Search results

The purpose of this paper is to consider perennial issues in the education of chartered surveyors and to use the debates and experiences of the past to inform the present and future, particularly the question of the balance between academic and practical training.

Primary and secondary sources were used to establish a history of the growth of the profession and the development of formal education and assessment from the 19th century and to consider current issues with reference to wider theories of education.

The profession grew from vocational roots and did not enjoy the centuries of status of, say, the law. The 19th century saw an increasing technicalisation and professionalisation of surveying, with developments in various strands of the discipline, from the rural land agents to construction and public housing specialists. The muted reception from the universities in recognising the discipline is instructive. Looking at the relationship between classroom education and apprenticeship and what is needed in the preliminary education and assessment of surveyors holds contemporary lessons as increasing university fees has prompted renewed review of the most economical ways of training, while maintaining rigour.

There have been histories of surveying and of the Royal Institution of Chartered Surveyors, but this paper relates the past to the present. Its value is in highlighting the tension between the practical and academic, allowing current debates to benefit from earlier discussions and longitudinal experience of different models of education. This paves the way for a wider consideration of experiential learning theory to be applied to a fundamental review of surveying education.

The paper seeks to measure compliance by owners and their managing agents with the RICS Code of Practice Service Charges in Commercial Property, emphasising the financial reporting to tenants in multi‐let financial services buildings.

Data were hand collected by examining original source documents provided to commercial leaseholders as part of the service charge management process. This removes bias from relying on secondary respondents to provide data.

The paper finds that requirements of the Code of Practice are not onerous, and whilst service charge management has improved, the majority of landlords still fail to achieve its requirements.

The sample represents approximately 6.2 per cent of multi‐let office space in England and Wales 1998‐2009. The content analysis method used requires some subjective interpretation by the researchers.

Data are original to this research and the paper offers an analysis on the current standards of accounting practice by service charge managers.

The purpose of this paper is to discuss the use of moral theory as a philosophical analytical framework for built environment organisations' ethical codes of practice. The identified moral theories under consideration are “deontology”, “consequentialism” and “virtue ethics”.

The paper uses a case study to examine the use of moral theory to explain the ethical codes of practice of built environment professional organisations. The chosen organisation is the Royal Institution of Chartered Surveyors (RICS). The approach for conducting the case study is through semi‐structured interviews with experienced RICS members which gather views on the application of moral theory to explain the RICS ethical principles.

The case study revealed that there are mixed views on the use of moral theory to explain the RICS code of practice. The general view is that deontology is the most suitable theory to explain the fact that the work or process has been undertaken correctly. On the other hand, there is also a view amongst senior professionals that virtue ethics is most appropriate as it addresses the importance of both the correct “result” and the correct “process”.

The paper uses a case study approach to examine the ethical code of one built environment professional organisation. This research does not therefore claim empirical generalisation but instead provides illustrations on the use of moral theory to explain the code of practice of a built environment professional organisation. The paper is based on a series of interviews. The findings should be understood as the aggregated opinions of the interviewees.

The paper makes an original contribution to existing literature on the theoretical analysis of codes of practice for built environment professional organisations. It describes research which is the first to use moral theory as a framework for analysing rules of conduct of built environment professional organisations.

Professions have evolved in contrasting ways in different countries, although this has only recently been recognised by sociologists, who long had an Anglo‐American bias in their work on this subject. In the UK professions have generally evolved “bottom‐up” (i.e. through the activities of the professionals) in contrast to “top‐down” (through state intervention) in Germany. Since the valuation profession in Germany has not been regulated by the state it has not evolved as a high status occupation and lacks high entry standards or effective self‐regulation. This has resulted in a different approach to valuation theory and practice from that in the UK.

The purpose of this study is to investigate the management of intragroup conflicts occurring in project design teams during pre-contract stages that affect the project deliverables of construction projects implemented in Sri Lanka.

A qualitative approach with a case study research strategy was used in the study. The required empirical data were collected by conducting expert interviews and reviewing the documents used in four selected projects implemented in Sri Lanka. All the projects used traditional separated procurement systems and had re-measurement contracts. Manual content analysis was used to analyze the collected data.

The study findings revealed the different types of intragroup conflicts that arise during the pre-contract stages of projects within project design teams of construction projects implemented in Sri Lanka and the causes and effects of those conflicts on project deliverables. The study recommends proactive strategies that can be adopted to manage those conflicts.

A dearth of literature on the association between the intragroup conflicts that arise during the design stages of construction projects and project deliverables exists. This study bridged this research gap. It is novel because it reveals the impact of intragroup conflicts that occur during the pre-contract stages of construction projects on project deliverables and identifies several proactive strategies that will assist in managing those intragroup conflicts.

Offsite construction (OSC) is a modern method of construction (MMC) that involves manufacturing and assembly of buildings. Industry 4.0-driven technological advancements have accelerated OSC uptake causing many skilled construction workers requiring re-skilling or up-skilling. Quantity surveyors currently play an important role throughout a construction project life cycle, and hence, their knowledge on OSC projects is vital for the continuity of quantity surveying (QS) profession. The purpose of this paper is to critically review QS education in an OSC perspective and to propose strategies for up-skilling.

