iBEE 2015
The Annual Conference of
The Council of Heads of the Built Environment (CHOBE)
University of Bath
2nd – 4th September 2015
Abstracts
© For all authors in the proceedings All rights reserved. Any views or opinions expressed in any of the papers in this collection are those of their respective authors. They do not represent the view or opinions of CHOBE, the University of Bath, the editors and reviewers, nor of the conference sponsors.
Any products or services that are referred to in this book may be either trademarks and/or registered trademarks of their respective owners. The publishers, editor and authors make no claim to those trademarks.
Editors:
Professors Sarah Sayce
Jane Kettle
Foreword
Dear Delegates
We extend a warm welcome to you here at the University of Bath for this year’s Annual iBEE Conference.
We are extremely grateful to the Alex Copping and the Team at the University of Bath for acting as hosts and providing such wonderful facilities in this truly stunning setting on the edge of one of the world’s great heritage cites. Whether you have joined us from across waters or just up the road, we are pleased to greet you and look forward to some lively debates about the experiences of all our learners in the field of the built environment as they progress from that first day of induction through to finding their place in practice and perhaps supporting the next generation of students as alumni.
This year Higher Education in the UK is still going through the throes of adjusting to a new funding landscape in England which has many ramifications and has perhaps also focused minds more sharply on both internationalisation and on other models of education – such as distance learning and of course workplace learning in the shape of new government and industry-led apprenticeships. These are all matters with which our presenters will address and we hope you will enter into dialogue and debate with them.
But iBEE is very much about what goes on throughout the ‘learner journey’ and many of the presentations address both what is taught and how it is both delivered and reviewed in the light of the student experience. So, as in previous years, there will be a range of workshops and discussion groups as well as presentations and keynote addresses.
The abstracts set out overleaf stand testament we think to the range of interests and innovations for which built environment educators are noted.
This year is perhaps our most ambitious conference to date and we are grateful for the support of the Chartered Institute of Building (CIOB), the Royal Institution of Chartered Surveyors (RICS), the Construction Industry Training Board (CITB), the Construction Industry Council (CIC), Associated Schools of Construction (ASC) and the International Building Council for Research and Innovation (CIB).
Thank you for coming.
The CHOBE Organising Committee
David Proverbs (CHOBE Chair), Alex Copping, Aled Williams, Paul Collins, Nick Morton, Jane Wright, Jane Kettle and Sarah Sayce
Contents
Nurulaini Hafizah Mohd Hafir, Tim Lees and Chris Harty (University of Reading), Sustainability Education in the Built Environment: A structured Literature Review 6
Elena Marco, Sonja Oliveira and Bill Gething (University of the West of England): Developing energy literacy attributes for Built Environment Education 6
Julie Fleck (Department of Work and Pensions): The Built Environment Professional Education Project 7
Christina Duckett (University of Reading): Breaking down Barriers: embedding inclusive design into the curriculum 8
Bhzad Sidawi (University of Damman, University of the West of England): Innovation in Design Studios: initiators and obstacles 9
Sonya Meekel and Angela Kirby (Dublin Institute of Technology and Birmingham City University) Construction education: students learning through the competition experience 9
Dragana Nikolic (University of Reading) Implementing experiential learning using simulation games – benefits and challenges 10
Alex MaClaren and Mohamad Abdel-Wahab (Heriot Watt University): Initiatives for student-industry engagement 11
Becky Thomson (Northumbria): Exploring the barriers to internationalising the student experience on Built Environment degree programmes 11
Richard Jordan (Birmingham City University): The growing role of internationalisation in BE education 12
Hong Xiao (Birmingham City University): Engaging overseas alumni in internationalisation of curriculum through project case study collection 13
Kevin Elliott (Northumbria University): Ecoepexperiential Learning - where is the classroom? 14
Audrey Martin (Dublin Institute of Technology) Developing appropriate educational modules aimed at industry: A DIT case study 14
Tim McLernon (University of Ulster) Considerations for a revised learning, teaching and assessment regime for undergraduate built environment education 15
Yvonne Simpson (Greenwich): Elite education on the rise: it’s life but not as you knew it Jim! Investigating the impact of Government Policy 16
Robby Soetanto (Loughborough University): Bim Hub: educating BE students to work in a BIM environment 16
Marie Vaganay (University of Ulster): Fostering innovation and entrepreneurship 17
Derek Bruce, Sarah Sayce and Jane Kettle (Kingston University and CHOBE): Ethics: undervalued in the curriculum? 17
Sabine Coady Schaebitz (Northampton University): Extending ‘traditional’ Built Environment education with other disciplines from within and outside the Built Environment professions 18
Ruchit Purochit, Purva Tavri and Sarah Sayce (Open University/Kingston University /CHOBE: Content analysis as a successful Built environment research methodology 19
Bekithemba Mpofu (College of Estate Management): E-learning Experiences 20
Tim Bennett (College of Estate Management): Controlling the e-learning climate 20
Toni Fisher and David Moore (Robert Gordon University): Innovation Ownership in Teaching & Learning Practice 21
