UDRLESFY - BSc (Hons) Real Estate (including foundation year)

Skilled Real Estate professionals are in high demand both in the UK and globally. The BSc (Hons) Real Estate 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 Real Estate, preparing you for a successful career in the Property sector.

The Foundation Year (Level 3) ensures that students who may not have a background in Real Estate or related fields are equipped with the essential knowledge and skills required for further study. You will explore topics such as Property Law, Valuation, Market Analysis, Sustainability, and the Built Environment, all aimed at developing both your technical expertise and management skills. The BSc (Hons) Real Estate with Foundation Year is specifically designed for students who have the potential to study BSc (Hons) in Real Estate 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 Real Estate and Property sectors. You will have opportunities to visit live and completed projects to experience firsthand the challenges, excitement, and opportunities a career in Real Estate 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 property development. The course also integrates the importance of sustainability in real estate by encouraging students to consider sustainable development and environmental challenges when valuing and developing properties.

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 Real Estate 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. The Level 4 Real Estate Law and Planning module enables students to choose their own development sites to build up a digital portfolio, including vlogs, blogs, and images, which improves students' visual presentation and digital skills. Throughout the course, support for students' communication and presentation skills will be provided, which are essential for employability and professional body membership. 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 market trend prediction in property development. 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 Real Estate industry databases. By integrating blended learning into the course, we aim to ensure that you are fully prepared for the digital demands of modern Real Estate 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 Property Valuation and Development Economics, and Level 5 Advanced Property Management and Sustainability in Property Development. The rationale behind this intensive delivery mode for these modules is that it allows for meaningful student engagement with industry-specific practices, such as property appraisals, investment assessments, and sustainable development 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, 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 in real estate development and investment is a strategic priority for organisations operating, developing, and owning real estate assets worldwide. Real Estate professionals, such as developers, investment managers, and asset managers, are essential to the successful planning, delivery, and management of real estate projects, navigating the complexities of the project lifecycle. These professionals are highly motivated individuals with creative thinking, expert planning, and problem-solving abilities. They excel in a wide range of skills, including property development, financial management, market analysis, sustainability, and legal frameworks.

The BSc (Hons) Real Estate with Foundation Year is designed to provide students with a comprehensive understanding of the principles, challenges, and practices in the commercial real estate sector. This Foundation Year programme, delivered full-time, bridges the gap for students without a background in real estate, property management, or related fields, helping them develop the essential knowledge and skills needed for success in the full degree programme. Throughout the Foundation Year, students will explore core topics such as property development, investment analysis, market research, and sustainability, all designed to build technical, commercial, and ethical expertise. The Foundation Year is critical in preparing students for the academic rigour of higher education while cultivating essential study and problem-solving skills crucial for a successful career in real estate.

This course is specifically structured to develop Real Estate professionals equipped with the knowledge, skills, and professional behaviours required for the successful planning, development, and management of real estate projects. Students will be trained to manage projects that meet financial, environmental, and market objectives, with a strong focus on the health, safety, and wellbeing of all stakeholders. The curriculum integrates cutting-edge technologies and practices that address key issues such as sustainability, decarbonisation, climate change, equality, diversity, and inclusion (EDI), as well as the application of artificial intelligence (AI) in real estate management.

Students will gain insight into sustainable real estate principles, including green building technologies, energy-efficient designs, and the development of eco-friendly, socially inclusive properties. The course also introduces AI and generative AI tools, allowing students to leverage digital technologies in property valuation, market analysis, risk management, and investment decision-making. By incorporating AI, students will be empowered to make data-driven decisions, improve operational efficiency, and support sustainability goals.

The course places a strong emphasis on embracing diverse perspectives and promoting inclusivity within project teams. AI solutions will also be used to enhance equal opportunities and decision-making processes, ensuring that all stakeholders are considered in real estate development and investment strategies.

Throughout the course, students will gain valuable industry exposure through project-based learning, working on real estate projects of varying sizes and complexities. They will develop the skills necessary to organise and manage the development and operation of properties, applying technical, financial, and people management expertise while fostering a collaborative, inclusive environment. This hands-on approach ensures that students are not only equipped to address the technical aspects of the real estate industry but also prepared to lead with integrity and innovation. Students will be trained to leverage AI technologies and contribute to the development of sustainable, ethical, and equitable real estate environments.

