head video, or a narrated PowerPoint presentation. These flexible approaches support different learning styles and ensure inclusive assessment design.

Formative assessment is key to students' progression, providing meaningful feedback that informs future submissions. These assessments will be embedded across modules and may take the form of individual or group activities. In the Level 6 Applied Research Project, for example, students will develop a proposal through iterative feedback from peers and tutors.

As part of the University's commitment to digital literacy and innovation, students will be introduced to a range of AI and gen-AI tools, both in academic and Construction industry contexts. This includes support in critically evaluating and using academic databases with AI-enhanced search functions and generally how generative AI is transforming Construction Management, for example, in project planning and optimisation, data analysis and forecasting, generative design tools, AI-enabled visualisation and Building Information Modelling (BIM), and automated reporting and documentation.

These tools will be introduced through workshops and coursework where appropriate, allowing students to experiment, evaluate, and reflect on the ethical and practical implications of using AI in professional practice. Guidance will be provided on maintaining academic integrity and transparency when using AI tools for research and writing.

The course will adopt a blended learning approach, combining the benefits of traditional classroom delivery with the flexibility of digital learning technologies. The University's Virtual Learning Environment will provide students with access to a wide range of resources including lecture recordings, digital libraries, and interactive learning content. Students will be encouraged to use AI tools for real-time feedback, research assistance, and concept exploration, with structured support from academic staff to ensure responsible and critical engagement with these technologies.

Several 30-credit modules are delivered in a semester-long format, including Level 4 Construction Technology and Building Services, Level 4 Materials Science and Structural Principles, Level 5 Advanced Construction Technology and Structures, and Level 5 Environmental Science and Sustainability. These modules are structured to allow extended engagement with lab-based and practical activities, such as material testing and site visits, supporting deeper understanding of sustainable materials, technologies, and practices.

London Metropolitan University is committed to social justice, and using the power of education to change lives is central to the learning and teaching on this course. We encourage all students to engage and fulfil their potential. The course is designed to remove barriers to learning and participation, providing an accessible and equitable educational experience. Our curriculum and learning community reflect the diversity of our students and the communities we serve, helping to ensure that all learners feel supported, respected, and empowered to succeed in the construction industry.

The need for expert planning and management of construction projects is a key strategic objective for organisations developing and owning Built Environment assets across the globe. Construction Managers are specialists in leading the planning and delivery of construction projects across their lifecycle, from small-scale installations to major infrastructure developments. They are creative problem solvers and expert communicators with a broad skillset spanning project planning, digital construction, health and safety, legislation, and sustainability.

The BSc (Hons) Construction Management with Foundation Year at London Metropolitan University equips you with the essential knowledge and skills needed for a successful career in the Construction industry. The Foundation Year provides an accessible route into higher education for students who may not have traditional qualifications or a background in Construction. You will explore key topics including Construction Technology, Project and Site Management, Sustainability, and Digital Tools for the Built Environment.

The course is delivered in full-time mode and aligns with the University’s Education for Social Justice Framework. You will be supported to build your academic and professional confidence, critical thinking, and problem-solving skills in an inclusive and engaging environment.

The programme develops Construction Managers who can lead ethical and sustainable project delivery. You will gain practical experience through real-world scenarios, visiting live construction sites, and working with industry stakeholders. Key modules allow project location choices, encouraging you to explore global perspectives on sustainability, EDI (Equity, Diversity, and Inclusion), and climate resilience.

You will also develop digital fluency with emerging technologies used in Construction and academic research. This includes the responsible and ethical use of AI and generative AI (gen-AI) tools to support learning and professional tasks. Tools such as BIM-integrated AI platforms, and predictive project modelling, will enhance your ability to plan, evaluate, and present projects. You will learn to critically apply AI in areas like scheduling, cost forecasting, and client communication, with guidance on academic integrity and data ethics.

Blended learning ensures flexibility and digital readiness, combining in-person classes with online materials, virtual collaboration, and access to e-books and construction databases. Modules such as Construction Technology, Materials Science, and Environmental Science are designed with practical, lab-based activities and industry engagement, allowing you to apply theory in meaningful contexts.

London Met’s commitment to inclusive education ensures your learning journey is accessible, empowering, and transformative. By the end of the course, you will be prepared to thrive as a sustainability-minded, digitally capable, and socially responsible construction professional ready to shape the future of the Built Environment.