Ben Farrow and Richard Burt (Auburn University): Connecting learning with an innovative field lab at Auburn 22
James Charlton, David Morton, Danilo Di Mascio (Northumbria): Mapping the use of digital tools within learning in the architectural studio 22
Alex MacLaren , Nicky Thomson and Anne McCann (Heriot Watt University): TEAMBUILD: the construction challenge 23
Tony Burke (University of Westminster): Promotion of Staff Engagement through communities of practice 24
Simon McClean (Salford) Use of Industrial Simulation to Deliver Academic Knowledge Core Skill and Vocational Skill Outcomes for Building Surveying Learners in Higher Education 24
Michaela Keenan (University of Ulster) It’s all about communication: tackling retention 25
Nick Morton and Wil Vincent (Birmingham City University): 'Thanks for taking the time to understand’: lessons from the sharp end of making interventions in the student learning experience at Birmingham City University 26
Audrey Martin (Dublin Institute of Technology): Gravity and Height for National Mapping and Geodetic surveying 27
Matthew Tucker (Liverpool John Moores University): New Technologies for Building Surveyors 27
Alex MacLaren (Heriot Watt University: Educating students for the Collaborative Workplace: Facilitating Interdisciplinary Learning on Accredited Construction Courses 28
Phil Pyatt (Inspiring the Future Taskforce): Inspiring the Future – working in partnership with the built environment 28
Matthew Tucker (Liverpool John Moores University): Research preparedness in undergraduate curriculum: the student experience 29
Kevin Thomas and Simon Robson (Northumbria University): Research rich learning; students as participants – a Northumbria University case study 29
Mike Riley and Alison Cotgrave: Research Informed Teaching in the Faculty of Engineering & Technology LJMU 30
Nicki Schiessel Harvey (Birmingham City University): Ambassador-led Applicant Days 31
Louise Kirsten (Sheffield Hallam University): Smoothing the student transition process is not just about induction, it should be applied at all levels in a degree programme. 31
Nicki Schiessel Harvey and Wil Vincent (Birmingham City University): Making first impressions count: creating an inspiring induction for BE students 32
Adam Sheppard and Oliver Haslam (University of the West of England): Transformation of a distance learning programme: from passive to active learning 33
Emma Mulliner (Liverpool John Moores University) Feedback on Feedback: a comparison of BE student and staff perceptions of feedback practice 34
Simon Lee and Catherine Higgs (University of West of England) Evaluating students’ experiences studying on a credit bearing WBL module 34
Kelly McKinnon (Northumbria University): Community engagement and live projects within architectural education 35
Andrea Yunyan Jia (Curtin University, Australia): Architectural Design Studio as a Protocol for Construction Safety Management Education 36
Alex Copping (University of Bath): Utilising E-Portfolios for Reflective Learning in Construction Management Postgraduate Education 36
Venkatesh Vijay, Mel Lees, Parmjit Chima and Craig Chapman (Birmingham City University) Knowledge Based Educational Framework for capturing, mapping and automating on-campus laboratory instructor knowledge for enhancing practical skills in engineering distance learners 37
Maria Christina Georgiadou (University of Westminster): A Practical Guide for Assessing Individual's Contribution to Group Work in Higher Education 38
Tim Lees and Adrian Tagg (University of Reading): Embedding project experience in the curriculum 39
Thursday 13.45 – 15.15
Session 1[A]
Nurulaini Hafizah Mohd Hafir, Tim Lees and Chris Harty (University of Reading), Sustainability Education in the Built Environment: A structured Literature Review
Sustainability is a complex and evolving concept with multiple interpretations. In an educational system, there are varieties of response to sustainability and these responses modelled by Sterling (2001) in three forms. These are education about sustainability, education for sustainability and education as sustainability; learning stages that progress from accommodation, through reformation to transformation. How principles of sustainability are being translated and integrated into education are different in each of these levels of engagement. The question address in this paper is twofold. First, how evident are these forms of response in built environment education? Second, to what degree do they affect curriculum and pedagogy orientation? This paper reports on a review of the literature relating to sustainability in education specifically in a built environment context. The review focuses on key phrases from literature published in built environment and higher education journals and conference proceedings including ARCOM Construction Management Abstracts, Journal for Education in the Built Environment and International Journal of Sustainability in Higher Education. Using this structured literature review approach, the research first focuses on understanding the complex concept of sustainability in education so that it can be appropriately related to the built environment area of study. This is followed by analysis of the selected literature to evaluate existing pedagogical and curriculum approaches. The systematic analysis will seek to identify which methods or approaches suit the multidisciplinary areas of the built environment. Finally, the presentation of the key strategies to incorporate sustainability concepts within built environment programmes. This study can contribute in developing strategies that can promote and improve the adequacy of knowledge, skills and attitudes relating to sustainability. This will help produce a sustainability literate graduate with capabilities that are adaptable and better meet the need of the complex and rapidly changing natural and built environment.
