UDQSCMFY - BSc (Hons) Quantity Surveying and Commercial Management (including foundation year)

Skilled Quantity Surveyors and Commercial Managers are in high demand both in the UK and globally. The BSc (Hons) Quantity Surveying and Commercial 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 quantity surveying and commercial management, preparing you for a successful career in the construction and property sectors.

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, cost planning, and the built environment, all aimed at developing both your technical expertise and management skills. The BSc (Hons) Quantity Surveying and Commercial Management with Foundation Year is specifically designed for students who have the potential to study BSc (Hons) in Quantity Surveying and Commercial Management but do not meet the entry requirements to apply directly for this degree. It provides an alternative route into higher education, particularly 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.

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 operating within the construction and real estate sectors. You will have opportunities to visit live and completed projects to experience firsthand the challenges, excitement, and opportunities a career in quantity surveying can offer. Sustainability will be embedded across all levels of study, with students encouraged to evaluate environmental impacts, adopt low-carbon strategies, and explore innovations such as circular economy models and ethical procurement in construction.

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 authentic 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 choose where in the world they locate their projects. This will help students discuss different perspectives within and outside the UK and aid their critical thinking and awareness of how issues relating to diversity in ethnicity, culture, and nationality can impact the move towards more sustainable built environments. These modules actively promote Equality, Diversity, and Inclusion (EDI) by encouraging critical reflection on how construction practices impact, and are influenced by, diverse communities and global contexts.

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, whereby students can agree with the module team on the format of the presentation. This could, for example, be a live in-person presentation, a recorded talking-head video, or a recorded PowerPoint presentation with commentary. Students will also be introduced to a range of AI and Generative AI tools, such as those used for data analysis, visualisation, automated report generation, and project planning support. Workshops will guide students in how to ethically and responsibly integrate AI tools into their workflows, enhancing efficiency while ensuring academic and professional integrity.

Formative assessment is key to students’ progression as it provides the opportunity for impactful feedback, which will directly benefit their future submissions. Formative assessments will be embedded in modules, sometimes taking the form of a scheduled event, such as a workshop in the Level 6 Applied Research Project module. The output of this will be a project outline proposal, developed through group and individual discussions with the module team. Students will also receive guidance and hands-on experience using AI-assisted research tools—such as smart referencing systems to strengthen academic research and critical thinking skills.

The course will adopt a blended learning approach, which will combine the benefits of a traditional classroom-taught course with the flexibility afforded by delivery enhanced through embracing web-based technology and resources. These web-based technologies provide students with flexible ways of engaging with course material, academics, and their peers. The University’s Virtual Learning Environment will provide students with access to course materials, including lecture notes, recordings, and supporting resources. Through the library, students will have access to e-books, journals, and construction industry databases. By integrating blended learning into the course, we aim to ensure that you are fully prepared for the digital demands of modern quantity surveying and commercial management practice while fostering a dynamic and engaging learning environment.

A number of the 30-credit modules have been proposed as semester-long, including Level 4 Construction Technology and Building Services, Materials Science and Structural Principles, and Level 5 Advanced Construction Technology and Structures, and Environmental Science and Sustainability. The rationale behind this intensive delivery mode for these modules is that it allows for meaningful student engagement with laboratory-based activities, such as materials testing, model making, structural frame and component testing, and sufficient time to participate in external visits to construction projects and similar activities.

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, encouraging all students to engage and fulfil their potential. The course has been designed with the objective of removing arbitrary and unnecessary barriers to learning, by facilitating a learning experience accessible to all, irrespective of the group or groups to which they belong. The student experience will raise aspirations and support achievement for people with diverse requirements, entitlements, and backgrounds. All our students belong and contribute to our community of learners, engaging with the opportunities the course, School, and University offer. The integration of EDI, sustainability, and emerging AI technologies within our teaching ensures that students graduate not only as competent professionals, but as responsible global citizens equipped for the future of the built environment.

