Scott Sutherland School Brochure 2017-18

Architecture Built Environment

Guide

Scott Sutherland School 1

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SCOTT SUTHERLAND SCHOOL Architecture & Built Environment

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A Top UNIVERSITY for graduate employment 96.5% of students graduating from RGU with their first degree in 2014/2015 were in employment or undertaking further study within 6 months.

HESA Destination of UK Leavers’ Survey (DLHE) 2014/15 (Published by HESA, July 2016)

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CONTENTS About the Scott Sutherland School

Welcome to Scott’s

6 Professional Learning 9 Why is the Built Environment Important?

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Study at Scott Sutherland School Undergraduate Study

Student Life & Community

Being a Student at Scott’s

97 98 101 103 107 109

Architecture: An Overview 15

An International School BSc Architecture / Master of

Our Facilities Architecture 17

Societies and events Architectural Technology:

Alumni An Overview 29 BSc (Hons) Architectural Aberdeen: Our City Technology 31

Aberdeen Surveying: An Overview 41

Making Aberdeen your Home BSc (Hons) Surveying 43

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Surrounding Area

113 115 117

Us

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Construction Management: An Overview 53 Contact BSc (Hons) Construction Management 55

Postgraduate Study

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65

Building Information Modelling (Part time, distance learning) 71

Energy & Environments

MSc Commercial Practice for the Energy Sectors (Part-time, distance Learning) 77

MSc Construction Project Management (Full time, part time, distance learning) 83

Research Degrees

87

Selected Research Profiles

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Consultancy & Training

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Welcome to Scott’s

The Scott Sutherland School of Architecture and Built Environment is one of the three oldest of its kind in the UK, with a history that extends back to the 19th Century. It takes its name from a local architect and entrepreneur who made a bequest to the University in the 1950s from which the School still benefits. Over this time the School has proved influential in the development of the built environment regionally, nationally, and internationally. You can find Scott Sutherland School graduates from Aberdeen to Adelaide, London to Los Angeles, and from Skye to Shanghai.

Over its long history, our School has continuously evolved to orient itself to the needs of our professional areas, and to ensure that our graduates are highly sought after as employees, and as future leaders within their professions.

Our graduates enjoy amongst the very best employment records of any UK university, developing exciting, successful, and rewarding careers around the world.

The School has an enduring ethos, navigating a careful path that combines theoretical understanding and knowledge with practical application. In short, our graduates are inquiring, imaginative, informed, and resourceful, but also possess the essential skills that equip them to put their ideas into practice.

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Importantly, we are a community with a quality that results from our scale. We enjoy strong relations between students and staff, and our new facilities enable every student to benefit from a dedicated work space. Ours is a supportive and nurturing environment committed to enabling individuals to achieve their potential.

Our work is important, exciting and rewarding.

The design and construction of buildings and cities is as old as civilised society itself. There will always be a need for expert designers and builders and, as our world becomes more complex, there is a growing need for those with vision, specialist knowledge, and expertise.

Today, our cities are becoming ever more crowded, and our climate is changing due to human activity. Architects, Technologists, Surveyors, and Construction Managers have an important role to play in tackling these challenges in ways that are imaginative, efficient, and beautiful. Indeed, there are few careers that present opportunities that can equal those involved in design and construction.

If you are open-minded, curious, and excited by a challenge, and if the values of our School sit comfortably with your own, then we would like to meet you.

Professor David McClean Head of School

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Collaborative Working Staff profile - Dr Naeimeh Jafarifar Naeimeh is a Lecturer in Structural Design and teaches across all courses and stages in the School. She was awarded her PhD in Structural Engineering by University of Sheffield, following completion of a MSc in Civil and Structural Engineering from the University of Tehran, and a BSc in Civil Engineering from Sharif University of Technology. Naeimeh’s research interests include concrete structures, composite materials and their structural performance, numerical and experimental modelling of structures for evaluating structural, thermal and shrinkage behaviour, and the reuse of recycled and waste materials in construction.

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Professional Learning at the School Professional education lies at the heart of the RGU’s mission, and is central to that of the Scott Sutherland School. All of our awards are accredited by the relevant UK professional bodies, and in some cases this recognition has existed for over a century.

Some courses are also accredited by overseas professional bodies.

The ways by which students learn are also central to our ethos. We are one of the few schools of our kind where all subjects enjoy dedicated space that has been specifically designed for their use. This encourages the creation of communities through inhabitation, which is of importance because students learn from one another as well as from tutors.

Equally, the involvement of distinguished practitioners as core members of our teaching teams is central to our ethos, directly connecting student learning to contemporary professional practice.

Our learning is ‘hands on’, with students working seamlessly between drawings, note pads, computer packages, tablets, and physical

model-making, depending on their subject of study. Students work individually and in groups.

Whatever your subject interest, learning is exploratory, active, and social.

Although there are differences between university study and the workplace, we believe it to be important for students to gain an insight into the professional working environment.

For this reason, all our degree courses contain periods of work placement or professional experience.

Staff and students work together, and learn from each other. Our students routinely tell us how much they value this, and our alumni consistently cite this as a defining quality of the Scott Sutherland experience. Through research and scholarship, our staff work to progress their fields of expertise, and in turn this work informs student learning.

Within this ethos, we are proud to offer opportunities to study at many levels, whether for a Degree, Masters, or PhD award.

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Why is the Built Environment Important?

Our buildings, towns, and cities – our built environment – are important. They provide the physical setting in which we live, work, and relax.

Our environment can be beautiful, uplifting, and invigorating as a result of careful design and construction, or unappealing and impoverished where these processes have been weak.

Where it has a purpose and practical function, it also symbolises our culture, values, and collective aspirations. Consequently, when we visit a place we often understand its history through its buildings, streets, parks, harbours, and so on.

Almost everything that you touch, see or use in our built environment is designed. Sometimes this is done with elegance, and sometimes not.

The difference often resides in the quality of the vision, the idea, the way in which it is built, and how the process of translating an idea into reality is executed. Professional expertise, which is a collaborative activity in these areas, is therefore crucial to the design and construction of high quality environments.

Our climate is changing, and society has a duty to be responsible in its use of energy, materials, and natural resources. According to the United Nations, buildings and cities globally consume well over 75% of primary global energy (UN Habitat, 2016). They therefore require to be cleaner and more efficient.

Other research shows that the built environment can enable healthier lifestyles and greater community cohesion through design. Equally, a stimulating and pleasant environment can increase productivity in the workplace.

Simply put, the creation of our future environment influences global concerns such as climate change, health and well-being, economics, community, and cultural heritage. What could be more important?

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Year 1 Architecture London field trip

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Undergraduate Study 13

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ARCHITECTURE

Architecture: An Overview Giving a simple definition of architecture is a difficult task, and one that generates much debate.

It is difficult because architecture draws from many different areas of expertise, embodies many approaches, and possesses no clear boundaries. It is as much about the design of a window or a room as a skyscraper or city quarter. It is about ideas and vision, the abstract and the real, but also the knowledge and skills required to see the ideas of our imagination developed, built, and inhabited.

Fundamentally, architecture is about people and places, or rather creating places for people – buildings, interiors, squares, parks, and cities. Good architecture lifts the spirits, work effortlessly, and is memorable. Good architecture makes a difference, not just through its great monuments or landmark buildings, but to the everyday lives of us all. It can enhance well-being and health, as well as productivity. It therefore has human, cultural, and economic value.

The breadth of the subject makes it important for schools of architecture to give their own definition, and to state what they regard as being of greatest importance. The Scott Sutherland School is the 3rd oldest provider of accredited architectural education in the UK, and we have four primary concerns: • The Art of Building Architecture spans across art and science, and we seek to achieve an effective integration of the two.

The artistry of your spatial, compositional, and material ideas meets the physics of building such as structural solutions, lighting design, and energy performance. Your ability is developed through a culture of making in three dimensions.

• The Value of Good Design Good architecture offers value to the individual, organisation, and wider society. It also conveys the cultural aspirations of society at a given point in time, and becomes a key medium through which we understand our history.

• Sustainable Design We live in a world full of challenges, such as that of the environment and climate change. The design of our buildings and cities plays a highly influential role in protecting our environment, and architects have responsibilities in relation to energy use, material use, and so on. With creativity and knowledge, architects can imagine futures that are better than today’s.

• Professionalism The profession of architecture continues to evolve, with new opportunities arising for different and diverse forms of practice. Our focus is not only to ensure that graduates are valuable to employers in the immediate future, but are also equipped to forge new paths and directions in the future.

Architects think differently. Few other professionals can synthesise complex information and different requirements to create elegant solutions. This is the process of design, and it sets architects apart.

If you enjoy exploring your creativity to problemsolve, and are excited by spaces, buildings, and cities, our BSc Architecture / Master of Architecture might be the course for you…

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MArch years 5 & 6 shared studio space

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BSc Architecture/Master of Architecture The course is a linked award that allows students to progress from Year 1 to Masters level continuously.

Whilst complying with the UK legal requirement for five taught years of education for architecture students, this is an unusual structure that offers a clear pathway to professional registration.

For international students, the course offers the unique comfort of eligibility for a six year UK student visa.

• BSc Architecture (RIBA ARB Part 1) The first three years provide the foundation in terms of knowledge and skills in architecture.

Alongside areas relating to the practice of architecture as a business, the course has three primary components that form the backbone of the course: • • •

Architectural Design Studio Architectural History and Design Philosophy Technology: Construction, Structural Design, and Environmental Design

In these you will develop your design skills and creativity, and will learn about architectural history and theory, as well as construction processes, materials, structures, and the things that define human comfort.

• Master of Architecture (RIBA ARB Part 2) The final two years offers opportunity for the individual to develop personal interests around three thematically distinct ‘Units’ that inhabit a broad territory of urbanism and resilient settlements, with interests grounded in City, Place and Context. Each Unit is led by a leading practitioner supported by a broader staff team.