Elena Marco, Sonja Oliveira and Bill Gething (University of the West of England): Developing energy literacy attributes for Built Environment Education
This study explores the pedagogical and professional shaping of energy literacy in architecture in the UK. Insights from an analysis of multiple data sources including an industry discussion debate, 18 semi structured interviews, 2 focus groups and observations are utilised to examine the shaping of energy literacy dimensions. Recent pedagogical scholarship and industry reports show the importance of fully integrating energy related content into architecture curricula. However, the pace of industry developments does not tend to be reflected early enough in educational curricula despite the practical focus of architecture design studio briefs. In addition few educational studies examine the ways energy related content is accounted for by diverse user groups including students and practitioners.
The study synthesises industry, student and educator insights as a way of co-developing an integrated approach to energy literacy in architecture education. The findings discuss three key contributions of the study. First, the study presents the opportunities for an integrated approach where the dialogue between academia and industry on emerging topics such as energy literacy is fostered and documented. Second, the study presents some of the ways students can engage with industry debates on topics such as energy literacy through discussion contributing to the emerging agenda of energy education in the built environment. Third, the findings enable the provision of recommendations that will help define graduate competencies required of future building professionals in a fast developing international energy agenda. The work is in progress and due for completion in December 2015
Julie Fleck (Department of Work and Pensions): The Built Environment Professional Education Project
BEPE, a 5 year government Paralympic Legacy project initiated in 2013 (see BEPE https://www.gov.uk/government/news/support-for-the-built-environment-professional-education-project-on-its-first-anniversary , aims to stimulate a change in the way that built environment professionals – including architects, planners, surveyors, engineers and facility managers - are taught and learn about inclusive design, so that inclusion becomes second nature for all. BEPE is supported by the key built environment professional institutions (see BEPE supporters - https://www.gov.uk/government/policies/creating-a-lasting-legacy-from-the-2012-olympic-and-paralympic-games/supporting-pages/paralympic-legacy ).
BEPE was inspired by the success of the inclusive design process used to build the Olympic park and venues (see http://queenelizabetholympicpark.co.uk/our-story/transforming-east-london/accessibility ). The inclusive experience delivered by the London 2012 Games is still almost unique - disabled and older people with a range of impairments can find the built environment challenging and unresponsive to their access needs. Changing demographics make achieving an inclusive environment even more important.
Yet the standard of teaching and learning on access and inclusive design is highly variable. Students often spend very little time studying the principles and processes of how to achieve an inclusive environment, it is rarely seen as an essential element of HE programmes.
Education can change attitudes, challenge perceptions and deliver behaviour change. The project is helping to develop exemplary approaches to inclusive design education across built environment programmes. This presentation is part of a joint submission with Reading University’s Breaking Down Barriers Project, which demonstrates how the BEPE project is being implemented.
You can help to embed inclusive design teaching and learning into your course programmes by:
· Inspiring innovation and change to teaching and learning programmes
· Helping to build the capacity in built environment schools Developing new models of teaching inclusive design that are flexible and appropriate
· Supporting and preparing for changes to accreditation criteria
· Using Design Council CABE’s Inclusive Design Hub and CPD training as an introduction to inclusive design (see http://www.designcouncil.org.uk/projects/inclusive-environments )
· Assessing and rewarding students on their inclusive design skills and knowledge