CAREER AWAITS
Bachelor Building Surveying and Control (Level 7)
Haere mai and welcome to Future Skills
We’re delighted that you’ve decided to undertake an exciting journey with us, pursuing one of the most unique degrees in New Zealand.
Here at Future Skills, we believe in developing confident, capable graduates who go on to contribute to their chosen communities.
Our students graduate with a recognised degree qualifications and are well-equipped with the skills and knowledge required for today’s professionals. This degree is a result of the tireless work of your peers in the sector who wanted a higher level qualification that recognises the technical expertise and skills required in the Building Surveying and Control profession. We are very proud to be able to work with the sector to offer this programme.
Ours is a culture of curiosity, community, and care brought to life by our students and our team. You can expect a hands-on, innovative approach to learning here as well as a strong support system.
We are excited to be part of your professional journey and look forward to supporting you in achieving excellence.
“If you want a career you can really be proud of, you’ve come to the right place. At Future Skills, we specialise in getting our students trained and employed in today’s booming industries.”
SAM ALAVI Group CEO
OUR VALUES
We exist to cultivate the most employable, most empowered graduates. But it’s not just about learning or getting a job, it’s about finding yourself, your place in the world, and your part to play. We’ve figured out that if you look after the whole person, not just their study, there’s a better chance they will flourish. You can expect a strong sense of belonging, respect for difference, and connection here.
Honour and respect the individual
Everyone is a unique individual and is worthy of respect, fairness, honesty and openness.
Recognise individual potential
Everyone is unique and talented and has the potential, capacity and aptitude to succeed and develop skills and attributes for the wellbeing of themselves and the community.
Develop the whole person
The physical, emotional, social, spiritual, and intellectual needs and interests of each person are inseparable and equally important.
Contribute to life-long learning
Education is a continuous and creative process which enriches the individual and communities.
Celebrate achievement
We are committed to the well-being and celebrate the success of every student and staff member.
Foster personal and group responsibility
People have a duty to themselves as well as to their communities and are responsible for their choices and actions both individually and collectively.
Embrace and serve the community
Our relationships with our stakeholders and community are an integral part of our success.
Practise sustainability
We recognise the need for a sustainable future, where economic, social and environmental dimensions are in balance.
OUR ACADEMIC TEAM
Head of Department / Lecturer
Patrick Schofield
patrick@futureskills.co.nz 0273622071
I have 48 years of experience in the building industry, first serving a carpentry apprenticeship in the New Zealand Army before working on different construction projects in New Zealand. Prior to that, I worked as a Clerk of Works for Massey University looking after their many construction projects and facilities. In the late 1980s-early 1990s I was a Carpentry tutor at the Taranaki Polytechnic teaching the NZ Certificate and then in the late 1990s- early 2000s I worked for the Institute of Applied learning in Auckland.
Management and Building Compliance Experience
I have spent 17 years in the Building Compliance profession, in various management positions leading teams for different Councils including:
1. Building Manager and General Manager for the Far North District Council
2. Building Consents Manager and Professional Development Manager for Christchurch City Council, working over the Canterbury Earthquake event period.
3. Building Services Manager, then Training and Competency Assessor at Tauranga City Council for 4 years.
4. Building Manager role at Nelson City Council.
Since February 2020 I have been a Lecturer for Future Skills Academy, (now Head of Department) teaching on the NZ Diploma in Building Surveying (L6) programme and the NZ Certificate in Building Regulatory Environment (L4) programme. I have brought many years of experience in management, building construction, Council Building Consent Authority and teaching knowledge to the NZ Diploma in Building Surveying programme.
Qualifications
I have held Competencies for processing Residential 1 to 3 and Commercial 1 to 3 buildings under the NCAS, as well as the following qualifications:
– Trade and Advanced Trade Certificate in Carpentry,
NZ Certificate in Building,
– Diploma in Building Surveying for both (small and large buildings),
– Certificate in Adult Education & Training,
– Degree in Applied Management.
Lecturer
Peter Sparrow peter@futureskills.co.nz
I have gained a wealth of knowledge throughout my working life from being a trade-qualified carpenter in the New Zealand Army through to running consenting and compliance departments for Local Government and responding to national and international disasters. My understanding of legislative requirements under the Building Act 2004 has been achieved by working for central government agencies such as the Building Industry Authority, Department of Building and Housing and the Ministry of Business Innovation and Employment (MBIE). In these roles, I led teams that reviewed the roles and responsibilities of territorial authorities throughout NZ.
I was instrumental in the development, implementation, and continuation of Building Consent Authority Accreditation, developing the regulations and guidance and providing technical expertise for International Accreditation New Zealand.
After the Canterbury earthquakes, I was seconded by the Government to the Crown Managers team responsible for re-gaining Christchurch City Council’s BCA Accreditation. During this time, I left MBIE to take up a role as the General Manager of Consenting and Compliance at Christchurch City Council responsible for 450 staff.
After leaving Christchurch City Council, I became a consultant and after the Kaikoura earthquake, I consulted to the Department of the Prime Minister and Cabinet and the National Recovery Office on insurance and rebuilding and liaising with central and local governments. I still provide consultation services to MBIE on temporary accommodation, emergency response, and determinations, and I am also an expert witness for constructionrelated cases for legal firms in New Zealand.
I live on the Kapiti Coast with my partner Fairlie and our family of four kids, two horses, two dogs, and one cat.
Lecturers
Carl Graham
carl@futureskills.co.nz
022 028 9302
I have gained a wealth of knowledge throughout my working life from being a trade-qualified carpenter and qualified building inspector in the New Zealand building environment. I have had the privilege of spending my whole working life (40 years) working in various aspects of the building industry.
Whether as an employee in a hardware store, a hardware assistant, a building supplies sales representative, or an employer employing staff in my construction business, directing the establishment of a nationwide housing charity for affordable homes, I have seen a lot of change in the New Zealand building landscape.
I completed my apprenticeship in Pukekohe where I gained a trade certificate and advanced trade certificate as a carpenter. The company I worked for specialised in quality homes across to the commercial and light industrial market. Upon receiving my apprenticeship, I went into the business of building. This was again across the whole sector with residential, commercial, and industrial building sites.
My greatest joy from this work was being able to supply pathways for my employees towards their trade training hopes via BCITO and ITAB. It was during this time that I became an on-site adviser for BCITO. I spent 30 years working across these various parts of the building industry.
In January 2009 I was employed as an inspector with Auckland City Council. It was at this time that I completed the Diploma in Building Surveying (L6).
I have been a lecturer on the NZ Diploma in Building Surveying (L6) and the NZ Certificate in Building Regulatory Environment (L4) programmes since April 2020 and I am looking forward to meeting you during the upcoming academic year as we start a new in-class cohort along with a new cohort with in-employment students across New Zealand.
I spend my free time involved in community endeavours, with my church, as a Justice of the Peace, and as a committee member of the Building Officials Institute. When I have any free time, I spend it with my wife Nikki and eldest son Jesse, doing dishes, and walking my dogs.
Sam Hay
samh@futureskills.co.nz
027 364 0902
Married to my wonderful wife for 16 years, I have two daughters, aged 10 and 12, and two dogs. The family trains together in karate and I take them hunting whenever I can. As I am getting older, I enjoy mowing my lawn, the simple pleasure of barbecuing and smoking meat for friends.
I left High School with School Certificate, Sixth Form Certificate, Bursary and University Entrance. I studied law at Victoria University of Wellington but left university and went on to complete a building apprenticeship. I hold a certificate in Carpentry and a Certificate in Advanced Trade in Carpentry.
I launched my early career as a carpenter before following in my father’s footsteps to share the same career. I have had two full-time apprentices and mentored two others. One competed at a national level and another came third in the world.
I delivered both commercial and residential work across the country and still receive Christmas cards from satisfied customers today. I was employed as a technical specialist for Wellington City Council, defending, advising and representing the Council in a tense climate of leaky building litigation. Having been in numerous expert conferences on issues before the High Court and Weathertight Homes Tribunal, I have been at the razor’s edge of technical discussions before the court. Unfortunately, I have needed to undertake building surveys on behalf of the Coroners Court, making statements on compliance where a death had occurred. I also held the role of Team Leader Compliance for Wellington City Council where I acted on behalf of the Council.