Areas of enquiry and investigation include those of current public debate and contention within the city and region, or live scenarios where student output informs the deliberations and decisionmaking of diverse organisations. Importantly, they also serve as useful vehicles for exploring a range of ideas and thinking of broader relevance to contemporary architectural debate in the UK and beyond. However, the focus defined above is not exclusive, and in contrast students have the opportunity to work in less familiar contexts such as Scandinavia or China. This exposes students to current challenges facing urban development, as well as ideas such as identity and authenticity which in turn encourage reflection in relation to the student’s home context.

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BSc Architecture Component (Part 1)

1 2 3 4 5 6 7 8 9 10 11 12 SemeSter 1 design PhilosoPhy 1 ac1003 begin course

design studio 1 ac1001 building technology 1 ac1002

1

Stage 1 SemeSter 2 building technology 2 ac1005 design studio 2 ac1004 design PhilosoPhy 2 ac1006a summer vacation

SemeSter 1 design PhilosoPhy 3 ac2003b design studio 3 ac2001 building structure & technology su2025

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Stage 2 SemeSter 2 environment & services su2003 design studio 4 ac2004 design PhilosoPhy 4 ac2006a summer vacation

SemeSter 1 Professional Practice ac3003 design studio 5 ac3001 integrated building technology 1 ac3011

3

Stage 3 SemeSter 2 integrated building technology 2 ac3012 design studio 6 ac3004

BSc Architecture pArt 1 exeMption

Stage 4

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design PhilosoPhy 5 ac3006

poSt pArt 1 yeAr out

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Developing Learning Learning in Year 1 introduces you to your new subject, explains and settles you into the methods and processes through which you learn in your course, and helps you negotiate the transition from your prior experience (e.g. secondary school) to university education. It is therefore highly directed and supported, and aimed at developing fundamental subject knowledge and skills as well as developing study skills and personal confidence.

Extending Learning Year 2 builds on Year 1 and extends your academic knowledge and professional skills. With the confidence of having successfully completed Year 1, you are able to explore and experiment more within your subject, using your creativity and developing rigour in your thinking. You also develop a more integrated perspective of your chosen subject and learning, with an increased understanding of how the course modules relate to one another.

Consolidating Learning Year 3 prepares you for the work place in terms of your placement or work experience. Your deepening knowledge and ability to deal with complexity enables you to tackle complex problems or scenarios in applying your developing skills and expertise. This ability also equips you to become more independent, taking greater charge of the direction of your studies and areas of interest. As such, your relationship with tutors changes with much greater emphasis on debate and discourse than on instruction.

Study Abroad Through the RGU EU Erasmus Exchange Programme students have the opportunity to study at one of our partner institutions in order to broaden their horizons and enhance their architectural education. A list of these institutions can be found in the International School Section in this guide (page 100).

Members of staff also have the opportunity to take part in teaching exchanges, resulting in students being exposed to incoming architectural staff, from across Europe.

Exchange Opportunities for Architecture include schools in Spain, Germany, Italy, France, and Australia.

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Employer’s Viewpoint “Over the years I have had a number of students from the Scott Sutherland School, ranging from first year students in their summer break, Part 1 ‘Year Out’ students, and graduates who are looking to work towards their Part 3 (final) exams. All of these students have been dedicated and passionate about their subject and this reflects on their ability to fit into our studio.

I like to give the right students the opportunity to develop their skills, in both design and practice management, and to date all of my experiences with graduates from RGU have been excellent.”

Annie Kenyon, Annie Kenyon Architects

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Student Experience “At the end of each year, the entire school celebrates the achievements of the year in an event called Big Crit. To me, that event is always something to look forward to; not only does it give an opportunity to present and see some of the best work done by the students, it also brings great architects to the school who give you valuable comments about your work.”

Anneli Kiviniemi, MArch Student

“The greatest highlight of the course is being in the studio most days of the week working on a variety of projects that are both interesting and challenging.

The studio is a great working environment where yourself along with your peers attempt to work solve important and enduring architectural issues. The whole process is much more engaging when constantly surrounded by other people interested in the same subject, encouraging a more creative and well resolved proposal to the issue in question.”

Calum Ward, MArch Student

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summer vacation

SemeSter 1 Professional Practice ac3003 Master of Architecture Component (Part 2) design studio 5 ac3001 integrated building technology 1 ac3011

3

Stage 3 SemeSter 2 integrated building technology 2 ac3012 design studio 6 ac3004

BSc Architecture pArt 1 exeMption

Stage 4

design PhilosoPhy 5 ac3006

4

poSt pArt 1 yeAr out

SemeSter 1 design PhilosoPhy 6 ac5003

Direct Entry point ďƒ†

masters studio 1 ac5001 research methods ac5003

5

Stage 5 SemeSter 2 dissertation acm007 masters studio 2 ac5004

summer vacation

SemeSter 1 elective masters studio 3 acm001b advanced building technology acm011

6

Stage 6 SemeSter 2 Professional Practice & management acm005 Graduation

MArch pArt 2 exeMption

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masters studio 4 acm003b

Professionalising Learning This is the graduation year after which you will enter the professional world and embark on your career. Year 4 is therefore about bringing your abilities to a professional level, and enabling you to quickly make a meaningful and valued contribution within employment.

Personalising Learning The Part 2 offers a very different learning experience to that of the Part 1 years. It is characterised by extended research-led projects that are developed by students either individually or in groups, and which address scenarios of considerable scale, scope, and complexity. Students are expected to operate more independently, with the tutor role being more akin to the consultant than the ringmaster. This presents ample opportunity for the student to define their personal interests and make their own choices. This process begins in Year 5.

Staff Profile

Visiting Prof. Neil Gillespie OBE

Visiting Professor Gillespie is a director of Edinburgh-based Reiach & Hall Architects, whose work has been the recipient of numerous national awards, including RIAS & RIBA awards, Scottish Design Awards Practice of the Year (2013, 2014, 2015), and was shortiisted for the 2015 RIBA Stirling Prize. Neil runs one of the three distinct units in stages 5-6 MArch, which seeks to examine poetic and qualitive aspects of architectural spaces.

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Architecture Interviews & Portfolios Presentation of a portfolio of artwork may be a requirement for acceptance to the Master of Architecture Course. Applicants not possessing a Higher or equivalent qualification in Art (Art & Design and Product Design in Scotland and Art & Design and Design & Technology in England) will be expected to demonstrate evidence of artistic ability and appreciation through a portfolio of artwork.

You will be advised by out admissions team if you are required to prepare/submit a portfolio with your application.

Purpose The discipline of architecture, whilst combining art with science, is fundamentally a creative discipline requiring imagination, vision artistic skills and aesthetic sensibilities.

The student develops core skills in the composition of space and form, and the communication of ideas in either two or three dimensions. In order to encourage free thinking, and a rich, exploratory design process, the student must possess good observational skills, together with ability to represent ideas quickly and expressively. Design of the built environment involves consideration of space, light, form, surface, texture, colour, and so on, necessitating the development of techniques to convey these essential qualities.

Although computer graphic skills are important, the School believes that it is essential for students to develop manual skills, as well as creative skills to determine the information required for the effective utilisation of computer graphic programmes. We do, however, welcome examples of computer graphics as part of a folio.

Requirements • Freehand drawing skills must be demonstrated.

Figure drawing or still life studies are particularly good for demonstrating observational and interpretative skills, sense of proportion, form, light and shade etc. However, alternative subject matter would be welcomed. Evidence of creative use of colour and texture are also encouraged.

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Ideally, the portfolio displays a diversity of work exploring a range of techniques and media. Work should be selected to demonstrate creativity, imagination and expressive ability.

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The subject matter need not be architectural in nature, although the prospective student should be able to demonstrate an interest and some awareness of architecture and design.

Look for a good sketching technique book (something like Architectural Drawing (Portfolio Skills) by David Dernie, 2010) in a local library or bookshop and learn from the technique and try to apply it to some local buildings or still life elements, fruit, flowers etc. What we need is people who can draw three dimensional items and represent this in two dimensions. Remember the portfolio can contain additional items that represent your skills as well, model-making, photography, IT skills, craft….

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The portfolio, if well selected need not be voluminous. Ideally, 15-20 sheets (Half of which should be had drawn in nature) and some sketchbooks should suffice.

An example portfolio is located on our website for assistance. http://www.rgu.ac.uk/future-students/ applicants/applications/master-ofarchitecture-portfolio-advice Interview Candidates may be called to attend an interview as part of the application process. You will be advised by out admissions team if you are required to attend an interview in person at the School.

Details of the process would be communicated to candidates in advance of the process.

For Stage 1 entry to the Master of Architecture course candidates, who demonstrate enthusiasm and commitment through their personal state-ments but don’t have the potential to achieve the published academic entry requirements, may be invited to interview as part of the application process.

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Facilities & Support The learning environment we offer provides the guidance and support necessary for students to develop skills in creative enquiry, exploration, and challenge.

Every student receives a dedicated studio work space that they can make their ‘home’. Learning is mostly project-based base, and your work space acts as a place to individually draw and model ideas within the overall social setting of the design studio.

Professional Accreditation The Course has unconditional accreditation from the Royal Institute of British Architects (RIBA) and the Architects Registration Board (ARB) for both Part 1 (on successful completion of Year 3) and Part 2 (on successful completion of Year 6).

Applying Applications for admission to full-time undergraduate degrees should be made through UCAS (the Universities and Colleges Admissions System) www.ucas.com/apply. If you are overseas, you can apply direct through one of our trusted agents in your country. To find a list of countries we visit, go to www.rgu.ac.uk/ international.

Your Portfolio for Year 1 Entry As a creative discipline, being able to evidence artistic ability is an essential criterion for entry to the Architecture course. There are two ways through which this is done as follows: • If you have a Scottish Higher, A-level or equivalent in Art, we accept this qualification as demonstration of your artistic ability.

If you have a Scottish Higher, A-level or equivalent in Design Technology or, we generally review work from this and may request that you submit some additional portfolio items.

• If you do not possess a qualification in Art that is equivalent to those noted above, we request that you submit a portfolio of work in its place.

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Entry Requirements SQA Higher - ABBB to include English (or a subject requiring the use of English), Maths or a science and preferably Art. GCE A Level - BBC to include Maths or a science and preferably Art. English (or a subject requiring the use of English) at GCSE Grade B, if not held at A Level.

