Bachelor of Construction in Construction Management

Purpose

The purpose of this qualification is to provide learners with knowledge and skills that will enable them to work at the entry level of the Construction Management profession whilst studying further towards full registration as either a Professional Construction Manager or a Professional Construction Project Manager in the Built Environment disciplines.

Furthermore, the purpose of the qualification is to produce qualified learners who can contribute to the economy of South Africa as Candidate Construction Managers who are responsible, competent and able to act with initiative towards the development in the country. They will be in possession of the knowledge and skills that will enable them to implement an understanding and control of construction production in the construction industry and will have a broad understanding and knowledge of Construction Management in the wider social context.

They will also be in possession of the knowledge of the technical, design and administrative construction production principles, which will allow them to fulfil supervisory and management roles and functional areas in the built environment disciplines. Further study and knowledge development with relevant work experience can be followed to attain the competencies required for advancement to the highest levels in the construction industry.

Rationale

This Bachelor of Construction in Construction Management is designed to provide learners with integrated knowledge in construction management. The aim of this qualification is to develop a broad range of basic entry level skills appropriate to a person who would be entering the construction industry as a practice oriented Construction Manager. This qualification also provides learners with the required competence to work at the level of a Candidate Construction Manager whilst studying further towards full registration as a Professional Construction Manager with the South African Council for the Project and Construction Management Professions (SACPCMP). It is a step towards aligning all the technology-based Construction programmes offered by the department with the new requirements of the professional bodies.

It entails theoretical, practical and administrative elements appropriate to low-rise construction work. Upon completion of this qualification, learners will be employed by clients of the industry, who are, Contractors, Sub-contractors, Suppliers, Manufacturers and they can obtain job profile and titles that are not limited to Junior Site Agent, Site Agent, Site Manager, Construction Manager, Contract Manager and Project Manager. The qualification will also be able to enhance career prospects of learners by providing them with economic opportunities and a choice of career paths, any one of which can result in professional status and recognition in the community of practice.

This qualification introduces a broad knowledge base of the technological, production, management, financial, economic, environmental and legal frameworks associated with a construction project environment. Construction managers operate an organised, sensitive and appropriate control of development projects in the construction industry. As such, the Construction Management profession contributes substantially to the development of a sustainable built environment, providing the physical structures for accommodating the technological, socio-economic, and services needs of the country.

Recognition of Prior Learning (RPL)

Recognition of Prior learning (RPL) may be used to demonstrate competence for admission to this programme. This qualification may be achieved in part through recognition of prior learning processes. Credits achieved by RPL may not exceed 40% of the total credits. RPL must comply with the institutional policy on RPL. Within the department, recognition of prior learning is based on the following process:

• Applicant indicates the reason for applying for recognition of previous learning (this could be entrance to a programme, or exemption from certain modules in the programme).
• The RPL committee determines the criteria for the Recognition of Prior Learning based on the request (could be admission requirements of the programme, assessment of Exit Level Outcomes of modules for which exemption is requested or approved guidelines required by the professional body/industry).
• The applicant must submit a portfolio of evidence of learning in place (what the applicant knows).
• The RPL committee assesses the evidence of previous learning supplied by the applicant against the criteria and makes a recommendation to the Faculty's quality committee in a full report describing the process followed.
• The Quality committee will make a recommendation to Faculty Board to ratify the decision.

The main objective of CUT's RPL Policy is to recognise prior learning, in order to provide access into programmes, grant advanced placement in programmes, and credits for modules on the principles and processes that serve as a basis for faculty-specific RPL practices.

Entry Requirements

• A Senior Certificate with endorsement.

Or

• National Senior Certificate granting admission to Bachelors' Degree studies.

Or

• National Certificate (Vocational), Level 4 granting admission to Bachelor's Degree studies.

This qualification comprises compulsory modules at NQF Level 5, 6, and 7 totalling 374 Credits.

NQF Level 5, 120 Credits

• English and Communication Studies, 6 Credits.
• Digital Literacy, 6 Credits.
• Construction Mathematics, 12 Credits.
• Quantity Surveying 1, 16 Credits.
• Construction Management 1, 16 Credits.
• Residential Construction Methods, 16 Credits.
• Design and Construction, 16 Credits.
• Construction Materials, 16 Credits.
• Urban Development and Sustainability, 16 Credits.

NQF Level 6, 128 Credits

• Building Services, 16 Credits.
• Construction and Development Law, 16 Credits.
• Urban Development Economics, 16 Credits.
• Commercial Construction Methods, 16 Credits.
• Construction Management 2, 16 Credits.
• Contract Administration, 16 Credits.
• Structures and Concrete, 16 Credits.
• Project Planning and Administration, 16 Credits.

NQF Level 7, 126 Credits

• Construction Accounting, 16 Credits.
• Construction Management 3, 16 Credits.
• Modern Methods of Construction, 16 Credits.
• Construction Surveying, 16 Credits.
• Work Integrated Learning (WIL), 30 Credits.
• Price Analysis and Estimating, 16 Credits.
• Construction Practice Project, 16 Credits.