I held the position of Claims Manager for Wellington City Council and delivered the Financial Assistance Package (FAP) where the Crown and Council together would pay 50 percent of the cost of repairs for leaky buildings. At the same time, I belonged to a few working groups for the Ministry of Business, Innovation and Employment on timber remediation and the steering group for FAP. As part of this, I was tasked with providing lessons from building defects to building control staff and delivering training.
Brent Rodgers
brent.rodgers@futureskills.co.nz
027 2459828
I live in Kaeo in the Far North with my partner Beck, our three-yearold, and Beck’s two children, aged 12 and 15. I have two adult children and eight grandchildren from a previous marriage.
I moved to the Far North from Auckland three and a half years ago after completing a Bachelor of Sport and Recreation in 2018 at AUT in Auckland.
I hold a Certificate in Tertiary Teaching, a Bachelor of Sport and Recreation (with a double major in coaching and management), a Diploma in Building Surveying (Level 6) and a National Certificate in Carpentry. Most of these were achieved as an adult while working so I understand what it is like to be an adult learner.
I spent 16 years in the construction industry as a carpenter, building contractor with my own business, and a contract site manager on mainly residential construction. I went on to become a Senior Lecturer of Construction at the Manukau Institute of Technology for six years. I returned to MIT to teach construction management while studying full-time for my degree. I’ve spent the past three and a half years working as the Team Leader for Building Consents at the Building Consent Authority of the Far North District Council. During this time, I studied for another two years to gain the NZ Diploma in Building Surveying.
Making a difference to others inspires me.
Outside work, I relish riding my motorcycle and playing bass guitar–although not at the same time. I completed two full-distance Ironman Triathlons in 2014 and 2016.
Programme Manager
James Trotman james.trotman@futureskills.co.nz
I live in Masterton, in the Wairarapa, with my partner, my two teenage boys, two cats and a dog. I train Diamondback Eskrima with my younger son and play guitar, mandolin and banjo.
I have been involved in the construction industry in New Zealand for more than two decades as a plumber/drainlayer and gasfitter, a plumbing supplier, and a building control officer. I completed my apprenticeship in the early 2000s and continued training to become a certified plumber and gasfitter.
I took some time out from the tools to run a plumbing merchant for a couple of years which allowed me to hone my interpersonal skills and exposed me to the supply side of the industry. After going back to the tools for some years, I moved to the compliance side of the building industry and worked at South Wairarapa District Council as a building control officer. While there, I learned everything I could about the working of a Building Consent Authority and Territorial Authority and the legislation around it and gained my Diploma in Building Surveying.
After completing my diploma, I was invited to be a part-time lecturer for Future Skills in plumbing and drain laying and moved to full-time employment with them in 2023.
I am excited to be part of the team delivering this training and really looking forward to helping future building industry professionals achieve their full potential.
I’m the Programme Manager for Future Skills’s Building and Surveying programmes. My job includes timetabling, networking, and troubleshooting with Councils to support our current students and promote our programmes. Born and bred in Auckland, I have three adult children: two boys who both work in building and a daughter who has just qualified as an Occupational Therapist. They all live in Auckland too.
My background is in the health sector. I’m a registered Nurse with over 30 years of experience in general medicine, coronary care, and diabetes within the community.
For the past six years, I’ve been teaching and managing programmes in the tertiary sector. I was a Programme Leader at Skills Update before joining the Future Skills Team in 2024.
Outside work, I love walking, tramps, yoga, music, and interior design.
OUR CAMPUSES
Future Skills has four unique campuses in Manukau, Royal Oak, Takapuna and Auckland’s central city. The institute has a warm family-like environment for students. We provide a supportive, modern, fun andsafe learning space where everyone can reach their full potential.
This modern site sits in the middle of all the action of Westfield Manukau City Shopping Centre. Go to Auckland Transport’s journey planner website for details of how to get there.
Future Skills was founded in Manukau in 2000. It has held strong ties with the South Auckland community since inception.
Manukau
Level 4, Westfield Manukau
Royal Oak
665 Manukau Road, Royal Oak, Auckland
This modern building sits in a central location with good transport links. Go to Auckland Transport’s journey planner website for details of how to get there.
Royal Oak campus features a small and family orientated environment.
It’s right across the road from Cornwall Park, a top Auckland attraction.
Takapuna
51 Hurstmere Road, Takapuna, Auckland
Future Skills acquired Ashton Warner Nanny Academy in 2022 and soon after took the opportunity to establish a contemporary learning space at a new location in the heart of Takapuna.
The campus currently caters to Ashton Warner’s Early Childhood Education students as well as learners from other programmes. Our Takapuna campus has a great feel and easy access to public transport, local amenities, and student accommodation.
Auckland International
Level 1, 350 Queen Street, Auckland
The Auckland Campus is located in a modern building on the city’s main shopping and business street – Queen Street. We have excellent facilities, including computer labs, free internet and a student lounge where you can hang out, play games, chat with other students and take your study breaks. Go to Auckland Transport’s journey planner website for details of how to get there.
Study in an environment that celebrates diversity with programmes delivered by leading academic and business experts.
PROGRAMME SUMMARY
Bachelor of Building Surveying and Control (Level 7) – 360 credits
Programme Aim
The programme aim is to provide employable graduates with knowledge and skills to survey buildings and assess building applications against legal requirements and regulations. Graduates will gain knowledge and experience in processing plans, conducting building inspections, preparing for court proceedings, working with building codes and standards, and using digital tools that support building surveying requirements.
The programme provides an entry pathway to building surveying and control, for those new o the industry and interested in careers assessing and maintaining the safety and quality of the built environment. It provides a pathway for graduates who hold diploma or past qualifications in building surveying and control and recognises knowledge and skills for those currently employed in the industry, seeking career progression.
Graduate Profile Outcome Statements
1. Apply legislative building requirements and case law to assess and evidence commercial and residential building works and plans with documentation, for compliance in a building surveying and control context.
2. Incorporate te Ao Māori and Pasifika perspectives into building surveying and control related decisions and practices.
3. Research contemporary building surveying and control theory and apply to enhance industry practices and performance.
4. Critique construction contracts and dispute resolution in accordance with New Zealand Law.
5. Apply principles of business management within the New Zealand legal and regulatory framework to plan, budget, and report, for a viable project in the building control environment.
6. Apply and evaluate leadership theories to enhance leadership and management performance in the building control industry.
7. Apply effective communication skills and strategies in addressing building regulatory problems professionally, ethically, and culturally appropriately with a range of stakeholders.
Consistency of Graduate Outcomes
Graduates from the programme will need to show evidence of how well they meet the Graduate Outcomes for the New Zealand qualification after completing the programme. This information will be used as evidence in Consistency Reviews with NZQA.
All graduates will be contacted by Future Skills 3 months after they have graduated and then again at 6 months post-graduation to complete a survey on how they feel they are meeting the programme’s Graduate Outcomes.
Their employer or training establishment may also be approached for feedback on the Graduate Outcomes if the graduate consents.
PROGRAMME STRUCTURE
The programme is a full-time 360 credit programme of study consisting of 3,600 learning hours.
Paths of study for students studying part-time or repeating courses during full-time study will be agreed with the academic leader. The New Zealand Diploma in Building Surveying (Level 6) is embedded as the first two years of the Bachelor of Building Surveying and Control. Students choose whether to enrol into the Diploma or the Degree.
Bachelor of Building Surveying and Control (Level 7) – 360 credits
Total of fifteen compulsory courses and three elective courses taken across 3 years
At levels 5 and 6, all courses are compulsory. At level 7, there are three electives (see table above). In the field of contracts and dispute management, students may elect either Contract Law or Disputes Resolution Methodologies and Natural Justice. With respect to research and innovation, they may elect Construction Innovation, or Design Buildability and BIM, and for the capstone project, they may select to research a unique topic or an existing case. Research methodology and practices are embedded in the programme and assessed in the two construction projects (case study or research).