Irish Leaving Certificate Higher AB2B2B2 to include English (or a subject requiring the use of English), Maths or a science and preferably Art. IB Diploma 29 to include Higher Level English, Maths or a science and Visual Arts all at Grade 5.

Candidates who demonstrate enthusiasm and commitment to the subject through their personal statement but don’t have the potential to achieve the published academic entry requirements, may be invited to interview as part of the selection process.

International Applicants Applications from students from other education systems are welcomed, and will be considered on a merit basis based on equivalence of qualifications to the UK system.

The integrated BSc Architecture / Master of Architecture award is eligible for a 6 year student visa, covering all 5 taught years plus the ‘Year Out’.

Advanced Entry to Year 5 / Part 2 Applications for advanced entry to the Part 2 course component are welcomed from students holding a degree in Architecture that carries RIBA Part 1. This gives access directly to the Master of Architecture undertaken over 2 years.

Alternative International Access Pathway Through our international college (ICRGU) located on campus, an alternative entry point is available www.rgu.ac.uk/icrgu

Contact Details Subject Leader / Course Leader (Part 1): Neil Lamb e-mail: n.lamb@rgu.ac.uk telephone: +44 (0) 1224 263525 Course Leader (Part 2): David Vila Domini e-mail: d.vila.domini@rgu.ac.uk telephone:+44 (0) 1224 263509

Links www.rgu.ac.uk/architecture-construction-andsurveying/study-options/undergraduate-full-time/ architecture www.rgu.ac.uk/example www.rias.org.uk/ www.architecture.com/ www.arb.org.uk/  

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Year 4 Integrative Studies - work example

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ARCHITECTURE

Architectural Technology: An Overview

The Architectural Technologist provides building design services and solutions and is trained in architectural technology, building design and construction – predominantly focusing on detail design and the technology of building construction. However the subject area is wide and varied and Technologists take on a wide variety within the construction industry as well as in professional areas beyond.

Technologists can administrate construction contracts and manage the process from conception through to completion.

The subject is accredited by the Chartered Institute of Architectural Technologists (CIAT) which represents the wide diversity of UK Technologists. However most Architectural Technologists are employed in architecture, surveying or engineering firms, or within local authorities, as well as manufacturers.

CIAT offer specialised services and support for technologists who wish to specialise in, for example, environmental design aspects.

Management skills are also very well developed within the profession, which assists project management. The Architectural Technologist is well established in the UK and Scandinavia predominantly, as well as in North America and parts of Asia.

The Architectural Technology course at the Scott Sutherland School of Architecture and Built Environment is unique in Scotland, as part of a School that houses a whole suite of construction related courses across a range of disciplines. It is also distinguished by the fact that the School has been awarded Centre of Excellence status by CIAT. The multi-disciplinary nature of the School allows a wide range of interests and knowledge of staff within the School that aids the understanding and learning of students in an ever more multidisciplinary, collaborative industry. The course has a strong technical design ethos emphasizing a creative approach to making and learning that permeates all courses – its employment record is excellent and Architectural Technology graduates from the course go on to work for leading practices around the world, as well as across a range of industries.

At the Scott Sutherland School, the core identity for Architectural Technology is rooted in the ethos of technical excellence in design, and rigour in the process of translating design ideas into reality. It is focused on the integration of the 3 Technologies – Building Technology, Information Technology, and Sustainable Technology. This is evidenced through the detailed design and problem-solving outcomes of studio based modules, and the depth of technological understanding present in our graduates.

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Work example - Year 3 Design Technology 2 30

BSc (Hons) Architectural Technology Traditional forms of Architectural Technology education placed a focus on detailing, the understanding of materiality, and the skills required to create production information drawings. However the course at the Scott Sutherland School argues for a combination of both traditional technical excellence within a broader design and project management understanding. Thus, the course represents a wider reading of the role of the technologist than traditional held, and this aligns strongly with contemporary professional and industry agendas.

The core principles and attributes of a student are supplemented by an awareness of design, an appreciation of aesthetic principles, the impact of technical performance, detail decisions with particular focus on environmental design, and Building Information Modelling (BIM).

The Architectural Technology course, therefore, focuses on the making of detailed decisions about the design and construction of buildings and their immediate surroundings. It is concerned with new and existing buildings and examines how detail relates to broader design concepts, and how to bring together all aspects of the design process, from concept through to completion. Architectural Technology develops skills and knowledge in understanding, application, analysis, synthesis and evaluation, relating to design, technology, management and practice. This ability is central to the communication of design decisions to members of the construction team, and to ensuring that work is carried out in the correct manner. It poses exciting challenges in, and requires

knowledge of, associated legal and management matters, and the ability to communicate using state of the art information technology.

The course is specifically designed to: •

Meet skills shortages identified by the construction industry while developing employability through skills that can also be applied in industries other than construction.

•

Bring together all aspects of the design process, from concept through to completion, and develop key problem-solving skills necessary in the workplace and for continued professional development.

•

Focus on appropriate forward thinking, and innovative skills e.g. the use of environmental simulation tools to ensure sustainable outcomes are adhered through design and construction.

•

Gain valuable work experience by undertaking a placement in Stage 3, or have the opportunity for international experience by studying abroad through the EU Erasmus programme.

•

To provide a structure for the development of student-centred learning practices that foster autonomous learning, in accordance with good contemporary learning practice.

Students learn in dedicated studio spaces that provide an experience that has strong parallels with the professional work environment. The bespoke studio facilities have been specifically designed to facilitate the design focus of the course.

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urAl technology

1 2 3 4 5 6 7 8 9 10 11 12 SemeSter 1 technology 1 begin course

Professional Practice 1 design 1

1

Stage 1 SemeSter 2 design 2 Professional Practice 2 technology 2 summer vacation

SemeSter 1 technology 3 Professional Practice 3 design 3

2

Stage 2 SemeSter 2 design 4 Professional Practice 4 technology 4 summer vacation

SemeSter 1 technology 5 Professional Practice 5 design 5

3

Stage 3 SemeSter 2

Professional Placement

*

SemeSter 1 technology 6 Professional Practice 7 design 6

4

Stage 4 SemeSter 2 design 7 grAduAtion

Professional Practice 8 technology 7

* Professional placement provision is determined by industry demand and therefore is not guaranteed. Alternative options are offered where placement cannot be found.

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Developing Learning Learning in Year 1 introduces you to your new subject, explains and settles you into the methods and processes through which you learn in your course, and helps you negotiate the transition from your prior experience (e.g. secondary school) to university education. It is therefore highly directed and supported, and aimed at developing fundamental subject knowledge and skills as well as developing study skills and personal confidence.

Extending Learning Year 2 builds on Year 1 and extends your academic knowledge and professional skills. With the confidence of having successfully completed Year 1, you are able to explore and experiment more within your subject, using your creativity and developing rigour in your thinking. You also develop a more integrated perspective of your chosen subject and learning, with an increased understanding of how the course modules relate to one another.

Study Abroad The option, if you do not take work placement in stage 3, is European Exchange - which is a paid exchange with partner institutions across Europe. The Architectural Technology course has links with Oulu, Finland; Copenhagen, Denmark; Amsterdam, Netherlands; Milan, Italy, and; Barcelona, Spain. All are English speaking excluding Barcelona and provide an exciting life opportunity to any participants.

Consolidating Learning Year 3 prepares you for the work place in terms of your placement or work experience. Your deepening knowledge and ability to deal with complexity enables you to tackle complex problems or scenarios in applying your developing skills and expertise. This ability also equips you to become more independent, taking greater charge of the direction of your studies and areas of interest. As such, your relationship with tutors changes with much greater emphasis on debate and discourse than on instruction.

Professionalising Learning This is the graduation year after which you will enter the professional world and embark on your career. Year 4 is therefore about bringing your abilities to a professional level, and enabling you to quickly make a meaningful and valued contribution within employment.

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Professional Viewpoint “The graduates are excellent and always bring something new to the office. It is mutually beneficial�.

Paul Taylor, Oceaneering

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Student Experience “I have thoroughly enjoyed my time on the course as it has opened many opportunistic windows for my future. Dr Jonathan Scott, our Course Leader, has been a fantastic mentor to the course and guided us to become the confident, well rounded individuals that we are today. It has afforded me the opportunity to build on many skills and grow, both academically and as an individual.”

Elliot Dickson, Current Year 4 student, BSc (Hons) Architectural Technology

“Studying Architectural Technology at RGU has provided me with the appropriate skills and knowledge to achieve and develop my career as an Architectural Technologist. The studio based nature of the course meant that we were able to express our ideas in different ways, whilst learning from and working with one another which are essential skills in practice.”

Emma Sanderson, Graduate of BSc (Hons) Architectural Technology (2016), Smith Scott Mullan Associates, Edinburgh

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Year 4 Integrative Studies work example 36

Professional Placement Year 3 all students have the opportunity to undertake either work placement, or study abroad through the School’s European exchange programme. Placement can be taken for a minimum of 600 hours (one semester) in any related, professional field. Students have undertaken placement locally with Architecture firms, contractors, manufacturers and visualisation experts, as well as in the Energy Sector. Indeed placement has taken students to America, Canada, Australia, Bulgaria and Singapore among other places. This valuable learning opportunity is ideal preparation for honours year and offers valuable insight into the industry.

Staff Profile

Dr Jonathan Scott PhD CIAT Jonathan is the course leader for the BSc Architectural Technology course, in addition to contributing to the research output of the School. His PhD is in the area of passive solar design, which allows his research expertise to directly feed into his teaching.

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Facilities & Support The Architectural Technology course is delivered as part of the School’s extensive programme of Architecture and Built Environment courses, in bespoke accommodation. The course has a dedicated studio for delivery of the project based modules and is supported by modern lecture halls and workshops facilities. The studio serves as a base for all architectural technology students, who are all provided with their own work space. The course benefits from bespoke printing and digital manufacturing suites, and is supported by a multidisciplinary team of staff, with experience across a wide variety of different specialisms.