This research includes a detailed literature review of QS and OSC to evaluate how OSC affects the QS profession. Publicly available information on the university websites on accredited QS and construction management degrees was reviewed to identify OSC and MMC references, specifically the content listing and learning outcomes.

Out of the 315 degrees offered by 157 universities, only 69 degrees in 32 universities refer to OSC or MMC. OSC concept is explicitly referred in subjects related to construction technology, production management, lean construction, digital construction and MMC. As such, the research suggests including lean production principles, OSC techniques and design philosophies such as design for manufacture and assembly be added to the QS curricula.

This research is a comprehensive desktop study that does not involve empirical data-based evaluation. Research findings inform strategies to improve QS education and professional competencies.

To the best of the authors’ knowledge, this paper is the first of its kind that evaluates accredited QS degrees and learning requirements in an OSC perspective.

The purpose of this paper is to investigate the current level of awareness, usage and advocated benefits of economic performance measures of life cycle costing (LCC) in sustainable commercial office buildings.

Questionnaire survey to 120 construction professionals was used to gauge the current level of awareness, usage and advocated benefits of economic performance measures in LCC.

The key findings of the statistical analysis indicated that there is a low awareness and usage of economic performance measures, and revealing the entire value of capital outflow alternatives was the most advocated benefit of its application.

Although the data used in this paper were from professionally qualified members of either the Royal Institution of Chartered Surveyors (RICS), the Chartered Institute of Building (CIOB) and the British Institute for Facilities Management (BIFM), the research is limited in some ways in that it does not cover all the professionals in the construction industry. Nevertheless, all the professionals who responded to the questionnaire have up-to-date level of awareness of economic performance measures in LCC.

The use of economic performance measures helps to make available the information required for building performance. Therefore, economic performance methods in LCC are useful devices for users to appraise and distribute recognisable values from initial costs, operating and maintenance costs to clients in the life cycle of an asset.

Value for money for construction products and its facilities should not be viewed only in terms of costs to design and construction. Rather, it is vital for corporate occupants and society in general to consider other key variables such as operations, maintenance, renovation, replacement and end-of-life costs.

This study fills the gap in the existing knowledge by addressing concerns over performance measurement to improve the confidence in LCC for sustainable commercial office buildings.

Contractor prequalification involves the establishment of a standard for measuring and assessing the capabilities of potential tenderers. The required standard is based on a set of prequalification criteria (PQC) that is intended to reflect the objectives of the client and the requirements of the project. However, many pre‐qualifiers compile a set of PQC according to their own idiosyncratic perceptions of the importance of individual PQC. As a result, sets of PQC, and hence prequalification standards, vary between prequalifiers. This paper reports on an investigation of the nature of the divergencies of the perceived importance of individual PQC by different groups of prequalifiers via a large‐scale empirical survey conducted in the UK. The results support the conclusion that there are significant systematic differences between groups of prequalifiers, with the individual PQC that contribute most to the differences being the method of procurement, size of project, standard of quality, financial stability, project complexity, claim and contractual dispute and length of time in business.

This paper aims to report the detailed findings of a Centre for Education in the Built Environment (CEBE) funded study into good practice in the use of blended learning in property education. “Blended learning” is a combination of face‐to‐face learning experiences and online learning experiences which aim to complement each other in order to support and enhance student learning. The aim of this paper is to examine the benefits that blended learning provides to students' learning experience and engagement in property education. It also seeks to discuss lessons learnt from academics who deliver Royal Institution of Chartered Surveyors (RICS) and Chartered Institute of Building (CIOB) accredited property‐related courses, in developing blended learning and students' interaction with the blended learning environment.

This paper presents the research findings from interviews and questionnaire surveys of RICS and CIOB accredited property‐related course providers and the students who currently study these courses. Eight course directors of property‐related courses were interviewed and through discussion with the academic interviewees a questionnaire was developed and sent to all RICS and CIOB undergraduate and postgraduate course directors in the UK. The eight interviewed course directors were requested to send out a questionnaire to their students, and 442 completed students' questionnaires were returned. Further telephone interviews with seven students were conducted. The interviews were recorded, transcribed and coded to identify similar themes. The frequency of the answer in the questionnaire and comments from interviewees is presented.

Both academics and students find that blended learning gives greater flexibility for student learning in terms of learning style and study pace. With the adoption of a wide range of delivery methods, blended learning can successfully improve students' experience and enhance their engagement. It is also important to ensure that blended learning is really “blended” and includes a good mix of delivery methods. “Face‐to‐face interaction” with students is important as students require reassurance and on‐going support from lecturers. Providing training for students to use specialist software in order to equip them to fully utilise blended learning is also essential. Finally, allocation of sufficient time and resources for the development and maintenance of blended learning programmes is also key to its success.

This paper is the first to investigate the lessons learnt from academics in developing blended learning and also students' interaction with the blended learning environment in property‐related courses in the UK. Property‐related course providers can use the results of this study to inform the design of blended learning in their programme in order to enhance students' learning experience and engagement.