On successful completion of this course, you should be able to:

1. demonstrate confidence, resilience, ambition, and creativity, and act as inclusive, collaborative, and socially responsible practitioners/professionals in your discipline, promoting Equality, Diversity and Inclusion (EDI) in all aspects of practice.
2. communicate effectively in a number of different written, digital and oral formats, considering diverse audiences and inclusive communication strategies.
3. critically engage with a broad range of Built Environment subject area, social responsibility, and sustainability topics.
4. evaluate the contributions of diverse stakeholders, including communities, towards achieving and maintaining a sustainable and inclusive built environment.
5. critique the technology and innovations underpinning the design, construction, and performance of the built environment, with consideration of environmental impact and social equity.
6. appraise the contributions of design, materials, construction technology, innovation and engineering elements, processes, and practices towards a sustainable and inclusive built environment.
7. propose appropriate solutions to complex problems relating to the built environment accounting for regulatory, legal, social, risk management, environmental and professional body frameworks.
8. formulate proposals using data collected from activities including laboratory experiments, design activities, site surveying, case studies, site visits, and research including primary and secondary sources in the context of the Sustainable Development Goals (SDGs).
9. engage in research and develop proposals for sustainable and socially responsible practice in the Built Environment.
10. demonstrate the ability to communicate complex information in an appropriate, inclusive, and accessible manner.
11. generate effective solutions to unfamiliar and/or complex problems that address environmental, social, and technological challenges.
12. discuss Equality, Diversity, and Inclusivity, Health and Safety, and Wellbeing in the Built Environment and identify examples of the implementation of ethical, inclusive, and sustainable change and practice.
13. evaluate personal self-development and practice and create plans for personal, professional, and ethical development.
14. competently use technology to support the resolution of complex issues within Construction Management, incorporating sustainable and inclusive design strategies.
15. critically evaluate and apply appropriate technological solutions to suit project contexts, cultures, sectors, and countries.
16. use appropriate methodologies to create holistic, resilient, and sustainable design solutions.
17. formulate a response to a complex problem in an area specific to Construction Management, embedding principles of sustainability, EDI, artificial intelligence (AI), and social responsibility.

Subject Benchmark Statement: Land, Construction, Real Estate and Surveying. April 2024.

The course uses a variety of assessment methods, with modules assessed using more than one type of assessment.

The overall strategy for assessments in the Foundation Year is designed to support students in developing both their academic skills and practical understanding of architectural technology. A range of assessment methods, including formative and summative assessments, will be employed to ensure that students can demonstrate their learning at various stages throughout the year. These assessments will include project-based tasks, written assignments, group activities, and individual reflective journals. The emphasis will be on continuous feedback, allowing students to engage in self-reflection and track their progress. This approach ensures that students not only acquire the necessary knowledge but also develop the skills needed for independent learning, problem-solving, and professional growth.

As mentioned in Section 9, modules such as Level 6 Inclusive Teamwork and Leadership and Level 5 Building Pathology and Refurbishment will include assessment choice, whereby students can agree with the module team the format of the presentation, which, for example, could be live in-person, a recorded talking head video, or a recorded PowerPoint presentation with commentary. If recorded, then there will still be a scheduled Q&A.

The course assessments will allow students to evidence their knowledge of the core course learning materials, intellectual and problem-solving abilities, and awareness of the impact of issues relating to diversity in ethnicity, culture, and nationality of construction managers, as well as the skills they have gained during the course. Each module will provide an opportunity for formative assessment, which will be provided ahead of any summative submissions to enable the students to learn and benefit from this feedback, improving their overall performance. The delivery of formative assessment will be different across modules and may sometimes form part of a timetabled seminar or class session.

In modules where problem-based learning is used, industry-inspired scenarios will form the basis of the assessment, sometimes using a live project as the vehicle for the assessment.

Assessment types will include:

Debates: Group debates will be conducted around a particular topic or subject area. A proposition will be offered and defended within the group context. These are often used as the vehicle for formative feedback sessions and occur during scheduled workshops.

Essays: A focused piece of writing in which the student is required to inform or persuade through argument, explanation, narrative, or description.

Examinations: Time-limited open-book examinations will be used to test knowledge and understanding.

Practical: These will include working in the laboratories to explore the performance of materials and building structures.

Portfolios: Typically, a portfolio brings together several related pieces of work, which together form the basis of a response to a problem set. These form major submissions in the Design, Technology and Practice Studio modules at both Levels 5 and 6.

Project and Coursework: These will be based on a scenario that relates directly to the construction industry and will require an objective solution to the problem that has been set.

Presentations: These may be live (face-to-face or online) or recorded, and could include video. Whether the presentations are synchronous or asynchronous, there will be an opportunity for live Q&A scheduled into the assessment timetable.

For the Applied Research Project module, the assessment is based on a substantial, individual piece of research conducted by the student. Throughout the project, formative feedback and guidance will be available to all students through their work with their supervisors including opportunities for 1:1 supervision meetings.

In broad terms, the assessment strategies adopted on the course will require students to provide evidence of the following:

Analysis – have key concepts been understood and the relationship between them articulated?

Integration of theory and practice – has evidence from both academic research and professional practice been effectively related to each other, and have theoretical concepts been appropriately applied to practical situations?

Critical thinking – has information been used in a critical way rather than simply reproduced and accepted as fact?

All assessment briefs will provide students with a clear and unambiguous guide to the assessment requirements and the applied marking criteria. Assessments will be spread across the whole academic year to minimise assessment bunching, and any feedback issued will be done so in a timely manner, which, where applicable, will help inform subsequent submissions.