Professional Accreditation The Course has unconditional accreditation from the Chartered Institute of Architectural Technologists, and the School is amongst an elite group that has attained Centre of Excellence status.

Applying Applications for admission to full-time undergraduate degrees should be made through UCAS (the Universities and Colleges Admissions System) www.ucas.com/apply. If you are overseas, you can apply direct through one of our trusted agents in your country. To find a list of countries we visit, go to www.rgu.ac.uk/international.

Advanced Entry Advanced entry is available into both Year 02 and Year 03 of the course, dependent upon

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qualifications, experience, and prior areas of study.

We have formal articulation links with several Further Education colleges, allowing for transfer to the BSc (Hons) course, dependent upon grades and progression during your current course. All enquiries should be directed to the Course Leader, using the details below.

Entry Requirements SQA Higher- BBCC to include English (or subject requiring the use of English). Maths or a science subject is required at National 5 level Grade C or above.

GCE A Level CCC to include English (or subject requiring the use of English). Maths or a science subject is required at GCSE Grade C or above.

Irish Leaving Certificate Higher B2B2C1C1 to include English (or a subject requiring the use of English). Maths or a science subject is required at Ordinary Level Grade C1 or above.

IB Diploma 26 to include Higher Level English (or a subject requiring the use of English). Maths is required at Standard Level Grade 4 or above.

Applications from students from other education systems are welcomed, and will be considered on a merit basis based on equivalence of qualifications to the UK system.

Contact Details Course Leader: Dr Jonathan Scott e-mail: j.r.scott@rgu.ac.uk telephone: +44 (0) 1224 26 3710

Year 3 Design Technology work example

Links www.rgu.ac.uk/architecture-constructionand-surveying/study-options/undergraduatefull-time/architectural-technology www.ciat.org.uk/

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Surveying: An Overview The Surveying profession performs a vital and indispensable role within the design and construction process, and the property profession, working alongside other architecture and built environment professionals. Beyond this, an education in Surveying equips you with a skill set that opens many alternative doors including careers in built heritage conservation, contracting, project and supply chain management and procurement in a number of different industry sectors. For example, a recent graduate is employed by KPMG, whilst another is developing their career with Aberdeen Asset Management.

Surveying comprises numerous different professional routes, the principal of which are offered by the School, and are explained below.

The Quantity Surveying profession offers commercial management expertise to the design, construction, maintenance, refurbishment and the decommissioning of buildings and infrastructure.

Quantity Surveyors work collaboratively with other built environment professionals to ensure clients receive value for money in projects. They are employed in both the public and private sectors, and work for consultancies as well as contractors.

The remit of a Chartered Quantity Surveyor is wide and they must have knowledge and skills in a number of core areas pertaining to the technical, economic, financial and legal management of construction. In this way they make an essential contribution to the overall sustainability of the built environment.

Cost Planning & Control: Quantity Surveyors play a vital role during the design stage, by ensuring that the designs do not exceed budgets. Preparation of cost estimates cover construction costs, but also life cycle costs (the cost of a building over its life).

Tender & Contract Administration: Quantity Surveyors manage the entire tendering process including preparation of bills of quantities, tender documents, tender evaluation, and ensuring that the post-contract stages progress as intended.

Value Engineering: Quantity Surveyors play a vital role in helping to select the best option from a range of design solutions by providing guidance on cost and value. They also provide advice on how to develop designs to achieve the cost reductions and value enhancements.

The Building Surveying profession offers highly sought after and valued advice on all aspects of property, design, construction, building repair and building maintenance particularly in the context of existing buildings. As a Chartered Building Surveyor your work life can be extremely varied – ranging from negotiating lease details with lawyers, to monitoring construction progress, and agreeing construction details with a contractor.

The remit of a Chartered Building Surveyor is wide and varied and as such, they must have knowledge in a number of core areas: Building Pathology: Building Pathology is the science of investigating, understanding and diagnosing defects, decay and failure and underpins almost every aspect of a Building Surveyor’s career. The Building Surveyor will use knowledge and experience of this science on an almost daily basis. This discipline also includes the design and specification of repair strategies.

Building Conservation: The conservation of traditional and historic buildings is gaining increasing importance throughout the UK and elsewhere, as is evidenced by a number of television series. The care and conservation of our built heritage is of primary importance to the Building Surveying profession and Building Surveyors routinely undertake projects in this area.

Property Management: Building Surveyors routinely represent both landlords and tenants in lease disputes. This type of work is undertaken either during a lease period or at the point of termination. Building Surveyors provide expert knowledge in negotiating dilapidations claims against the tenant.

Contract Administration: It is common for Building Surveyors to ensure that their work is executed properly and under the terms of established contracts. This requires knowledge of construction technology, contract law and project management. Administering contracts can form a significant part of a Building Surveyor’s career.

Building Surveys: Building Surveyors are expected to undertake numerous different types of surveys during their careers and can include building surveys, condition surveys, audits, dilapidation surveys.

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‘Sweetie’ Skyscraper project

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BSc (Hons) Surveying

The degree course in Surveying is a linked course which combines the two different strands introduced earlier – Building Surveying and Quantity Surveying. The first year of the course is completely combined, during which students are exposed to multiple aspects of the Surveying profession thus enabling them to make informed choices relating to their chosen specialism.

Importantly, at Year 1 there is no obligation placed on the student to choose a specific study path.

However, after Year 1 the course splits into the two pathways whilst maintaining a number of combined modules that are core to both. At the end of Year 1 students are required to choose one of the discipline routes, which they will follow throughout Years 2, 3 and 4. Years 2, 3 and 4 allow the students to explore their preferred discipline and develop their preferred areas of interest in significant detail.

Distinctive features of the course include the relatively small class sizes and the high level of academic support that this facilitates, a strong industry network, and the emphasis placed on hands on project-based learning. The development of knowledge is encouraged through a blend of directed learning, tutorials and live situations where students will have the opportunity to apply their knowledge and skills in practice.

The course is designed to develop a range of skills relating to the built environment including; managing tasks and solving problems, applying numeracy, as well as design, technology and management skills and communication. In addition students learn the role of their profession in relation to others.

The course fosters early enthusiasm for the lifelong learning process, with factual information and construction applications, developing a sound knowledge and understanding at Years 1 and 2.

Many of the modules are delivered to a mixed cohort of Surveying, Construction Management, and Architectural Technology students which

enriches the learning experience by seeing the different emphasis that each discipline places on the same subject. Year 1 exposes students to a wide range of learning to enable them to make an informed decision for the rest of their academic journey. This early stage exposes students to the foundations of construction and surveying.

In Year 3 students interpret and apply key knowledge and understanding of commercial management and construction to problem-based projects. In the second semester there is an opportunity to apply this knowledge in practice in a Professional / Industry Placement setting, a key feature of our courses and one which strengthens our ties with our industrial partners. Students have the option of undertaking a professional work placement where they attain academic credits whilst developing practical professional experience in the workplace. Alternatively, they can choose to study overseas with one of our partner universities under the EU Erasmus programme.

In Year 4 students synthesise and critically evaluate contemporary construction and property-related problems. In addition, they are expected to undertake significant independent study within the specialist areas of the course. Many students will use the dissertation module to advance the knowledge gained in their Professional / Industry Placement which, in turn, enhances their employability.

As students progress from Years 1 to 4, the level of independent learning increases, as students are expected to apply their knowledge to more complex contexts and have the confidence to do so on their own initiative as they progress towards the point of graduation.

On completion of the course, successful students are expected to have developed a range of technical, professional and “soft� skills that will be invaluable to the development of their career.

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1 2 3 4 5 6 7 8 9 10 11 12

urveying

SemeSter 1

begin course

1

Stage 1 SemeSter 2

SemeSter 1

2

Stage 2 SemeSter 2

Building surveying

quAntity surveying

technology 1

Procurement 1

building Pathology 1

measurement 1

design 1

cost 1

design 2

cost 2

building Pathology 2

measurement 2

technology 2

Procurement 2

3

Stage 3

3

Professional Placement*

Professional Placement*

design 4

cost 4

building Pathology 4

measurement 4

technology 4

Procurement 4

4

Stage 4

grAduAtion

Stage 3

4

Stage 4

technology 5

Procurement 5

building Pathology 5

measurement 5

design 5

cost 5

grAduAtion

* Professional placement provision is determined by industry demand and therefore is not guaranteed. Alternative options are offered where placement cannot be found.

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Developing Learning Learning in Year 1 introduces you to your new subject, explains and settles you into the methods and processes through which you learn in your course, and helps you negotiate the transition from your prior experience (e.g. secondary school) to university education. It is therefore highly directed and supported, and aimed at developing fundamental subject knowledge and skills as well as developing study skills and personal confidence.

Extending Learning Year 2 builds on Year 1 and extends your academic knowledge and professional skills. With the confidence of having successfully completed Year 1, you are able to explore and experiment more within your subject, using your creativity and developing rigour in your thinking. You also develop a more integrated perspective of your chosen subject and learning, with an increased understanding of how the course modules relate to one another.

Study Abroad The option, if you do not take work placement in stage 3, is European Exchange - which is a paid exchange with partner institutions across Europe. The Architectural Technology course has links with Oulu, Finland; Copenhagen, Denmark; Amsterdam, Netherlands; Milan, Italy, and; Barcelona, Spain. All are English speaking excluding Barcelona and provide an exciting life opportunity to any participants.

Consolidating Learning Year 3 prepares you for the work place in terms of your placement or work experience. Your deepening knowledge and ability to deal with complexity enables you to tackle complex problems or scenarios in applying your developing skills and expertise. This ability also equips you to become more independent, taking greater charge of the direction of your studies and areas of interest. As such, your relationship with tutors changes with much greater emphasis on debate and discourse than on instruction.

Professionalising Learning This is the graduation year after which you will enter the professional world and embark on your career. Year 4 is therefore about bringing your abilities to a professional level, and enabling you to quickly make a meaningful and valued contribution within employment.

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Student Experience “The main highlight of the course was being given the opportunity to apply the knowledge gained through the lecture and workshop series in a practical manner in order to complete coursework. This included various site visits and practical tasks such as surveying and measuring building whilst recording relevant information to allow accurate reporting of findings which would form part of our coursework submissions.