The need for expert planning and management of construction projects is a key strategic objective for every organisation operating, developing, and owning built environment assets across the globe. Quantity Surveyors and Commercial Managers are essential professionals in the effective planning and delivery of construction projects, navigating the complexities of the project lifecycle. As highly motivated individuals with creative thinking, expert planning, and problem-solving abilities, they excel in diverse skills, including project planning, construction technology, health and safety, building legislation, business management, and communication.

The BSc (Hons) Quantity Surveying and Commercial Management with Foundation Year is designed to equip students with a robust understanding of the principles, challenges, and practices that form the backbone of the Built Environment sector. This Foundation programme, offered in a full-time mode of delivery, aims to bridge the gap for students without a background in construction, surveying, or related fields. It ensures that they develop the essential knowledge and skills to progress into the full degree programme. Students will explore core topics such as Construction Technology, Cost Planning, Project Management, and Sustainability, all geared towards developing technical, commercial, and ethical expertise. The Foundation Year is integral to the course, preparing students for the academic rigour of higher education while cultivating study and problem-solving skills vital for a successful career in Quantity Surveying and Commercial Management.

This course specifically focuses on developing Quantity Surveyors and Commercial Managers with the necessary knowledge, skills, and professional behaviours to ensure the successful planning and delivery of construction projects. Students will be trained to manage projects that meet time, cost, and quality objectives while prioritising the health, safety, and wellbeing of all involved. The curriculum will integrate cutting-edge technologies and practices that address sustainability, equality, diversity, and inclusion (EDI), and the application of artificial intelligence (AI) in construction.

Students will be introduced to the principles of sustainable construction, exploring low-carbon technologies and materials, and ensuring the delivery of eco-friendly, socially inclusive projects. The course will integrate AI and generative AI tools, empowering students to leverage digital technologies in planning, cost estimation, risk management, and project delivery. Furthermore, the course will emphasise the importance of embracing diverse perspectives, promoting inclusivity in project teams, and using AI solutions to support equal opportunities and enhance decision-making processes.

Throughout the course, students will gain real-world experience in managing projects of varying sizes and complexities. They will demonstrate a thorough understanding of how to organise and plan the delivery of construction projects, employing technical, project, and people management skills, while fostering a culture of collaboration and inclusivity. This holistic approach ensures that students are not only equipped to navigate the technical aspects of the industry but also prepared to lead with integrity, innovate with AI technologies, and contribute to a sustainable and equitable built environment.

By embedding sustainability, EDI, and AI into the course design, we ensure that students are prepared to become future-ready professionals who will lead ethical, inclusive, and sustainable project delivery in an ever-evolving world.

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 and inclusive change and practice to create an inclusive built environment.
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 and challenges within Quantity Surveying and Commercial Management, incorporating sustainable and inclusive design strategies.
15. critically evaluate and apply the theory to produce solutions to facilitate successful quantity surveying and commercial management of construction projects and organisations, with consideration of cultural sensitivity, environmental sustainability, and social inclusion.
16. use appropriate quantity surveying, contract, and commercial management methodologies to manage a construction project from a client and contractor perspective.
17. formulate a response to a complex problem in an area specific to Quantity Surveying and Commercial 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 assessments will allow students to evidence their knowledge of the core course learning materials, their intellectual and problem-solving abilities, their awareness of the impact of issues relating to diversity in ethnicity, culture, and nationality of the Quantity Surveyor, and 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 students to learn and benefit from this feedback, improving their overall performance. The delivery of formative assessment will vary across modules and may sometimes form part of a timetabled seminar or class session.

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.

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 laboratories to explore the performance of materials and building structures.
• Portfolios: Typically, a portfolio brings together several related pieces of work that 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 Level 5 and Level 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 one-to-one 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 has the relationship between them been 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 marking criteria to be applied. 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 the relevant WebLearn sites through Turnitin. 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 as to 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 student to produce a piece of reflective work based on their placement experience and 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. In the Foundation Year, 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 Quantity Surveying and Commercial Management graduate, your technical, financial management, and contractual 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 employment opportunities for graduates in Quantity Surveying and Commercial Management.

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.