Teaching, Self-Directed and Work Experience Hours
Teacher Directed Learning Hours (TDLH)
Synchronous directed activities which are timetabled, planned, led, and monitored by teachers and trainers. This includes timetabled/supervised assessments. The hours we expect a student to be engaged in learning opportunities facilitated by a teacher who is physically present on campus or with students in off campus settings. These hours include any face-to-face, or online teaching activities, in classrooms, laboratories, studios or workshops including tutorials and required online learning activities delivered synchronously with teacher facilitation.
Authentic Work Experience Learning Hours (AWELH)
The hours we expect a student to be engaged in learning opportunities focused on their real work activities that A-line to each course of study. Actual work hours with work experience examples need to be provide for each course in the logbook tables (listed below). These work hours should relate to the Programme Learning outcomes listed in (Schedule 2). These might be real work experiences, or they might be interactive learning activities that have been designed to replicate as much as possible the tasks or activities or settings of real-world work. In other words, activities that are designed to ‘feel’ like a real workplace situation. These may take place on campus or off campus and be face to face or technology enhanced. All learning hours allocated to authentic work experience are recorded in this category.
Student Managed Learning Hours (SMLH)
Completed outside timetabled classes, guided by the teacher. May include but not limited to, time spent researching, completing assignments, and undertaking practical tasks.
The hours where we expect a student to engage in learning activities without the presence of the teacher and where the student is required to self-manage to complete a learning activity within the expected timeframe. Student managed learning hours may be in face to face and online modes. The learning activities may be designed by the teacher but carried out by a student alone or in groups, for example in a student-managed project, asynchronous online learning, preparation of an assessment task or explore topics of interest to them as an adjunct to the formal learning directed by the teacher.
Practical or work-based components
All students are required to compile a logbook and attestation recording and providing evidence of the Authentic Work Experience relating to the Programme learning outcomes. In years one and two, the authentic work experience evidence is signed off by the employer. Evidence of student managed learning hours for all students, and authentic work experience for year three of the degree is recorded by the student. This is because it is likely that a much greater percentage of the learning in year three will be by simulation. Evidence of relevant Authentic Work Experience, may include but is not limited to:
– Practical assessment when completing site inspections.
– Work with real case files from a BCA.
– Work-placement where a student will be “buddied” up with a BCA staff member or where students are offered a cadetship.
– Work (employment) in a BCA or Building Control environment.
– Simulations using Alpha online building consent processing system, role plays and case studies.
Equipment requirements
Provide own personal protection equipment to enable them to enter safely while on worksites under supervision Mandatory PPE listed below:
– Helmet
– Hi Viz Vest
– Capped boots
– Safety glasses
Laptop/IT requirements
Laptop, desktop or tablet with camera and microphone:
– Windows 10 or Mac OS or iOS or similar
– 4GB RAM
320GB or greater hard drive
– Wireless capability 802. 11n dual band
– Unlimited broadband
Wifi data
– Up-to-date antivirus software
COURSE SUMMARIES
Year one courses
5 15 Nil 501 Regulatory Environment
Aim
This course provides the students with the knowledge and skills required to apply the regulatory framework within the building regulatory environment.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Examine how the purpose of the Building Act 2004 is applied to manage roles and responsibilities within the building regulatory environment.
2. Apply te Tiriti principles to manage roles and responsibilities within the building regulatory environment.
3. Apply knowledge of the regulatory framework and legislative requirements to manage technical, administrative, and legislative functions in the building regulatory environment.
Indicative Content
Navigation of the Building Act and Regulations and other relevant legislation applicable to building and construction
Te Tiriti o Waitangi – case studies, guest speakers, videos, simulation.
The relationship of the Building Act with the Building Regulations, Building Code, Acceptable Solutions and Verification Methods, standards, technical literature, approvals, determinations, and other documentation required to carry out the building control function.
Relationship of other Acts to the Building Code 2004
– Resource Management Act
– Historic Places Act
The relationship between the Territorial Authority and the Building Consent Authority and their relevant responsibilities in terms of the built environment
– Application and management of the complete range of legislative and specialist technical knowledge to verify compliance by understanding:
– where specific knowledge may be obtained
– the relationships and legal ranking of the documentation
Decisions as to when Certificates, Notice and Legislative Authorisation are issued, such as:
Code compliance Certificate.
– Certificate for Public Use.
– Certificate of Acceptance
Resources
– Building Act 2004
Building Regulations 1992 (Building Code) – Building Code Handbook (MBIE) – Health Act 1956
Health and Safety at Work Act 2015
– Local Government Act 2002 – Resource Management Act 1991
Assessment
Analysis of definitions, classified uses, and limits on applications of the New Zealand Building Code
502 Building Consent Authority Environment
Aim
This course provides the students with the knowledge and skills required to practice within the Building Consent Authority environment.
Learning Outcomes
At the successful completion of this course, students will be able to: 1. For one job role, explain the performance indicators that need to be met under the National Building Consent Authority Competency Assessment System in accordance with Regulation 10.
2. Analyse Building Consent Authority Quality Management System policies and associated procedures as required by the BCA Accreditation Regulations.
Indicative Content
– Competency assessment process
– Professional development as part of the competency assessment process
– Compliance within the Quality Management System
Clear communication of compliance issues and action/ outcomes sought within the confines of the Building Act Building Code and Building Consent Authority (BCA) requirements.
– Personal responsibility of a Building Surveyor/Building Control Officer in terms of ethical dilemmas
– Manage effective and systematic record keeping processes.
The accreditation process:
– Building Act 2004
– Te Tiriti o Waitangi
– BCA accreditation and registration scheme.
– Building (Accreditation of BCAs) Regulations 2006.
– Building (Registration of BCAs) Regulations 2007
Roles and responsibilities
– Building Consent Authorities (BCA)
– Building Consent Accreditation Body (IANZ)
Ministry of Business, Innovation & Employment
– Resource Management Act
– Historic Places Act
Resources
Building Act 2004
– Building (Accreditation of Building Consent Authorities) Regulations 2006
– Building (Registration of Building Consent Authorities) Regulations 2007
– Building (Forms) Regulations 2004
– Building (Modular Component Manufacturer Scheme) Regulations 2022
Assessment
5
Aim
This course provides the students with the knowledge and skills required to analyse building consent documentation to determine building construction, materials, and systems compliance with the New Zealand Building Code.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Analyse a range of building consent applications applying, current common principles of building construction, materials, and systems, to determine compliance with the New Zealand Building Code.
2. Investigate alternative building code methods and materials and determine compliance with the New Zealand Building Code.
Indicative Content
Foundations and site work
Light timber framing
– Heavy timber construction
Reinforced masonry construction
Steel construction
Light steel framing
Concrete construction – Claddings – Roofing
Testing and monitoring.
– Māori and Pasifika building methods and design.
– Alternative building construction methods, materials and building systems.
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building (Product Certification) Regulations 2022
– Building (Building Product Information Requirements) Regulations 2022
– NZS 3604:2011
– NZS 4229:2013
– NASH Standards for Residential and Low-Rise Steel Framing
Assessment
503 Construction Technology
504 Building Code and Acceptable Solutions: Residential buildings
5 30 Nil
Aim
This course provides the students with the knowledge and skills required to apply the New Zealand Building Code and Acceptable Solutions to residential buildings.
Learning Outcomes
1. Analyse a range of documentation for residential buildings to determine compliance with the New Zealand Building Code, Acceptable Solutions and Verification Methods.
2. Analyse a range of documentation for residential buildings to determine compliance with classified uses, definitions, and limits on application of the New Zealand Building Code.
Indicative Content
– New Zealand Building Code
– Acceptable Solutions and Verification Methods
Alternative Solutions
– Māori and Pasifika cultural and construction practices that align with the purposes and principles of the Building Act.
– Standards
– Technical literature
Approvals
– Determinations and other documentation required to carry out the building control function.