The opportunity to take a semester out of studying to undertake an industrial placement vastly improved my employability and gave me challenging and relevant industry experience. The structure of the industrial placement is also similar to that of the RICS APC which has helped with managing that process whilst working full time. The RICS accreditation of the course is also highly valued as this allowed me to progress my career as quickly as possible once in full time employment.”

Colin Callum, Former student, now Building Surveyor at Knight Frank

“The course has prepared me very well for my chosen career. I quickly found out after graduating that compared to some other courses the knowledge and experience I had gained at RGU had set me well ahead of the pack when applying for jobs. Within 2 months of graduating I had secured a job I never dreamed of having, all thanks to the encouragement of the lecturers at RGU and the knowledge I had gained.”

Chyrelle Watt, Graduate Building Surveyor (2016), Tuffin Ferraby Taylor

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Marischal Square student site visit

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Professional Placement In Year 3 of the course, students have the option to undertake an industrial placement of approximately 8 months duration. This is a period of structured learning undertaken in the workplace and may sometimes also count towards the RICS APC (Assessment of Professional Competence) requirements, which is the professional qualification leading to Chartered status, thereby shortening the period required to achieve the full professional status.

“The placement experience helped me develop the skills I had gained from the course and into professional practice.

The experience also helped me develop skills that weren’t particularly strong before my placement… After hearing a positive review from my placement, I feel a lot more confident in my ability, which I believe I have brought into my fourth year at the Scott Sutherland School.”

Stephen Connor, Graduate Surveyor, J & E Shepherd Surveyors

“I feel that the experienced gained during my placement combined with the knowledge I already had due to my studies and my work ethic ultimately provided me with the best 16 weeks of my student life. The day-to-day learning experience enhanced every aspect of any skills I had and I enjoyed every minute of my time on placement, meeting clients, business lunches/meeting, trips abroad, learning different skills and putting my knowledge to use.”

Matthew McLeod, Year 4 student (advanced entry), BSc (Hons) Surveying

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Facilities & Support

Surveying students can enjoy the facilities of the dedicated Surveying and Construction Management Studio. In addition, a state-of-the art computer lab with specialist software including Building Information Modelling (BIM), an Environmental Laboratory, building performance test equipment, and campus-wide Wi-Fi and bespoke printing facilities are also provided. RGU’s library contains an excellent collection of text books and research journals related to the discipline, and most of them are also accessible online.

In addition to classroom based lectures and workshops, students also have the opportunity to take part in organised visits to construction sites, attend lunch time CPD sessions, and also be informed by the latest cutting edge research conducted at the School and the University.

Professional Accreditation The course is accredited by the Royal Institution of Chartered Surveyors (RICS) and the Association of Building Engineers (ABE).

Applying Applications for admission to full-time

Advanced Entry A relevant HNC or HND from one of our partner colleges will be considered for entry into Year 2 or 3.

All other applicants who are interested in applying for advanced entry will be considered on an individual basis.

Entry Requirements

SQA Higher - BBCC to include English (or subject requiring the use of English). Maths or a science subject is required at National 5 level Grade C or above.

GCE A Level - CCC to include English (or subject requiring the use of English). Maths or a science subject is required at GCSE Grade C or above.

Irish Leaving Certificate Higher - B2B2C1C1 to include English (or a subject requiring the use of English). Maths or a science subject is required at Ordinary Level Grade C1 or above.

Applications from students from other education systems are welcomed, and will each be considered on their individual merits, and on the basis of equivalence of qualifications to the UK system.

Alternative International Access Pathway Through our on campus international college (ICRGU), an alternative entry point is available. www.rg.ac.uk/icrgu

undergraduate degrees should be made through UCAS (the Universities and Colleges Admissions System) www.ucas.com/apply. If you are overseas, you can apply direct through one of our trusted agents in your country. To find a list of countries we visit, go to www.rgu.ac.uk/international.

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Contact Details Course Leader: Dr Michael Dignan e-mail: m.dignan@rgu.ac.uk telephone: +44 (0) 1224 26 3715  

Staff Profile

Dr Michael Dignan PhD RICS Mike teaches across the school, but in particular in the areas of surveying. His research interests include concrete construction, the decay of modern methods of construction, and building pathology.

Links www.rgu.ac.uk/architectureconstruction-and-surveying/studyoptions/undergraduate/surveying-bschons www.rics.org/uk/ www.cbuilde.com/

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The Sir Ian Wood Building at RGU during construction

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ARCHITECTURE

Construction Management: An Overview The designation of Construction Manager is relatively new as prior to the 1980’s many of the industry senior managers were recruited from those with a construction trades background.

However, as the world population continues to grow and there is increasing pressure on our finite natural resources, coupled with the commercial pressures of contemporary life, the need to have suitably qualified professionals to lead the client through the process of building inception to eventual demolition.

It is not enough to be proficient in the technological aspects of buildings, although this is important. Rather the professional Construction Manager has to have sufficient knowledge of a diverse range of topics including environmental legislation, health and safety legislation, the responsible resourcing of materials, programming and planning, commercial management, quality management, off site fabrication, carbon reduction and new and emerging technologies including virtual building modelling or Building Information Modelling(BIM).

The Construction Manager uses optimum knowledge of the above to arrive at the solution to provide the client with the built environment solution. This is the one that best meets their needs whilst recognising the need to deliver a project, on time, on budget and to the required quality.

Construction is possibly the greatest team endeavour in the world with, diverse parties being brought together to form a team to design and construct unique projects. The key skills for the Construction Manager therefore include excellent communication, problem-solving, and team leadership.

Construction Managers find employment with client organisations in the public and private sectors, consultant project managers acting on behalf of clients, contractors and subcontractors, and facilities managers. They bring the depth of their knowledge to the overall benefit of the construction process, in order to deliver high quality, sustainable built environments. The core skills are eminently transferable between disciplines and market sectors and a result, Construction Managers can be found employed in many industries including the energy sector.

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BSc (Hons) Construction Management The Construction Management degree has been developed in close collaboration with industry and the professions. It is structured to provide a broad based education to enable students to develop knowledge and skills for application in the management of construction, from inception to completion.

The focus of the course is on operational and production processes, with opportunities for students to develop areas of particular expertise relevant to their chosen career path, or personal interest. Additionally the opportunity is provided to develop specialist knowledge and understanding in study based activities. The course allows students to undertake a period of work based learning through placement.

Advanced entry is available into 2nd/3rd Year with relevant HNC/HND/Craft studies and relevant work experience.

A feature of the programme in Year 3, second semester students may choose an appropriate industrial placement for 6-8 months or an EU Exchange programme. This enables the student to gain valuable professional workplace experience, which further expands understanding and experience, and which will add to the student’s personal CV. The range of knowledge and skills is developed through a varied programme of projects, lectures, tutorials, and study visits, the latter enabling the student to see at first hand the themes investigated in the taught elements of the programme.

Teaching is directly informed and guided by new industrial developments emerging in the areas of technology and management as well as by research carried out by experts within the School.

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tion mAnAgement

1 2 3 4 5 6 7 8 9 10 11 12 SemeSter 1 technology 1 begin course

construction, contracts, and Procurement 1 Professional Practice 1

1

Stage 1 SemeSter 2 Professional Practice 2 construction, contracts, and Procurement 2 technology 2 summer vacation

SemeSter 1 Project management & control 1 construction, contracts, and Procurement 3 Professional Practice 3

2

Stage 2 SemeSter 2 Professional Practice 4 construction, contracts, and Procurement 4 Project management & control 2 summer vacation

SemeSter 1 Project management & control 3 construction, contracts, and Procurement 5 Professional Practice 5

Stage 3

3

SemeSter 2

Professional Placement

*

SemeSter 1 Project management & control 4 construction, contracts, and Procurement 6 Professional Practice 7

4

Stage 4 SemeSter 2 Professional Practice 8 grAduAtion

construction, contracts, and Procurement 7 Project management & control 5

* Professional placement provision is determined by industry demand and therefore is not guaranteed. Alternative options are offered where placement cannot be found.

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Developing Learning Learning in Year 1 introduces you to your new subject, explains and settles you into the methods and processes through which you learn in your course, and helps you negotiate the transition from your prior experience (e.g. secondary school) to university education. It is therefore highly directed and supported, and aimed at developing fundamental subject knowledge and skills as well as developing study skills and personal confidence.

Professional Placement

Extending Learning Year 2 builds on Year 1 and extends your academic knowledge and professional skills. With the confidence of having successfully completed Year 1, you are able to explore and experiment more within your subject, using your creativity and developing rigour in your thinking. You also develop a more integrated perspective of your chosen subject and learning, with an increased understanding of how the course modules relate to one another.

Consolidating Learning Year 3 prepares you for the work place in terms of your placement or work experience. Your deepening knowledge and ability to deal with complexity enables you to tackle complex problems or scenarios in applying your developing skills and expertise. This ability also equips you to become more independent, taking greater charge of the direction of your studies and areas of interest. As such, your relationship with tutors changes with much greater emphasis on debate and discourse than on instruction.

During the second semester of stage 3 students may choose to undertake a period of Industrial Placement, if they do not elect to study abroad as part of a European exchange. The module gives the students the opportunity to gain structured learning experience within a professional/ industrial environment in order that they may consolidate and broaden the knowledge that they have gained in their academic studies.

Professionalising Learning This is the graduation year after which you will enter the professional world and embark on your career. Year 4 is therefore about bringing your abilities to a professional level, and enabling you to quickly make a meaningful and valued contribution within employment.

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Employer Opinion “At Robertson Construction we continue to be impressed by the calibre of RGU graduates across all of the main construction disciplines. We look for high potential candidates that are committed to a long term career in the construction industry and the University not only provides students with the right mix of technical and professional skills it also develops students that are enthusiastic, have a great work ethic and above all understand how important teamwork is in our industry.

Whether it is for a work placement, summer internship or full time job, we always welcome applications from RGU students to join our company”.