1. Systematically diagnose and solve well-defined complex construction and production problems by applying construction principles.
2. Apply the knowledge of Mathematics, and Natural Sciences to construction procedures, processes, systems and methodologies to solve well-defined complex construction problems.
3. Analytically assess the design of components, elements, systems, works, products or processes to meet desired requirements and needs within applicable standards, codes of practice and legislation.
4. Conduct investigations into well-defined construction problems through locating and reviewing relevant codes, technical catalogues, standards, experiments, measurements and production methods.
5. Use appropriate techniques, resources, and modern construction tools including information technology for seeking solutions to well-defined complex construction challenges and problems, with an awareness of the limitations, restrictions, premises, assumptions and constraints.
6. Communicate effectively, both orally and in writing within the Construction context.
7. Demonstrate knowledge and understanding of the impact of construction activity on the society, economy, industrial and physical environment, and address issues by defined procedures.
8. Demonstrate knowledge and understanding of construction principles and apply these as a member and/or leader in a technical team to manage projects effectively.
9. Engage in independent and life-long learning through application of well-developed learning skills.
10. Understand and commit to professional ethics, responsibilities and norms of construction practice.
11. Demonstrate an understanding of workplace practices to solve construction problems.

Associated Assessment Criteria for Exit Level Outcome 1

• Analyse construction design elements and components.
• Design construction administrative and production methods and systems for problem solving.

Associated Assessment Criteria for Exit Level Outcome 2

• Analyse construction elements, components, procedures and methods.
• Design procedures, methods and systems for quantifying and costing construction work.

Associated Assessment Criteria for Exit Level Outcome 3

• Analyse construction elements and components
• Design construction methods, procedures and systems for preparing construction project production schedules.

Associated Assessment Criteria for Exit Level Outcome 4

• Analyse construction elements and components.
• Design methods, procedures and systems for obtaining and maintaining technical, cost and economic data pertaining to construction.

Associated Assessment Criteria for Exit Level Outcome 5

• Analyse the design and constructability of construction elements through the use of analytical and computer software tools and models.
• Solve contract documentation, contract procurement, production, planning and control procedure problems with appropriate methodologies, practice tools, procedures and application computer software.

Associated Assessment Criteria for Exit Level Outcome 6

• Compile design, cost and financial reports for projects under consideration.
• Compile cost budget, cost control and production planning, progress and quality standards reports for projects under construction.
• Communicate, present and defend reports amongst inter-disciplinary company units, consultants and clients.
• Prepare consulting and professional financial and technical reports throughout all project stages.

Associated Assessment Criteria for Exit Level Outcome 7

• Prepare project feasibility reports.
• Present and demonstrate innovative project design and production solutions.
• Apply knowledge for seeking innovative, cost-effective design solutions to socio-economic development issues involving physical development.

Associated Assessment Criteria for Exit Level Outcome 8

• Work within a team as a team member.
• Demonstrate an understanding of the requirements for effective team management.
• Communicate effectively on technical project aspects with all project team members.

Associated Assessment Criteria for Exit Level Outcome 9

• Write technical reports on innovative and appropriate construction solutions.
• Demonstrate the application of current and advanced construction tools and techniques.

Associated Assessment Criteria for Exit Level Outcome 10

• Adopt ethics, responsibilities and norms associated with professionalism.
• Develop a chart for the inculcation of professional ethics.
• Apply norms and standards to adhere to professional ethics and responsibilities.

Associated Assessment Criteria for Exit Level Outcome 11

• Develop effective administrative systems.
• Develop comprehensive project reporting systems.
• Demonstrate work place efficiency, procedures, safety rules and practices.

Integrated Assessment

Description of the number and types of tests/assignments/projects/case studies.

• Assessments take place in accordance with Central University of Technology (CUT) Assessment Policy and the Faculty specific assessment policy. The Department uses continuous assessment (CA) as a means of evaluation.
• Qualification specific assessment regulations are determined by the Faculty Board and approved by Senate.
• Qualification specific assessment criteria, rules and regulations, must be communicated to students in all learning guides.
• The expansion and implementation of assessment methods is based on CUT and Faculty principles.
• Assessment activities are accompanied by a memorandum or assessment marking guide.
• The number and range of assessment methods used in each subject are included in learning guides.
• Every assessment opportunity carries a predetermined weight that takes the integration of the outcomes into account.
• Each semester subject will have at least three (3) formative assessment opportunities that will be used to establish a semester mark and give feedback to the student on their progress.
• Subject lecturers must provide detailed, written and constructive feedback to student work within fifteen working days after an assessment opportunity.
• In continuous assessment subjects, semester mark will be used as a final mark for the subject or to provide access to a further assessment opportunity, where the semester mark carries a 60% weighting.
• In non-continuous assessment subjects, the semester mark will usually count 40% and the final summative assessment 60% towards the final mark for the module.
• Applications for supplementary final assessments shall be made to relevant CUT structure.
• Pass performance is usually set at 50%.

Formative and Summative Assessment

Learner progress shall be checked by means of continuous assessment (CA) and their performance assessed at various formative points in the learning programme. In CA, rules are in place regarding eligibility for supplementary assessments should students not pass one of the summative assessments. For summative assessments, especially where more than one assessor is involved, internal moderation checks are undertaken to ensure the reliability of the assessment procedures.

Formative assessment refers to assessment that takes place during the process of learning and teaching. Formative assessment:

• Supports the teaching and learning process.
• Provides progress feedbacks to students.
• Diagnoses student's strengths and weaknesses.
• Assists in the planning of future learning.

Summative assessments are conducted for the purpose of making a judgment about the level of competence of students in relation to the outcomes of a unit, module and/or programme. The results of such formal assessment (e.g. tests, assignments, projects, presentations, creative production or traditional examinations) are expressed as a mark reflecting a pass or a fail. The minimum number of summative opportunities required is specified in the Academic Regulations.

The department uses various integrated assessment strategies, depending on the focus of the subject. Apart from class tests and the traditional examination where appropriate, students are continuously assessed through assignments, research projects, practical work, work-based projects, case studies etc.