Resources
Building Act 2004
– Building Regulations 1992 (Building Code)
Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
NZS 3604:2011
Assessment
Analysis of building consent applications
Analysis of definitions, classified uses, and limits on applications of the New Zealand Building Code.
505 Plan Processing - Residential Buildings
LEVEL CREDITS PREREQUISITES
5 30 Nil
Aim
This course provides the students with the knowledge and skills required to analyse and process residential building consent documentation in compliance with the regulatory framework.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Analyse Residential building consent applications to determine compliance with the New Zealand Building Code for granting of building consent.
2. Analyse residential building consent applications to determine compliance with the legislative requirements of the building regulatory framework.
3. Process Residential building consent applications and other documentation and grant and issue building consents in accordance with the regulatory framework.
4. Communicate in a professional, ethical and culturally responsive manner with stakeholders.
Indicative Content
– Processing skills of plans, specifications and other documentations submitted for building consent for residential buildings.
– Plan processing, Building Consents, and inspections.
– Building Consent conditions and advice notes
– Building Inspections documentation
– Content -testing and monitoring
– The relationship and legal ranking of documentation
– New Zealand Building Code compliance
– Use the correct forms of communication to confirm compliance or non-compliance with customers and colleagues.
– Te Tiriti o Waitangi
– Resources Management Act – Historic Places Act.
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE) – NZS 3604:2011
Assessment
ASSESSMENT
506 Residential Site Inspections
5 15
Aim
This course provides the students with the knowledge and skills required to carry out site inspections and evaluate buildings and building work to confirm compliance with the consented documentation.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Evaluate residential buildings and building work to confirm compliance with approved building consent documentation.
2. Process final site inspection documentation for residential buildings and issue Code Compliance Certificate in accordance with the regulatory framework.
Indicative Content
– Inspection legislation
– Occupational Health and Safety
– Responsibilities under the BA04, Inspection Purpose, Types and Sequence
– Preparation Procedures and Methods of Documenting and Recording
– Complete building inspections for foundations, framing, cladding, pre-and post-line, cladding, plumbing and drainage, and final inspection.
Content testing and monitoring
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
– NZS 3604:2011
Assessment
Year two courses
601 Building Code and Acceptable Solutions
LEVEL
6 30 504 and 505 or equivalent
Aim
This course provides the students with the knowledge and skills required to analyse commercial building consent documentation to determine compliance with the NZ Building Code.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply the New Zealand Building Code, Acceptable Solutions and Verification Methods in the analysis of commercial plans and associated documents to determine compliance and resolve problems.
2. Apply the New Zealand Building Code to assess compliance of alternative solutions inbuilding construction work.
3. Critique a range of commercial building plans to assess and resolve technical issues relevant to classified uses, definitions, and limits on application of the New Zealand Building Code.
Indicative Content
– Conditions for Safety of users including F1- F5, F9
– Conditions for access and egress routes including D1, F6, F7
– Conditions for building installations and Compliance Schedules including clause D2 and F8
– Conditions for fire documents including C1 –C6
– Conditions for services and facilities including G1-G9 and E3
– Conditions for piped services and waste including G10, G11, G14 and G15
– Plumbing and drainage compliance including G12, G13, E1
– Te Tiriti o Waitangi
– Māori and Pasifika cultural and construction prat ices that align with the purposes and principles of the Building Act.
– Resource Management Act
– Historic Places Act.
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
– Producer Statement Guidance (Engineering NZ)
Assessment
602 Plan Processing - Commercial Buildings
6 30
Aim
This course provides the students with the knowledge and skills required to analyse, evaluate and process building consent documentation for commercial buildings in compliance with the regulatory framework.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply advanced software tools and techniques to analyse commercial plans using a commercial plan processing system.
2. Apply technical knowledge and skills in the processing of commercial building consent applications to address compliance issues in accordance with the regulatory framework.
3. Evaluate the granting and issuing of building consents, certifications, and requests for information to meet compliance requirements.
Indicative Content
Processing of plans, specifications and other documentations submitted for building consent for commercial buildings.
Plan processing, Building Consents, and inspections.
– Building Consent Inspections Documentation
Legal ranking of documentation
– Use the correct forms of communication to confirm compliance or non-compliance with customers and colleagues.
– Site consideration requirements by technical specialists such as CPEng (Chartered Professional Engineers)
– New Zealand Building Code compliance for commercial buildings
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
– Producer Statement Guidance (Engineering NZ)
– Compliance Schedule Handbook (MBIE)
Assessment
603 Statutory Powers, Offences and Enforcement
LEVEL
6 15 Nil
Aim
This course provides the students with the knowledge and skills required to investigate unauthorised or non-compliant building work and compile an evidence-based report to support judicial proceedings relating to the Building Act 2004.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Explain how the New Zealand legislative framework governs construction work in New Zealand.
2. Apply a range of investigation techniques and remedial measures to investigate offences under the Building Act 2004.
3. Apply statutory powers and obligations performed by a Territorial Authority and Building Consent Authority to address a range of offences under the Building Act 2004.
Indicative Content
– Statutory powers and obligations of Territorial Authority and Building Consent Authority, Warranted Officer, and Enforcement Officer
– Building Control Authority and Territorial Authority processes of dealing with non-compliant work
– Issue all relevant notices of non-compliance and unauthorised work.
– Verbal and written communication skills to advise noncompliance.
– Court cases relating offences under the Building Act, 2004
– Determinations relating to statutory powers, functions, and decisions.
Resources
– Building Act 2004
– Building (Residential Consumer Rights and Remedies) Regulations 2014
– Building (Infringement Offences, Fees, and Forms) Regulations 2007 Assessment
604 Statutory requirements and risk management
6 15 Nil
Aim
This course provides the students with the knowledge and skills required to apply risk management strategies through the use of other statutory provisions of the Building Act 2024.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply a selection of other statutory provisions referenced in the Building Act 2004 to assess building consent and inspection documentation for compliance.
2. Analyse, and verify evidential documentation for the issuing of certificates and notices under the Building Act 2004.
3. Examine the relationship between the Building Act 2004 and Māori and Pasifika building design and construction perspectives.
Indicative Content
– Building Act 2004 sections, particularly sections 3, 4, 5, 7, 8, 9
– Certificate for Public Use (s.363)
– Compliance schedules
Notices to Fix (s.164)
Alterations to existing buildings (s.112)
Natural hazards (s.71)
– Building on two or more allotments
– Accessibility (s.118)
– Change of Use (s.115)
– Earthquake prone
Subdivisions (s.116)
Specified intended life (s.114)
– Waivers and Modifications
– Examine means you will naturally look at the pros/cons and the consider opportunities and challenges the Building Act 2004, may accommodate Māori and Pasifika worldviews on building design and construction.
Resources
Building Act 2004
– Building (Specified Systems, Change the Use. And Earthquake Prone Buildings) Regulations 2005
Fire and Emergency NZ Act 2017
Fire and Emergency NZ Act 2017
– Compliance Schedule Handbook (MBIE)
– Building (Forms) Regulations 2004
Assessment
605 Commercial Site Inspections
LEVEL CREDITS PREREQUISITES
6 30 Nil
Aim
This course provides the students with the knowledge and skills required to carry out final site inspections and evaluate buildings and building work to confirm compliance with the consented documentation.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply building regulations and site inspection practices to assess compliance with approved building consent documentation.
2. Manage appropriate evidence and reporting requirements of final inspection decisions and outcomes to comply with regulatory requirements.
3. Evaluate final outcomes of commercial building site inspection documentation against legislative requirements and the issuing of Certificates and Schedules
Indicative Content
– Authentic workplace experience to carry out final site inspections under supervision to ensure buildings are constructed and building works comply with the consented drawings and specifications.
– Problem resolution in a range of building control contexts from simple to complex applications and inspections in both residential and commercial buildings.