All students are required to submit assignments via Turnitin links within relevant WebLearn sites. These are marked and made available to second markers and external examiners in all cases, and all students are informed of these procedures through module discussions as well as during induction undertaken by the Course Leader.

A 15-credit work-based learning module is available as an option at Level 6. The work-placement activity needs to take place during the period between Week 1 of your Level 5 Summer Semester and Week 4 of your Level 6 Spring Semester. This is to give you sufficient time to prepare your coursework submissions once your work-placement is completed. Exact dates will be issued to you in advance. Students who wish to take the module will receive advice from the course team regarding the support available to them to secure an opportunity before the end of Semester 2 ahead of the summer from when they are able to undertake the placement. The module will require the students to produce a piece of reflective work based on their placement experience; further details can be found in the module descriptor.

Standard University Academic Regulations apply. All modules pass on aggregate.

Preparatory Certificate (60 credits at L3)
Preparatory Diploma (120 credits at L3)
Certificate of Higher Education (120 credits at L4)
Diploma of Higher Education (240 credits, minimum 120 at L5)
BSc (Ord) (300 credits – 120 credits at Level 4, 120 at Level 5 and min 60 at Level 6)

The BSc (Hons) Quantity Surveying and Commercial Management including Foundation Year course is designed to equip students with a strong grasp of the fundamental concepts and academic skills essential for their academic progression in Quantity Surveying and Commercial Management. The Foundation Year feeds into various subject pathways within the School of the Built Environment, providing students with a broad introduction to the field. As in many academic disciplines, acquiring this basic knowledge is crucial, and students will primarily gain it through the course material, including online resources, complemented by their own independent research. However, it is understood that this foundational knowledge alone will not be sufficient to develop the high-level intellectual skills expected at degree level. To address this, the course incorporates extensive use of problem-based learning, a pedagogical approach that enhances critical thinking and problem-solving abilities, providing students with an opportunity to apply these fundamentals in practical scenarios within Quantity Surveying and Commercial Management.

In problem-based learning, students from the Foundation Year will be presented with real-world scenarios that offer multiple possible solutions, allowing for a variety of responses. Students will reflect on learning and feedback, drawing on existing knowledge and developing independent learning skills, while identifying areas where further learning is needed. Staff members act as facilitators throughout this process, offering guidance and support. Tasks are completed through both group and independent study, fostering skills in analysis, evaluation, and synthesis, with a particular focus on Quantity Surveying and Commercial Management. Students collaborate, utilising the wide array of resources available to them to explore the problems presented, enhancing their understanding of both theory and practice within the Foundation Year.

This student-centred approach in the course encourages students to take responsibility for planning their research, formulating solutions, and communicating their findings, all while emphasising project-based and interdisciplinary learning. The carefully designed scenarios ensure that there is no single correct answer, reflecting the complexity and varied nature of challenges faced by Quantity Surveying and Commercial Management professionals. Through these activities and the accompanying feedback, students gain a deeper understanding of the material, simultaneously developing their social, cultural, and employability skills, which are essential foundations for their future success in the field.

Both in regular class activities and through module assessments, students will receive feedback, which they are encouraged to reflect upon and learn from. Opportunities for real-time and asynchronous feedback will be available, and at every level of study, including the Foundation Year, students will be required to maintain a weekly Professional Development Journal (PDJ). This reflective journal will serve as part of the assessment process and provide students with an opportunity to reflect on their learning, identify knowledge gaps, and track their progress. This approach mirrors industry practices, where professionals are expected to maintain records of their Continuous Professional Development (CPD), a practice that students on the Foundation Year will begin to develop early on.

The Foundation Year feeds four subject pathways in the School of the Built Environment. In their initial year students gain the skills and subject knowledge for study at Level 4 at London Metropolitan University, or other HE institutions. Employability and career development skills are built into the course.

As a Construction Management graduate, your technical, management, and professional skills will be valued by employers in a range of sectors. The Private Sector is a major source of employment, and within the Public Sector, both central and local government bodies offer graduate employment opportunities in this area.

Typical employers include:

• major UK and international construction companies and consultancies
• residential and commercial property developers
• construction and civil engineering contractors
• architectural and design practices
• social housing organisations
• Public Sector organisations
• specialist consultants, including cost consultants, engineering, and environmental consultancy

The technical, financial management, and professional skills you will gain during your studies are also valued by employers in other sectors, such as Renewables, Engineering, and Manufacturing.

The School of the Built Environment has a range of industry-linked postgraduate courses available on a full-time and part-time basis in construction, engineering, project management and real estate. These courses would be ideal for postgraduate progression:

Construction Project Management - MSc
Global Human Resource Management - MA
Project Management - MSc
Quantity Surveying - MSc
Real Estate - MSc

In addition to the University's standard entry requirements, you should have:

• 48 UCAS points
• GCSE English Grade 4/C or Level 2 Functional Skills in English
• GCSE Mathematics Grade 4/C or Level 2 Functional Skills in Mathematics
• Applications from students who are taking higher qualifications not on the UCAS tariff calculator or have relevant work experience in the construction industry are welcome and will be assessed on a case-by-case basis.