By embedding sustainability, EDI, and AI into the curriculum, this course ensures that students are prepared to become future-ready professionals. They will be equipped to lead ethical, inclusive, and sustainable real estate development and investment in an ever-evolving global market. The course aims to cultivate well-rounded individuals who can drive positive change in the Real Estate sector and contribute to the development of an environmentally responsible and socially inclusive 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. engage in research and propose appropriate solutions to complex problems relating to Real Estate, incorporating EDI values and sustainable approaches.
5. judge decisions made in relation to their impact on the environment, social structures, health and well-being, and formulate alternative, more inclusive and sustainable solutions where required to lessen negative impacts.
6. apply the principles and processes that deliver an inclusive environment ensuring that the needs of diverse users and communities are met while also promoting environmental sustainability and social value.
7. demonstrate the ability to effectively communicate complex information in an appropriate, inclusive and accessible manner.
8. generate effective solutions to unfamiliar and/or complex problems that address environmental, social and technological challenges.
9. evaluate personal self-development and practice and create plans for personal, professional, and ethical development.
10. demonstrate competence in understanding the principles of development, investment and management of Real Estate and the physical, technical, legal, economic and environmental factors which influence these with attention to inclusive and sustainable practices.
11. distinguish the various stakeholders involved in the development, investment, occupation and management of Real Estate and understand their diverse needs and perspectives, applying an EDI and sustainability-informed approach to stakeholder engagement.
12. recognise different forms of construction, new building and existing buildings, and demonstrate understanding of defects which can arise in different ages of building, alongside how sustainable methods and inclusive design can mitigate these.

13. competently use technology to support the resolution of complex issues and challenges within Real Estate in a way that promotes accessibility, diversity of use, and environmental responsibility.
14. demonstrate critical awareness of technology and innovation, including Artificial Intelligence in property and construction and the implications of this on the role of professionals in Real Estate.
15. critically evaluate and apply the theory to produce solutions to facilitate successful outcomes in Real Estate operations to suit project contexts, cultures, sectors, and countries.
16. apply professional and ethical frameworks associated with the development, financing, investment in, and use of buildings and facilities, adapting these frameworks to ensure that EDI, sustainability, and the responsible and ethical use of Artificial Intelligence are embedded in all areas of professional practice.

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

The assessments generally reflect authentic learning, and students will use skills required in the workplace to complete them. Assessments are often based on simulated real-life situations and enable students to transfer their classroom learning to these situations, creating assessments that promote deeper learning. This course uses a variety of assessment methods.

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 on 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, there will still be a scheduled Q&A. There are a variety of assessment types elsewhere, which have been employed to suit different learning outcomes and enable students to develop a range of skills, including essay writing, digital portfolios, live and recorded presentations, spreadsheet calculations, professional reports, and posters. The variety removes the subjective nature of more formal traditional assessment types, promotes student engagement, and gives students a better chance of success. In some modules, students are able to choose their own subject matter for assessment. For example, in L4 Law and Planning, students compile a portfolio of evidence to demonstrate their understanding of the module and the learning outcomes. This will be based on example developments that the students choose to research in relation to planning policy, all recorded in a portfolio (as a series of blogs/vlogs containing text, graphics, and recordings).

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 in relation to real estate, and the skills they have gained during the course. Each module will have an opportunity for formative feedback provided ahead of any summative submissions to enable students to learn and benefit from this feedback, improving their overall performance. The delivery of formative feedback and assessment will differ across modules and will often 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.
• Examinations: Time-limited open-book examinations will be used to test knowledge and understanding.
• Essays: A focused piece of writing in which the student is required to inform or persuade through argument, explanation, narrative, or description.
• Practicals: These will include working in computer labs using specialist software to prepare a development appraisal or a valuation.
• Portfolios: Typically, a portfolio brings together several related pieces of work, which together form the basis of a response to a problem set.
• Project and Coursework: These will be based on a scenario that relates directly to commercial real estate 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?

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 semester/year to minimise assessment bunching. 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) Real Estate 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 Real Estate. The Foundation Year feeds into four other subject pathways in the School of the Built Environment. 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.

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, identifying also areas where further learning is needed. Staff members act as facilitators throughout this process, providing guidance and support. Tasks are completed through both group and independent study, fostering skills in analysis, evaluation, and synthesis, with a focus on real estate. 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 real estate 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 synchronous and asynchronous feedback will be available.

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.

A Real Estate graduate, your technical skills, business knowledge, and communication 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:

• Property consultants, such as Avison Young, Jones Lang Lasalle, and CBRE.
• Property companies, such as LandSec and British Land.
• Property investment and development businesses, such as Derwent London and Great Portland Estates.
• Landed estates, such as The Portman Estate, Grosvenor, and the Crown Estate.
• Housing associations, such as L&Q and the Peabody Trust.
• Public Sector and major infrastructure organisations, such as the NHS, the Civil Service, and Transport for London.

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.