– Preparation procedures and methods of documenting and recording Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
– Building (Specified Systems, Change the Use. And Earthquake Prone Buildings) Regulations 2005
– Compliance Schedule Handbook (MBIE) Assessment
Year three courses
701 Inspection and
Reporting
7
Aim
The aim of this course is to enable the student to safely undertake various types of building inspections compile and evidence-based technical report.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Identify personal safety hazards when planning and undertaking different types of building inspection.
2. Record building information using appropriate tools and media.
3. Communicate technical information in written format with clients and other professionals.
Indicative Content
Understanding the different types of investigations, their purpose, and requirements. – Planning, managing, and undertaking inspections.
– Recording information appropriate to the type of inspection.
– Managing personal health and safety on site. – Appropriate level of detail required in typical reports, including examples of layout, and the use of sketches/drawings and photographs and other evidential media.
– The challenges of presenting technical information.
– Using relevant and appropriate language and proof-reading and editing.
Resources
Commercial and Home inspection software.
– Future Skills Writing resources.
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE).
– Building (Specified Systems, Change the Use, and Earthquake Prone Buildings) Regulations 2005.
– Compliance Schedule Handbook (MBIE)
Future Skills Moodle – compromising of the following:
– Study guides.
– URL’s.
– External videos.
– Online teaching sessions.
– Session explanation videos.
– PowerPoints
– Quizzes.
– Study resources.
– Student workbook.
– Discussion forum.
Assessment
Inspections
702 Building Pathology
LEVEL CREDITS PREREQUISITES
7 15 Nil
Aim
The aim of this course is to enable the student to evaluate causes of bui8lding defects, the effectiveness of testing and analysis and to generate appropriate solutions to improve testing and address failures for New Zealand building materials.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Research a range of common causes of building defects related to New Zealand building materials and generate appropriate solutions to address failures identified.
2. Evaluate the effectiveness of industry testing and analysis methodology, to determine the nature and degree defects and provide recommendations of appropriate remedial measures.
Indicative Content
–
Effects of defects for example, dampness, timber defects, building movements and deleterious materials.
– Building defects likely to be encountered in building surveying activities.
– Differing types of testing, and the limitations of those tests.
The cause and mechanics of varying types of failure
– The relationship between observations taken on site and the diagnosis of failure in building fabric.
– The causes of failure, and the likely results of failure, together with recommendations of appropriate remedial measures.
– Formal report writing
Resources
– Decay fungi from New Zealand leaky buildings; Isolation, identification, and preservation resistance. (Waikato University Research Coms).
– Guide weathertightness remediation (MBIE).
– Future Skill/Otago Moodle (please refer to the current Moodle site) This teaching information is the basis of this subject and will
be updated and reviewed to match the subject exactly.
– Building Act 2004
– New Zealand Building Code
Building (Specified Systems, Change the Use. And Earthquake Prone Buildings) Regulations 2005
Fire and Emergency New Zealand Act 2017
– Compliance Schedule Handbook (MBIE
– Building (Forms) Regulations 2004
Future Skills Moodle – compromising of the following: – Study guides.
– URL’s.
External videos.
– Online teaching sessions.
– Session explanation videos.
PowerPoints
Quizzes.
Study resources.
Student workbook.
– Discussion forum.
Assessment
703 Advanced Construction Systems
7 15 Nil
Aim
The aim of this course is to enable the student to critique and apply knowledge of advanced construction systems to enhance building performance.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Evaluate the effectiveness and functional performance of building control systems, specified systems, and building services systems to improve building performance.
2. Critique the use of modern building technology, design, and practices to enhance bui8lding performance safety and accessibility.
3. Investigate the use of Māori and Pasifika building design to enhance building performance safety and accessibility.
Indicative Content
– Building control systems including energy distribution, and supply (gas, electricity, and renewable sources such as solar, wind, geothermal and biomass).
– Building services specified systems within a building and the procedures required to keep them in good working order, helping to ensure the building is safe and healthy for people to enter, occupy or work in.
– Building accessibility to empower all people to independently do what they need to do in a similar amount of time and effort. and will not be frustrated by something that is poorly designed or constructed.
– Modern building techniques, structure, and practices that encompass the latest developments in materials technology, design procedures, services, structural analysis, and design.
– Culturally appropriate architectural design
– Urban design to incorporate a Māori and Pasifika worldview.
– Critical literature review technique
Resources
– Building Act 2004
– Building Regulations 1992 (Building Code)
– Building (Product Certification) Regulations 2022
– Building (Building Product Information Requirements) Regulations 2022
– Kake, B. J., & Paul, J. (2018). Evaluating the application of Māori Design Principles to urban neighbourhood development projects to develop a Kaupapa Māori design framework and assessment tools.
– Kaufusi, R., Patel, Y., Potauaine, S., & Alexander-Tuinukuafe, R. (2020). Embedding digital technology into contemporary Māori and Pasifika architectural practice.
– NZS 3604:2011
– NZS 4229:2013
– NASH Standards for Residential and Low-Rise Steel Framing Future Skills Moodle – compromising of the following:
– Study guides.
– URL’s.
– External videos.
– Online teaching sessions.
– Session explanation videos.
– PowerPoints
– Quizzes.
– Study resources.
– Student workbook.
– Discussion forum.
Assessment
ASSESSMENT ACTIVITY
7 15 Nil
Aim
The aim of this course is to enable the student to plan, budget, and report for viable projects and apply leadership theories to enhance leadership and management in the surveying/control context.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply principles of financial forecasting and planning to manage and assess the viability, costings, timeframes, and resourcing in a building surveying/control context.
2. Critique and apply management theories to enhance team performance in a building surveying/control context.
3. Evaluate the effectiveness of a range of decision-making strategies to inform decision making practices in a building surveying/control context.
Indicative Content
– Long term planning of activities and outcomes to achieve integrated decision-making and coordination of the resources, both physical and human resource needs. – Critical literature review techniques.
– Translate management decision problems and outcomes.
– Determine, in terms of primary and secondary data, information sources that meet the requirements of the business.
– The process of formal report writing.
Human resources management practices relating to organizational structures, restructures, and people leadership and management strategies.
– Principles of financial planning, forecasting, and reporting.
– Cultural, economic, political, and social factors that influence the building surveying industry.
Review and discuss the business and organization culture.
– Explore ethical considerations and dilemmas that may arise in the building surveying.
– Develop communication and negotiation skills tailored to building surveying professionals.
– Explore the opportunities and challenges of starting and managing a building surveying business.
Resources
Schleifer, T., Sullivan, K., & Murdough, J. (2014). Managing the profitable construction business. New Jersey, Canada: Wiley.
Wilkinson, S., & Scofield, R. (2010). Management for the New Zealand Construction Industry
Future Skills Moodle – compromising of the following:
Study guides.
– External videos.
– Online teaching sessions.
– Session explanation videos.
– PowerPoints
– Quizzes.
– Study resources.
– Student workbook.
– Discussion forum.
Assessment
705 Contract Law
LEVEL CREDITS
7 15 Nil
Aim
The aim of this course is to enable the student to interpret, and draft basic construction contracts within the New Zealand legislative framework.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Analyse key contractual obligations of parties in a typical construction project, including contractor and consultation obligations in design and buildability and ethical and professional responsibilities of all parties.
2. Analyse key elements of construction contracts, such as obligations for time, cost and quality, termination procedures and apply principles of contract law and contract drafting in modern plain English.
3. Evaluate diverse construction contracts for compliance with the requirements of the Construction Contracts Act 2002 and Contract and Commercial Law Act 2017.
Indicative
Content
– Legal pre-requisites to a legally binding construction contract.
– Compare fitness for purpose obligations with that of a reasonable skill and care.
– Implied terms of contract such as absolute liability and the inclusive contract principle, frustration, restitution based on unjust enrichment.
– Contract clause clarity and risk allocation.
– Structure for a simple construction contract.
– Understand and amend construction clauses to allocate risks.
The resource Management Act, District and City Plans.
– Main responsibilities of construction project participants, such as client, project manager, architect, Council BCA staff, Building Surveying, engineer, PQS, contract administrator, head contractor and subcontractors. Key terms in standard terms of construction contracts and contracts for services.