John McHardy, Robertson Construction

‘Our placement student has been a great help at the new complex needs school in Aberdeen, her willingness to help and learn is an inspiration, her knowledge of construction is very good considering the short time she has been working in it. She is a quick learner and will have no problem looking after her own site when the time comes’ Ogilvie Construction on a Placement Student

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Student Opinion “The Construction Management course is a great, practical, informative course that gives scope for various career choices. Having a mixture of modules to gain a broader knowledge of the industry is beneficial. Having site visits during the course is a great way to see how construction companies operate. I was lucky enough to get a job from going on a site visit, it’s a great way to gain knowledge from a practical hands-on perspective alongside academic learning. The course encourages collaboration between the other built environment disciplines which is exactly how it is in the working environment.

The Construction Management course is a great first step in a long career as a Construction Manager.”

Andrea Bolt, Year 2 BSc (Hons) Construction Management

‘So far university is a great experience to me, thanks to RGU I managed to find a summer placement with the Ogilvie Construction and was kept on as trainee site manager.

The knowledge from the university is a great advantage during daily tasks on site and would have an impact on my future career. It is noticeable that my employers are appreciating the levels of knowledge I am presenting thanks to my education.​‘ Patrycja Linka, Year 3 BSc (Hons) Construction Management

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Study Abroad In Stage 3 students have a choice of options; they may participate in exchange programmes with partner institutions in Europe. Students are offered a menu of lectures, seminars and studio projects and are advised by staff at the host institution regarding a suitable course of study in accordance with their ability and experience.

Completion of the European Credit Transfer System (ECTS) Learning Agreement guarantees full academic recognition in respect of the course units.

Staff Profile Dr Dominic Ahiaga-Dagbui

PhD

Dominic is a Lecturer in Construction Project Management, and recently completed his PhD thesis “Rethinking Construction cost overruns: an artificial neural network approach to construction cost estimation� addressing the problem of overruns in infrastructure projects.

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Facilities & Support

Applying

Construction Management students can enjoy the facilities of the dedicated Surveying and Construction Management Studio. In addition, a state-of-the art computer lab with specialist software including Building Information Modelling (BIM), an Environmental Laboratory, campus wide wifi and bespoke printing facilities are also provided. RGU’s library contains an excellent collection of text books and research journals related to the discipline, and most of them are also accessible online.

Applications for admission to full-time undergraduate degrees should be made through UCAS (the Universities and Colleges Admissions System) www.ucas.com/apply. If you are overseas, you can apply direct through one of our trusted agents in your country. To find a list of countries we visit, go to www.rgu.ac.uk/international.

Professional Accreditation

The course has been designed to accommodate students who have achieved an HND in Construction Management from a recognised College directly into Stage 3, consideration will also be given to students who have completed an HNC in Construction Management for entry in to Stage 2.

The Scott Sutherland School holds accredited Centre Status from the Chartered Institute of Building (CIOB), and the BSc (Hons) Construction Management is included in the courses that are accredited.

Advanced Entry

Entry Requirements Professional & Industry Network

The University prides itself on its unparalleled reputation for graduate employment and this is primarily due to its close links with industry.

The Scott Sutherland School is no exception and we encourage student membership of the CIOB and other professional institutions. This entitles students to attend industry seminars, talks and demonstrations.

In addition, we use our industry partners to host site visits which introduce the students to representatives from many companies of varying sizes and types. Students are also welcome to attend CPD events organised by many of the local branches of the professional bodies where they have an opportunity to engage with industry practitioners.

To further develop the student’s skills we enter cross disciplinary teams annually in the CIOB Scottish Student Challenge, and our students have achieved significant recognition through this.

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SQA Higher - BBCC to include English (or subject requiring the use of English). Maths or a science subject is required at National 5 level Grade C or above.

GCE A Level - CCC to include English (or subject requiring the use of English). Maths or a science subject is required at GCSE Grade C or above.

Irish Leaving Certificate Higher - B2B2C1C1 to include English (or a subject requiring the use of English). Maths or a science subject is required at Ordinary Level Grade C1 or above.

IB Diploma - 26 to include Higher Level English (or a subject requiring the use of English). Maths is required at Standard Level Grade 4 or above.

Alternative International Access Pathway

Through our on campus international college (ICRGU), an alternative entry point is available. www.rg.ac.uk/icrgu

Student placement on site experience

Contact Details

Links

Course Leader: Dr Quazi Zaman

www.rgu.ac.uk/architecture-construction-andsurveying/study-options/undergraduate-full-time/ construction-management

e-mail: q.m.m.zaman@rgu.ac.uk telephone: +44 (0) 1224 26 3510  

www.ciob.org/ 63

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Postgraduate Study 65

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Postgraduate Programme The Scott Sutherland School offers a number of Masters level awards that enable graduates, as well as those with substantial industry or professional experience, to further develop their knowledge, skills, and expertise. Whether you are looking to progress your learning having recently completed an Honours degree, or are seeking to augment your qualifications after many years of professional working, our courses offer opportunity for you.

The School offers a number of Masters level awards, through two primary modes: that of fulltime campus-based study, and part-time online distance learning. The Postgraduate programme consists of the following courses:

MSc Construction Project Management (Full-time and Distance learning modes)

MSc Commercial Practice for the Energy Sectors (Distance learning only)

Building Information Modelling modules (Distance learning only)

MSc Architectural Design Innovation (subject to validation, March 2017) (Full-time only) Masters courses are of 12 months duration if taken on a full-time basis, and typically 3 years if taken on a part-time basis. The part-time online mode suits in particular those seeking to augment their qualifications whilst in employment, and the flexibility it offers has proved very popular with students around the worldwide.

Study by Distance Learning Robert Gordon University and the Scott Sutherland School have developed considerable expertise in providing high quality education by distance learning. Indeed, the experience of distance learning students, whilst having obvious differences to that of their campus-based counterparts, has a directly equivalent rigour, richness, and quality.

To some, the notion that an online learning experience can be as rich as a face-to-face scenario may seem counter-intuitive, especially if this mode of study is novel to them. At RGU, we have worked very hard at developing and refining the student experience to give legitimacy to the claim of equivalence. Learning is highly structured, with regular communication supported by extensive online resources that may be accessed from anywhere. A dedicated Distance Learning Co-ordinator is accessible to provide a strong interface between students and the academic team, with regular discussion forums scheduled through which contributions from tutors, practitioners, and (mostly industry-based) students generate a rich dialogue and debate through which learning, and the contextualisation of learning, takes place. Of course, as with any form of postgraduate learning, there is an expectation that students undertake self-directed study and preparation for the scheduled activities.

A comprehensive Postgraduate Distance Learning Student Handbook is provided. Should you wish to have a copy as a means of gaining an insight into the learning process, please contact the School and we will send a PDF.

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Accreditation of Prior Learning and Experience The School and University are committed to maximising access to learning, and at postgraduate level this includes the recognition of appropriate prior learning and work experience (i.e. experiential learning professional / industrial workplace) as the basis for potential entry to a course or exemption from specific components of the curriculum. Indeed, many successful graduates have enrolled on our courses via this route, and often bring a wealth of first-hand practical expertise that benefits the wider cohort.

Information on the University’s Recognition of Prior Learning (RPL) procedures may be accessed at: www.rgu.ac.uk/about/schools-anddepartments/administration-and-support/ governance-and-academic-quality/qualityassurance-and-regulations/academicregulations/academic-regulations/ (reference: RGU Academic Regulations: A2 Admissions, Section 5)

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Postgraduate Scholarships

Full-Time study Scholarships Robert Gordon University offers scholarships to full-time, on-campus International students and full fee paying students from the rest of the United Kingdom outside of Scotland (RUK students).

The total amount of scholarships available to an individual student will be £3,000 for students from an approved Partner Institution and £2,500 for direct entry students.

Scholarships on offer include: Vice Principal’s Scholarship - International (Outside of EU) Early Payment Bursary - International (Outside of EU) Robert Gordon University Undergraduate / Postgraduate Awards - International (Outside of EU) and UK (Outside of Scotland) Robert Gordon University High Achiever Scholarships - International (Outside of EU) Partnership Scholarship Award - Students from Approved Partner Institutions Details on all of the above, including details of how to apply, may be accessed at: www.rgu.ac.uk/future-students/financeand-scholarships/scholarships/rguscholarships-and-awards/rgu-scholarshipsand-awards Distance Learning Study Scholarships In addition, the Scott Sutherland School of Architecture and Built Environment is pleased to offer a number of merit scholarships to outstanding students who wish to undertake Postgraduate study by distance learning at the School. These are each worth £2,500.

More information, including details of how to apply, may be accessed at: www.rgu.ac.uk/areas-of-study/subjects/ architecture-construction-and-surveying/ scholarships/postgraduate-scholarships/ merit-scholarships/architectureconstruction-and-surveying-meritscholarships

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3D laser scan of Part of Aberdeen City centre

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ARCHITECTURE

Building Information Modelling Building Information Modelling (BIM) is rapidly becoming a ubiquitous technology within design and construction around the world. In recent years it has emerged as a tool through which the construction industry can improve efficiency, communication, team working and collaboration, and its adoption is consolidating the increased digitisation of the industry and its processes.

Although collaboration and communication have been widely discussed and debated throughout the industry for many years, it has more recently become technically possible to support ‘information rich’ digital models of buildings. This approach to digital design means that the whole design team, including the client and the contractor, are able to share information and collaborate to produce buildings that better meet the needs of any given project.

Within the Scott Sutherland School, we have a long track record of undertaking applied research

that engages with these issues. This has included work dealing with the use of computer based visualisation to communication design ideas within groups, and research concerning the ways in which computers can be used to foster better collaboration between the various disciplines. In addition, we have studied the longer term maintenance and running costs associated with buildings (life cycle costs), and a desire to consider these long-term costs at the earliest design stages is now finding a place within the BIM agenda.

The School offers a range of individual online BIM modules addressing the specific technical skills and knowledge that are in high demand from industry.

The School also welcomes opportunities to work with organisations to develop research projects, and to support individual applicants to undertake research degrees concerning BIM, visualisation and digital design.