– Standard forms of contract for construction contracts and contracts for services, such as: time and liquidated damages, pricing, variations, payment, insurances, frustration, disputes and termination.
– Key principles of contract, such as privy of contract, chain of liability, collateral warranties.
– Professional negligence.
The Construction Contracts Act 2002.
– Accidental Cultural Discovery Protocols.
– Processes within NZS 3910:2013 and NZS 3915:2005 Conditions of contract.
Resources
– Butt, P. (2013) Modern legal drafting a clear guide to using clear language. (3rd ed.) Melbourne, Australia: Cambridge
– Davenport, P. & Durham, H. (2013) Construction claims (3rd ed.) Sydney, Australia. The Federations Press.
– Kennedy-Grant, T. (2012) Kennedy-grant on construction law. (2nd ed.) Wellington, New Zealand: Lexis Nexis.
– Kirkham, R. (2014) Ferry and Brandon’s cost planning of buildings. (9th ed.) Oxford, UK: Blackwell Publishing.
– Murdoch, J & Hughes, W. (2015). Construction contracts law and management. (5th ed.) New York, USA: Taylor & Francis.
Future Skills Moodle – compromising of the following:
Study guides.
URL’s.
– External videos.
Online teaching sessions.
Session explanation videos.
– PowerPoints
Quizzes.
– Study resources.
– Student workbook.
Discussion forum.
Assessment
ASSESSMENT
Report
706 Disputes Resolution Methodologies and Natural Justice
LEVEL CREDITS PREREQUISITES
7 15 Nil
Aim
The aim of this course is to enable the student to apply, compare and evaluate the different models of dispute resolution used in the building control industry.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Evaluate different models of dispute resolution and identify appropriate strategies for addressing diverse contractual disputes.
2. Implement culturally appropriate negotiation strategies to address diverse disputes.
Indicative Content
– Processes and procedures of dispute resolution methods such as mediation, adjudication, arbitration, and litigation.
– Principles of natural justice.
– Advantages and disadvantages of dispute resolution methods.
– Process of adjudication from lodging a claim through to adjudicator’s award and enforcement.
– Culturally appropriate negotiation skills and strategies.
– Using tikanga Māori and Pasifika perspectives to help negotiate cultural and commercial imperatives.
– Effective verbal communication.
– Understanding of N.Z. Council building consenting disputes, history, and sample case outcomes.
– Critique literature review techniques.
Resources
– Building Act 2004
– Building (Residential Consumer Rights and Remedies) Regulations 2014
– Building (Infringement Offences, Fees, and Forms) Regulations 2007
– Manganda, A.M., Mika, J, P., Jurado, T. and Palmer, F.R. (2023). “How indigenous entrepreneurs negotiate cultural and commercial imperatives: insights form Aotearoa New Zealand”, Journal of Enterprising Communities: People and Places in the Global Economy, Vol. 17 No 6, pp. 1171-1192. https://doi. org/10.1108/JEC-01-2022-0017
– Spiller, P. (2007) Dispute resolution in New Zealand. (2nd ed.) Melbourne, Australia: Oxford.
– Williams, D. & Thorp, F. (2001) Arbitration for the 21st Century –a practical guide. New Zealand Law Society.
– Willy, A. (2010) Arbitration. Wellington, New Zealand
Future Skills Moodle – compromising of the following:
– Study guides.
– URL’s.
External videos.
– Online teaching sessions.
– Session explanation videos.
PowerPoints
Quizzes.
Study resources.
Student workbook.
– Discussion forum.
Assessment
Report
Report – presentation and professional conversation
1, 2
707 Construction Innovation
7 15 Nil
Aim
The aim of this course is to enable the student to critically evaluate performance of construction processes and procedures, apply best practice.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Apply diverse process methodologies drawn from theoretical models and frameworks to improve performance in construction practice.
2. Critically evaluate construction project scenarios and formulate strategies to improve process efficiencies.
3. Evaluate how Te AO Māori and Pasifika perspectives can be applied to enhance operational and organizational structure in construction practices.
Indicative Content
– Examine Te Ao Māori and Pasifika Perspectives in organization of Building Projects.
– Examine the integration of cultural perspectives in the management of building projects.
– Explore construction innovation methods for alternative construction. – Evaluate innovative approaches to construction for nontraditional building projects. – Construction innovation method for alternative construction in fire safety design.
– Examine perspectives applied to enhance operational construction practices.
– Assessing how various perspectives can be integrated to optimize operational construction efficiency.
Review professional codes of practice and summarise key features.
Evaluate research literature on construction processes and procedures.
Resources
Ashworth, (2012) Contractual procedures in the construction industry (6th ed.) Essex, UK: Pearson.
– Kerzna, H. (2013) Project management a systems approach to planning, scheduling, and controlling (11th ed.) New Jersey, USA: John Wiley & Sons.
– Ministry of Business innovation and Employment (2022). The Construction Diversity Roadmap report. Chrome-extension:// oemmndcbldboiebfnladdacbdfmadadm/https://www. constructionaccord.nz/assets/construction-Accord/files/ Construction-Diversity-Roadmap-Report.pdf
– Ministry of Business innovation and Employment (2022). The Construction Diversity Roadmap report. chromeextension:// oemmndcbldboiebfnladdacbdfmadadm/https://www. constructionaccord.nz/assets/ConstructionAccord/files/ Construction-Diversity-Roadmap-Report.pdf Ministry for Pacific Peoples (2022). Yavu: Foundations of Pacific Engagement. Retrieved from chromeextension:// oemmndcbldboiebfnladdacbdfmadadm/https://www.mpp.govt. nz/assets/Resources/YavuBooklet.pdf
– Project Management Institute (2022). A Guide to the Project Management Body of Knowledge (7th ed.) Project Management Institute.
– Building Act 2004
– Building (Specified Systems, Change the Use. And Earthquake Prone Buildings) Regulations 2005
– Fire and Emergency New Zealand Act 2017
– Compliance Schedule Handbook (MBIE)
– Building (Forms) Regulation 2004
– Building Regulations 1992 (Building Code)
– Building Code and its Associated Acceptable Solutions/ Verification Methods (MBIE)
– Producer Statement Guidance (Engineering NZ)
– Building (Product Certification) Regulations 2022
– Building (Building Product Information Requirements) Regulations 2022
– NZS 3604:2011
– NZS 4229:2013
– NASH Standards for residential and Low-Rise Steel Framing Future Skills Moodle – compromising of the following:
– Study guides.
– URL’s.
– External videos.
– Online teaching sessions.
– Session explanation videos.
– PowerPoints
Quizzes.
– Study resources.
– Student workbook.
– Discussion forum.
Assessment
708 Design Buildability and Building Information
7 15 Nil
Aim
The aim of this course is to enable the student to critically evaluate design buildability using building information modelling (BIM).
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Critically evaluate design buildability within BIM, including carrying out clash detection to coordinate the installation of building elements and analysing optimal work methods through analysing quantities.
Indicative Content
–
Use BIM to improve buildability and building assessment.
– Design management and BIM overview: Process and protocols, roles and r3esponsibilities of Council Building Consent Authorities (BCA’s).
Contract and liabilities.
– BIM Benefits: People change management, 3D designs buildability analysis and advanced clash detection.
– Utilizing BIM buildability analysis and clash detection in Building surveying.
– Knowledge and experiential learning tutorials, guided through using BIM, design buildability analysis, design assessment, and clash detection.
– Student’s work within an actual BIM model to understand how to access buildings designed using BIM.
Reflections on the approach used and value added, especially for Council BCA building consent assessment and building inspections.
Resources
– Revit MEP Lesson 21: Checking and Fixing Interference Conditions: https://www.youtube.com/watch?v=6agiMUvrVt8
– https://www.autodesk.com/educaiton/edu-software/ overview?sorting=featured&filters=individual
– Clash detection in Revit 2016 and Navisworks 2016: https://www.youtube.com/watch?v=D1Y1vZ6Ac5E
– Autodesk BIM 360 – Clash detection workflow.
– https://www.youtube.com/watch?v=OwUNI6-6Z98
– NavisWorks Training – Clash Detection Fundamentals: https://www.youtube.com/watch?v=QS03ykGSaE8
Future Skills Moodle – compromising of the following: – Study guides.
URL’s. – External videos.
Online teaching sessions.
Session explanation videos. – PowerPoints – Quizzes.
Study resources.
– Student workbook.
Discussion forum.
Assessment
709 Construction Project – Case Study
LEVEL
7 30 Nil
Aim
The aim of this course is to enable the student to investigate and critically reflect on a real-world project.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Comprehensively report on a construction building surveying project.
2. Apply related theory to critically reflect on real-world construction building surveying procedures and processes.
Indicative Content
– Comprehensively report means, scope of the project, complexity, timing, value, process and project structure, project participants/ team, roles and responsibilities challenges, changes, and performance.
– Evaluation techniques for assessing procedures and processes used in case studies and determining opportunities for improvement.
– Research methods (qualitative, quantitative, and mixed methods).
Cultural competence and understanding using appropriate communication strategies to meet the needs of the stakeholders.
– Research ethics applicable to building surveying practice.
– Kaupapa Māori research.
– Rangatiratanga (deeply respects the knowledge and authority of Māori scholars).
– Whakapapa (utilized Māori epistemology).
– Pukēngatanga (contributes to the revitalisation of Māori scholarship).
– Kotahitanga (creates a safe space).
Resources –
Ashworth, (2012) Contractual procedures in the construction industry (6th ed.) Essex, UK: Pearson.
– Fellows, R. and Liu, A. (2012) Research methods for construction (5th ed.). Wiley Blackwell.
Health Research Council of NZ (n.d.). Te Ara Tika Guidelines for Māori Research Ethics. Retrieved from https://www.hrc.govt.nz/ resouorcesw/te-ara-tika-guidelines-maori-research-ethics-0
– Kerzna, H. (2013) Project management a systems approach to planning, scheduling, and controlling (11th ed.) New Jersey, USA: John Wiley & Sons.
Future Skills Moodle – compromising of the following:
– Study guides.
URL’s.
– External videos.
– Online teaching sessions.
Session explanation videos. – PowerPoints – Quizzes.
Study resources. – Student workbook.
– Discussion forum.
Assessment
ASSESSMENT
Case study and reflective report
710 Construction Project - Research
Aim
The aim of this course is to enable the student to conduct a research project in a building surveying industry context.
Learning Outcomes
At the successful completion of this course, students will be able to:
1. Prepare a research proposal and undertake an independent research study on a topic relevant to the field of building surveying.
2. Present the findings of an investigation in a form appropriate to the aims of the project.
3. Critically analyse the importance of findings for practice within a chosen field.
Indicative Content
– Investigation is carried out independently by the student with guidance from the supervisor.
–
Topic relevant to professional construction field, student interest, industry relevance, supervision, and resources.
– Critical literature review techniques.
– Translate problems into research objectives.
– Determine, in terms of primary and secondary data, information sources that meet the requirements of research objectives.
– Research methods (qualitative, quantitative, and mixed methods)
– Cultural competence and understanding using appropriate communication strategies to meet the needs of the stakeholders.
– Research ethics applicable to building surveying practice.
– Kaupapa Māori research.
– Rangatiratanga (deeply respects the knowledge and authority of Māori scholars)
– Whakapapa (utilizes Māori epistemology).
– Pukengatanga (contributes to the revitalization of Māori scholarship).
– Kotahitanga (creates a safe space).
– Evaluate and recommend research approaches and contact methods to meet research objectives.
– Applied research methodologies, including Māori and Pasifika research methodologies and methods.
– Development proposal.
– Work in line with ethical, cultural and health and safety considerations to research.
– Use appropriate communication strategies and media to meet stakeholder needs.
Resources
– Fellows, R. and Liu, A. (2021) Research methods for construction. (5th ed.). Wiley Blackwell.
– Health Research Council of NZ (n.d.). Te Ara Tika Guidelines for Māori Research Ethics. Retrieved from https://www.hrc.govt.nz/ resources/te-ara-tika-guidelines-maori-research-ethics-0
– Knight, A. and Ruddock, L. (2008) Advanced research methods in the build environment. Wiley-Blackwell.
Future Skills Moodle – compromising of the following:
– Study guides.
– URL’s.
– External videos.
– Online teaching sessions.
– Session explanation videos.
– PowerPoints
– Quizzes.
– Discussion forum.
– Study resources:
– The research processes.
– The research proposal.
– Literature review.
– Research methods.
– Research ethics.
– Document analysis.
Assessment
ACADEMIC REGULATIONS
Student Code of Conduct and Disciplinary Procedures
Future Skills strives to maintain a safe environment where quality teaching and learning takes place. Student Services ensures that students are informed at enrolment of the expectations for study, behaviour, and the disciplinary processes at Future Skills. These are in place to ensure a conducive and safe learning environment for all students. There are repercussions for non-adherence to these rules and policies. Students are directed to the Student Handbook which includes the details of Code of Conduct Behavioural expectations and rules.
Much of the teaching will occur online and when you are on a MS Teams video session you must observe “Netiquette” which includes:
– Appearing appropriately dressed.
– Ensuring that contributions or comments made verbally or in the group chat are culturally appropriate and not inflammatory.
– Have your microphone on “mute” if you are not speaking.
– Use the button at the top of the screen to raise your hand if you have a question.
The lecturer has the initial and primary responsibility for managing discipline within their class and checking attendance. Digital, academic writing and
care support is available on request.
Assessment
This programme uses criterion referenced assessment using the Grade Table below.
All Assessment have due dates which are normally at the end of each course. The lecturer will advise and remind students of assessment events in advance.
The lecturer / assessor will manage the assessment event and ensure fairness. This will include:
– During classes assessment tasks will be explained and support and guidance will be provided. Students may also request further clarification and additional support.
– Any cheating or other adverse event which may affect the validity, authenticity or fairness of the assessment will be reported in writing to the Head of Department who may institute the disciplinary process in accordance with the Academic Integrity policy.
– Any plagiarism will be identified and reported likewise.
The marker will make an assessment decision from assessing all the evidence presented by the student against the requirements of the marking rubric/schedule. The marker will record the assessment decision on the Cover Sheet and give constructive feedback to the student.
Extensions
Where a student is unable to complete an assessment within the set time frame due to unforeseen extenuating circumstances, a request for an extension can be made to the Programme Manager. An extension may be granted for up to 2 weeks. Requests must be made in writing and at least 7 working days before the assessment is due. The Extension request form is available in the Student Hub and must clearly set out what the extenuating circumstances are. “Work commitment” is not a sufficient reason for an extension. The academic staff reviewing the application will be fair and reasonable and inform the student of the outcome no later than 3 working days before the original assessment is due. Where the student is granted an extension, a new date for submission will be set which must be prior to the results of the assessments being returned to the class. Where the student does not submit the assessment before or on the agreed extension date the student will not pass the assessment and no further extensions will be granted for that specific assessment. A maximum of 2 extensions for different courses can be granted per year of study.
Students seeking extensions for more than 2 weeks may apply in writing to the Head of Department with evidence of their extenuating circumstances at least 7 days before the assessment is due and will be advised in writing within 4 days.
Re-Submissions and Reassessments
Re-submission – will be available to students who have made a genuine attempt at the first assessment opportunity and where further evidence or amended evidence is required from the student to achieve a passing grade. In determining whether a re-submission is allowable, the lecturer shall consider the extent of additional evidence required or the extent of incorrectly answered questions. Resubmissions are completed within a short time frame, usually no more than 5 working days from the date of return to the student.
Resubmitted assessments that meet the required competency will be awarded a maximum of a C – grade in accordance with the Assessment and Moderation policy (can be accessed via the Student Hub). Resubmitted assessments that do not meet the required competency will be marked as a fail.
Reassessment (further assessment opportunity) – this is where a new or significantly altered assessment task is provided.