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Course Description

Our postgraduate modules / short courses have been developed to enable students to respond to demands of a rapidly changing industry. Those changes are being driven by government strategy, project complexity, and advances in architectural visualisation techniques.

The modules allow you to develop a deep understanding of modelling and visualisation techniques, their implications for design, construction and collaboration, and the ways in which they will affect your discipline area and working practices in the future. The modules contains hands-on experience with a range of software packages, providing a foundation upon which students can develop their ideas and project work.

Building on our expertise in a range of visualisation fields, the modules offered deal specifically with building information modelling, design visualisation, urban visualisation, virtual collaboration and information visualisation.

Each module contains a practical introduction to key software and techniques, although it should be stressed that the course emphasis is on application and critical evaluation, rather than on software training.

Our supported distance learning mode of delivery allows you to study online from any location and is designed to fit in around your work commitments.

You will be taught and supported by experienced industry professionals who will recreate the same challenging interactive format of the on-campus courses for those studying at a distance.

A good Honours degree in any discipline from a recognised university.

Applicants who do not hold an Honours degree but who have relevant industry experience over a reasonable time period will be considered.

For international students, 6.5 IELTS or its equivalent in TOEFL is required. The University accepts a number of alternative English language tests, details of which may be accessed at: www.rgu.ac.uk/international/englishlanguage-requirements/english-languagerequirements/ An English language waiver may be considered upon submission of evidence to the satisfaction of the University.

Applying If you have any queries then please contact our Admissions Office: Email PGOffice@rgu.ac.uk Call +44 (0) 1224 262132 If you are an International Student and would like further information and application advice: Complete our International Enquiries form Call 0044 1224 262726 Email international@rgu.ac.uk

Professional Accreditation

Building information modelling is accredited by the Chartered Institute of Architectural Technologists (CIAT).

Entry Requirements We welcome applicants holding an honours degree in architecture, architectural technology, surveying, engineering, planning or any associated discipline. The course will also be of interest to graduates from a design background, including interior design and product design.

Applicants who comply with any of the following criteria should apply:

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Contact Details Course Leader: Prof. Richard Laing e-mail: r.laing@rgu.ac.uk telephone: +44 (0) 1224 26 3716

Prospects Within the UK, both the RIBA and the RICS have made significant efforts to lead discussion and debate regarding how visualisation and BIM will revolutionise the undertaking of architectural projects in the coming years.

The course will represent a valuable addition to the useful and applicable skills and knowledge of graduates.

Staff Profile

Dr Huda Salman PhD Huda teaches across the School, but specialises in the areas of Architectural Technology and Building Information Modelling. Her research interests are mainly focused on Computer Aided Design (CAD) and Information Technology (IT) in the conceptual phase of design, and in construction processes

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Energy & Environments The story of our built environment is intimately linked to that of available resources, whether in terms of the materials from which it is constructed, or the fuels required to meet its energy needs.

This is a complex relationship, one that lies at the heart of arguably the two most challenging issues of our time; that of population growth and rampant urbanisation, and global society’s current reliance on finite fuel resources.

Fundamentally there is an inherent conflict or opposition between human expansion and demand, and the need and moral obligation to live sustainably and responsibly. We are at a crucial point of transition between a dominant paradigm of consumption and one of adaptability, renewal, and resilience.

Currently there is a more complex relationship between, say, fossil fuels and renewables, and there is a need to recognise critical inter-dependencies that exist. At present, buildings, towns, and cities consume approximately 75% of primary global energy (UN Habitat, 2016). The present scale of development of alternative energy sources remains some considerable way away from closing the energy gap created were hydrocarbons, and their by-products, taken out of the equation. In other words we are in a period of co-existence between hydrocarbons and carbon-free solutions, albeit one with a clear imperative and direction of travel over time. The challenge for the next generation is to manage the complex transition between paradigms over the coming decades.

The task of moving from our present standpoint to a low or zero carbon future, whether in our cities or rural areas, will involve complex processes of transition, strategic planning and development, commercial realities, innovation, governance, and compromise. Those graduates and professionals with an ability to envision the whole will be the ones whose expertise will be in highest demand.

Equally, those who have an appreciation of these complex dynamics, and ability in mediation, negotiation, and mitigation will be the ones able to truly deliver change.

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MSc Commercial Practice for the Energy Sectors

Our Masters course in Commercial Practice for the Energy Sectors is a unique course that has been developed in response to the increasing demand for commercial and project management skills within the Energy Sectors locally, nationally, and internationally. The expertise and skills developed through its curriculum are highly transferable, equipping graduates with demonstrable core commercial competencies much in demand within a number of industry sectors including oil, gas, decommissioning, renewables, and mainstream electricity generation.

The course has been developed in close collaboration with industry, to provide a competency-based product that has an appropriate blend of theory and applied knowledge. The course has been designed around the competency framework of the Royal Institution of Chartered Surveyors (RICS) Assessment of Professional Competence (APC) and Chartered Institute of Building (CIOB).

This has been recognised to align strongly with industry requirements. Additionally, the course structure has been designed flexibly, enabling the Masters award to be taken in its entirety, or for individual modules to be enrolled on to meet the specific, targeted CPD needs of individuals.

Those from both cognate and non-cognate backgrounds find that this course provides them with a competency based Masters that will enhance prospects of entry into the energy sectors. For example, recent graduates have included surveyors and engineers, as well as a lawyer for whom completion furnished him with a unique and highly marketable overall skill set.

The course equally enables the development of skills in those who already possess relevant industry experience, but whose role has changed over time to involve them in aspects of commercial practice, including supply chain management, procurement, and commercial management.

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“As the oil and gas sector faces the global challenges of the low oil price, there has never been a more important time to maximise the benefits innovation can bring to the industry, be it through the use of innovation in frontier exploration, understanding challenging environments, the integrity of sites with carbon storage potential or environmental monitoring and impacts. Academia has much to offer the oil and gas industry.

“I very much welcome the collaborative thinking of RGU and RICS in developing new courses such as the MSc Commercial Practice in the Energy Sector, which will deliver a highly portable skillset to individuals that will enable them to work in different sectors within the energy sector.

“It is through courses such as these that Scotland will continue to grow our formidable technical expertise, and crucially develop the next generation of experts who represent a fantastic future skilled resource for the industry to meet the challenges ahead.”

Fergus Ewing MSP, Minister for Business, Energy and Tourism. Speaking at RGU hosted industry event (25.01.16)

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Course Description

Entry Requirements

The MSc Commercial Practice for the Energy Sectors includes input based on the existing expertise, knowledge and experience of staff and associate staff in the Scott Sutherland School and Aberdeen Business School, the School of Applied Social Studies and industry partners. This breadth offers a wider appeal to different organisations and individuals within diverse geographic regions, and working in a variety of areas of the energy industries (e.g. upstream oil and gas, mid-stream oil and gas and renewable energy).

The normal entry requirement for full MSc courses is an Honours Degree (at least a 2.2 Honours classification) from any approved institution of Higher Education, a Postgraduate Diploma from any approved institution of Higher Education in an appropriate discipline; or any other qualification deemed by the University to be acceptable. In addition, candidates with appropriate work / professional qualifications may be deemed to satisfy the entry requirements for entry to a particular programme of study.

For international students, 6.5 IELTS or its equivalent in TOEFL is required. The University accepts a number of alternative English language tests, details of which may be accessed at: www.rgu.ac.uk/international/englishlanguage-requirements/english-languagerequirements/

This course is unique in that it brings together professional input from the energy sectors in every module of the curriculum, fully focuses on commercial practice and management activities within the energy sectors, and offers a highly contextualised, competency-based Masters award that aligns with industry needs and the RICS’ APC. The course is delivered by industry experts, respected researchers, and lecturers with relevant industry experience, consequently offering a blend of theory, experience and practical skills required for effective commercial practice. Additionally, the course enables students to develop the demonstrable core commercial competencies much in demand by the energy sectors, and offers the tools required of the skilled practitioner in this field. The course provides students with soughtafter transferable skills, a valuable academic experience that should open up opportunities for further study, and which enables career development in the energy sectors.

The course comprises three stages, with an award being gained at the completion of each stage: Postgraduate Certificate (4 modules), Postgraduate Diploma (8 modules), and MSc (8 modules plus dissertation) The course is delivered entirely online within RGU’s virtual learning environment (see Page XX).

Each module provides material and links to further reading in a self-contained package.

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An English language waiver may be considered upon submission of evidence to the satisfaction of the University.

Any queries that applicants may have regarding this should be directed to the Course Leader (contact details provided below).

Full corporate professional membership of a professional body, such as the CIAT, RIBA, or RICS, would be considered as complying with the entry requirements to the course.

Candidates with other qualifications and/or significant work experience in a relevant industry will be considered on their individual merits, and may be subject to interview.

Applying If you have any queries then please contact our Admissions Office: Email PGOffice@rgu.ac.uk Call +44 (0) 1224 262132 If you are an International Student and would like further information and application advice: Complete our International Enquiries form Call 0044 1224 262726

Professional Accreditation The MSc Commerical Practice for the Energy Sectors is accredited by the Royal Institute for Chartered Surveyors (RICS), and the Chartered Institute of Building (CIOB).

Contact Details Course Leader: Dr David Moore e-mail : d.m.moore@rgu.ac.uk telephone: +44 (0)1224 263531

Prospects Aberdeen is Europe’s Energy Capital and our School has an excellent reputation for graduate employment.

The energy sector has a specific demand for managers in high risk commercial areas which include the oil and gas and renewable energy industries. Managers in the energy sectors are responsible for commercial development and project management in these sectors including the management of risk, contracts, purchasing and supply.

“Everything that I’ve learned in this course I hope to apply to the work I’m undertaking currently, and I know it’s going to benefit me with whatever I do in the future as well” Theresa Beattie. AMEC and current CPES student

Staff Profile Visiting Prof. Norman McLennan Norman’s professional industry experience spans over thirty years split between the ‘Oil & Gas/Energy’, ‘Engineering’ and ‘Traditional Construction’ sectors working in the UK, Europe and internationally with extensive supply chain management and commercial project management experience.