– Opportunities for re-assessment may need to be scheduled to specific times, so as not to unfairly disrupt the learning of other students.
– Assessment that has been reassessed and do not reach the required competency within the allowed number of attempts (re-submits) will be marked as a fail.
– The Head of Department will determine whether further assessment opportunities are allowed without re-enrolment in the course. The timing of any further assessment will be at the discretion of the Head of Department and lecturer and will usually incur costs for any fee-paying student.
Authenticity of Student Work
It is important that all work submitted by any student complies with the following guidelines:
For any Assessment, it is NOT acceptable if a student:
– uses resources without permission or acknowledgement during assessment.
– hands in someone else’s work as their own.
– allows someone to hand in another student’s work as their own.
– completes an assessment with others (without approval) and each hand in the work as their own.
– takes an assessment task and/or solution from the class without approval.
For any assessment, it is acceptable to:
– discuss project or assessment requirements and the course material with others – this leads to better understanding and is both permitted and encouraged.
– submit one assessment for a group where group work is explicitly permitted and required.
– get or give help on solving minor errors of spelling or syntax.
– hand in work done alone or with the help of staff.
– In written assessments, the use of the words of another must be acknowledged by a recognised method for referencing. Students are required to acknowledge all sources of information used in their assessments, following the APA referencing guidelines provided.
Plagiarism / Copying / Cheating
All work submitted for assessment must be your own. By enrolling at Future Skills all students agree to their work being reviewed by various means (including similarity detection software) to confirm that an assessment is their own work.
Plagiarism is defined as “Copying or paraphrasing another person’s work and presenting it as your own. Being party to someone else’s plagiarism by letting them copy your work or helping them to copy the work of someone else without acknowledgement” (Otago University, (n.d.)
Copying from the web is a type of cheating and this includes the use of AI generated content. Submitting the output from AI models may constitute academic misconduct resulting in serious consequences. All instances where plagiarism / copying / cheating is suspected or evidenced, will be brought to the notice of the Head of Department. Following the Academic Integrity policy:
– the student/s may be interviewed by the lecturer concerned and a member of academic staff appointed by the Head of Department and/or the student/s may be invited to provide a written submission in their defence, in which case the evidence will be documented and provided to them in writing beforehand.
– The Head of Department will consider the evidence and any submission from the student/s and decide whether the plagiarism/copying/cheating is proved. In all instances where the evidence is proved:
a) a result of Fail will be entered against the student’s record and the NZQA Record of Achievement. If the result has been already entered and reported to NZQA, NZQA will be notified of the amended result.
b) a disciplinary warning will be issued, or further disciplinary action may be taken and,
c) a decision will be made as to whether a reassessment opportunity will be permitted without re-enrolment.
The Head of Department will document the decision and provide to the student/s a copy of the decision and the evidence. A copy of the decision will be attached to the student’s enrolment file.
The Head of Department will ensure that Future Skills reports to NZQA a Not Achieved grade where any student has been found to have breached the rules for internal assessment against an achievement standard, and has knowingly, fraudulently, or unwittingly gained an advantage which undermines the credibility of the assessment.
Appeals
A student may appeal against assessment results or an assessment process. The student has five working days from when they received the decision or result to raise their intention to appeal. The Head of Department is responsible for reviewing written appeals or any oral appeals made, after the lecturer’s initial review of an assessment result. The Head of Department will:
– review the assessment decision and either confirm or overturn the assessment decision.
– advise the student of the decision in response to the appeal in writing within 10 working days, or
– may delegate the assessment decision review to another lecturer or suitably qualified assessor within or outside of Future Skills.
If the student is still dissatisfied the student may appeal to the Academic Director. The Academic Director cannot overturn an assessment outcome but can review the processes of assessment, marking and the appeal. Options for resolution may include, but are not limited to, a further opportunity for reassessment without cost; or requesting the reviewer to review the original decision again.
Moderation of Assessments
Moderation is a process where the internal moderator checks that the assessment has been marked fairly and consistently in accordance with approved standards. Students sign the assessment cover sheet agreeing and giving permission for a copy of their work to be used for this purpose.
This may mean that some assessments may be delayed and returned to students later that the normal marking turnaround time. Your lecturer will inform you if this is the case.
Student Complaints
The Programme Manager (Building Surveying) or Student Success will inform students of internal processes for making verbal (informal) and written (formal) complaints and their right to make a complaint to external agencies. Students can also access the Resolution of Student Complaints policy via the Student Hub where the complaints processes are detailed. All complaints will be responded to in a timely manner and in ways that are culturally appropriate and responsive to students in how issues are raised and resolved. Complaints will be handled as quickly as possible and follow due process to ensure academic progress is not impeded and to minimise stress on students where possible.
Students may provide a written complaint to the Academic Director or Student Success to forward on. The Academic Director (for complaints against students) or Director of People and Development (for complaints against staff) will undertake an investigation which may include interviews with the parties involved, and any other person who may have evidence relating to the complaint. A resolution will be sought as quickly as possible with the written outcome provided to all parties. If the complainant or respondent believes the decision is unfair, they may write to the Academic Director or Director of People and Development within seven (7) working days of receiving advice of the decision to request a reconsideration of the complaint and outline the reasons for reconsideration.
If the student is still dissatisfied with the outcome after the reconsideration, they can seek resolution by way of a referral to an appropriate body or agency depending on the nature of their dispute. Agencies include the Commerce Commission, the Privacy Commission, the Human Rights Commission, under section 13(1) of the Ombudsman Act 1975, or take legal action through the Disputes Tribunal and alternative disputes resolution schemes available to them under the Code of Practice. All students can contact the Code of Practice Administrator at NZQA for advice and support via their website https://www.nzqa.govt.nz/about-us/make-a- complaint/ make-a-complaint-about-a-provider/ or email qadrisk@nzqa.govt.nz Disputes may include those of a contractual and/or financial nature.
Guide to APA Referencing Style
For all assessments, students must write their information in their own words.
All learning materials, handouts, and learner workbooks are reference material and the information in them can be used in assessments, but it must not be copied word for word or “cut and pasted”.
Information accessed digitally or from the internet must also not be copied and pasted. It must be rewritten in the student’s own words and further relevant examples provided to show understanding.
Copying from another student’s work, with or without their permission is also plagiarism as it is taking their ideas and claiming it as your own work. There are serious consequences for plagiarism including failing the assessment, which may also mean failing the course and programme.
The sources of the information for achievement assessments must be referenced in a Reference List at the end of their written assessment or presentation.
Future Skills requires all learners to acknowledge all sources of information used in their assessments in the following ways:
Sources should be acknowledged by the learner in the body of the assessment text, or in a caption or note.
A complete list of sources should also be included at the end of the assessment as a Reference List, in alphabetical order.
When to Cite and Reference (APA7)
In academic writing, it is crucial to cite any research, words, ideas, data, or information that is not your own to maintain credibility and avoid plagiarism.
This includes any source that directly or indirectly contributes to your understanding and the formulation of your arguments.
Proper citation not only supports your ideas and demonstrates thorough research but also protects you from plagiarism and provides a useful record for further research.
Different academic disciplines prefer various citation styles. The Building Surveying Department requires that you reference using APA7th style.
Sources should be detailed as follows:
Webpage or online article: Author of website. (year, month, date of article or update). Title of webpage/article. https://URL address.
Video: Creator’s name. (Year, month, date of uploading). Name of video [Video], YouTube or video source. https://url address.
Images or photos accessed online: Internet address where the source was accessed: Creators surname, initial. (Year). Image title (If no title add a description in brackets). Name of source. https://URL address.
Future Skills Learning Materials: Title of E-Learning Activity, PowerPoint, Word Doc or PDF file. Lecturer/author surname, initial. (Year, month, date). Title [Online source, or PowerPoint or Course presentation]. Future Skills. https:// url
Book: Author’s surname, Initials. (year of publication). Book title Publisher.
Journal Article: Author’s surname, Initial. (Year of issue). Article title. Name of Journal, Journal volume number (edition). Start and end page numbers.