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The Sir Ian Wood Building under construction 82

MSc Construction Project Management

The MSc Construction Project Management course enables students to develop high-level professional skills that will distinguish them in the contemporary jobs market. As construction projects have become more complex, legislation more prescriptive, and client delivery criteria ever more stringent, so the need for specialists to manage the process efficiently and effectively has increased. Reflecting the emergent trends in the industry, the curriculum offers a distinctive profile that includes areas such as design management, sustainability, and property.

Within this context, the MSc Construction Project Management has been designed to create a clear pathway for those who want to enhance their skills in this vital area. Whether taking a Masters level qualification before starting out on your career, or as an experienced practitioner who wants to achieve academic recognition for the role you play in creating a better environment for all, the course has been designed to advance and deepen your learning. Accordingly, it is delivered either on a full-time campus-based mode, or via online distance learning on a part-time basis.

Construction Project Management essentially involves communication, problem solving and team building. The Construction Project Manager brings all the players together at the appropriate time, with the appropriate input to ensure that projects are constructed safely to meet the client’s requirements in terms of budget, time and quality. However, the global industry context of progressive digitisation coupled with the imperative for adopting sustainable practices, highlights the critical role that the expertise of the contemporary Construction Project Manager plays in the delivery of our buildings, public realm, and urban infrastructure.

The demand for Construction Project Managers across the globe is evidenced by the diverse, multinational cohort studying on the distance learning mode of the course, along with the full time cohort studying on campus at the Scott Sutherland School. These professionals are all committed to the principles of lifelong learning, and to keeping abreast of the latest developments in technology and management principles and their application within the construction industry. Through its diversity and experience, the cohort provides a rich subject specific setting in which to learn.

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Course Description The MSc Construction Project Management responds to the need for efficient and effective project management skills by developing at Masters level the managerial, technical, and interpersonal skills necessary for the management of complex construction projects. The distinctive, industry-driven curriculum provides a professional experience that equips candidates to meet the challenges of today’s complex technologies, working relationships, and risks.

The course enables architects, engineers and construction and property professionals to perform at the highest level in order to deliver client expectations using the most advanced tools. The course provides a rigorous learning experience that will equip candidates with the skills to meet the challenges of pursuing, with professionalism, flexibility and resourcefulness, their personal objectives in the following areas: - Management of complex design processes from concept design through to detail design, procurement, planning, construction, and on to post-completion maintenance and decommissioning - Collaborative design through Building Information Systems (BIM) to enhance communication between professionals to minimise design errors, time, and cost, this control eventually delivering overall client satisfaction - Consultancy and research in the Architecture Engineering and Construction (AEC) sector.

The course can be completed by full-time, parttime or CPD basis using both face to face or distance learning modes. It involves the study of eight modules plus production of a dissertation.

Successful completion of 60credits leads to a Pg Cert , students who complete all 8 taught modules will be eligible for a Pg Dip, or continue to complete a dissertation for the MSc stage.

Entry Requirements The normal entry requirement for the MSc courses will be an Honours Degree of at least a 2.2 Honours classification from any approved Institution of Higher Education, or a Postgraduate Diploma from 84

any approved Institution of Higher Education in an appropriate discipline, or any other qualification deemed by the Academic Council to be acceptable.

Candidates with appropriate work / professional qualifications may be deemed to satisfy the entry requirements for entry to a particular programme of study. For international students, 6.5 IELTS or its equivalent in TOEFL is required. The University accepts a number of alternative English language tests, details of which may be accessed at: www.rgu.ac.uk/international/englishlanguage-requirements/english-languagerequirements/ An English language waiver may be considered upon submission of evidence to the satisfaction of the University.

Full professional membership of a professional body, such as the CIAT, RIBA, or RICS, would also be considered as complying with the entry requirements of the course.

Applying If you have any queries then please contact our Admissions Office: Email: PGOffice@rgu.ac.uk Call: +44 (0) 1224 262132 If you are an International Student and would like further information and application advice: Call : 0044 1224 262726 Email: international@rgu.ac.uk

Professional Accreditation MSc Construction Project Management is accredited by the Royal Institute for Chartered Surveyors (RICS), and the Chartered Institute of Building (CIOB)

Contact Details Course Leader: Dr David Moore e-mail: d.m.moore@rgu.ac.uk telephone: +44 (0) 1224 26 3519

Prospects When you graduate from the course you will possess a highly respected and professional qualification which is recognised throughout the world. Graduate salaries in this sector are extremely attractive and benefits packages vary significantly between employers. Graduates can choose to work in a number of related fields including the Built Environment, Civil Engineering as well as Heavy Engineering, Offshore and Petrochemical industries. Employment prospects, nationally and internationally, are currently excellent.

“RGU has ultra-modern facilities to complement student learning. I think it is worthwhile being at RGU for my career progression and employability because the course offered gives the opportunity to practise and develop the professional skill that is sought after as a practising construction project manager.�

Mercy Ogunnusi, MSc Construction Project Management student

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Tigh na Claddach, Social Housing, Dunoon, built to Passivhaus Standard and designed

by Prof. Gokay Deveci RIBA

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Research

PhD Study

Research and the creation of new knowledge is of central importance to the School, as is its commitment to ‘applied’ research, i.e. research that has an immediate practical value and application to our professions and industry.

Doctoral level study is typically a three-year inquiry (if undertaken on a full-time basis), which is led by the research student and supported by an appropriate supervisory team.

The presence of a vibrant research community is important for a number of reasons, including: •

The development of new thinking by our staff community being actively engaged in addressing contemporary practice and industry challenges

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The linkage of research to our teaching, which maintains a freshness across the curriculum, and a relevance to the professional world that our graduates enter

• The provision of opportunity for our students to become involved • To feed our vibrant and growing cohort of PhD students

In a world where specialism is increasing in most professional domains, a doctorate offers opportunity to develop a substantial depth of expertise. It also opens up career pathways into academia. If you are interested in undertaking a research degree with the School, we are always interested to hear from you and to begin a dialogue exploring your interests as well as the opportunities that we can offer.

All doctoral research are outwardly focused and applied to real life issues. Much of the research is co-created with external partners including the construction industry and its related professions.

The research of the School seeks to challenge thinking and develop knowledge of relevance to Architecture and the Built Environment, and to our changing world.

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Research Output and Quality

The output of the School is published in a wide variety of academic and professional journals.

The outcomes of the Research Excellence Framework for the School identified that a high percentage of its research output was recognized as being either world-leading or of international significance.

Principal Areas of Research The School has a number of areas of existing research strength, all of which have been developed over a number of years and which remain the focus of ongoing work. The principal areas include: Low energy and low carbon design •

There is an established history of leading- edge practice-based research in the design and construction of low energy / low carbon housing. This includes the construction of one of Scotland’s first zero heating houses in the far north of Scotland in the mid-1990s, and Scotland’s first house to be certified as achieving ‘Passivhaus’ standard.

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The School is actively involved in externally funded research concerning the transition of North Sea Region cities and city regions from high carbon existence to a low carbon future, and the creation of sustainable transport-centred communities.

Materials and construction processes and techniques • Innovative approaches to retro-fitting

sustainable materials, particularly in areas dominated by physically sound yet environmentally unsustainable buildings.

Key to this is the objective of improving the energy performance of existing buildings.

This work builds on a long-term legacy of published and funded research, and is the subject of a number of externally funded projects

Visualisation of architecture and the built environment •

The School has a strong research track record in the areas of visualisation and ICT- supported design, extending back to the 1990s. The construction industry is changing rapidly due to the mainstream application of ICT, including Building Information Modelling.

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Monitoring and recording of the built environment using cutting edge technologies, including both high-end 3D scanning, and accessible and affordable technologies (photogrammetry)

• The connections between ICT and the built heritage.

Construction Management Processes and Methods •

The impact of BIM on design team operation, and the longer term implications and capabilities of using BIM to support Facilities Management.

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The transfer of knowledge from the Construction Industry to the Oil & Gas industry, with a view to improving operational efficiency and productivity

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Prof. Richard Laing PhD MRICS Richard has extensive experience of international research concerning holistic value assessment in the built environment, including studies on design evaluation, the use of computer games technology in design, building conservation and innovative housing. His research concerning design evaluation has made a significant and innovative use of 3D virtual models , and has produced over 50 outputs, including work in international journals and at conferences.

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Prof. Gokay Deveci RIBA FRIAS Gokay Deveci RIBA FRIAS is a chartered architect and holds a professorial position at the School.

He has an international reputation for his expertise in affordable and sustainable low energy housing. His projects have been ground breaking and have won a series of prestigious design awards from the Royal Institute of British Architects (RIBA), Royal Incorporation of Architects in Scotland (RIAS) and the Saltire Society.

Selected Staff Research Profiles

Dr Amar Bennadji Phd Amar is a Lecturer in the School and an experienced researcher in the areas of environmental design, energy consumption and building performance, and urban design.

His work has been widely published and acknowledged nationally and internationally through a variety of awards.

PhD Profile Dr Marianthi Leon Marianthi’s PhD thesis focused on researching for ways to overcome barriers during Collaborative Design Processes, and eventually establishing a protocol of effective collaboration via digital and interactive means. Having completed her PhD at RGU, Dr Leon is now a Lecturer in Construction Management in the School.

Dr Leon is now a research fellow at the School, and is also a part-time member of staff at the RGU Business School.

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3D digital scan of Robert the Bruce statue, Bannockburn

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Current Research Degrees

Recent Research Degrees

Laterite as an Alternative material for sustainable building in Nigeria - Tope Abjibade

Whole Life Costing Optimisation with Integrated Logisitcs Support Optimisation - Dr Taoufik Bouachera

Contractor’s Cost Overruns - Abdulelah Aljohani Risk Allocation in Aviation Construction Projects in Saudi Arabia - Ahmad Baghdadi

The Impact if Information Management Technologies on the role of the Architectural Technologist - Dr James Harty

Assessment and the Incorporation of Historic Signifcance within Contemporary Architectural Design - Sylvian Braat

The Use of Computer Mediated Collaborative Environments to Support the Cooperative Design of the Built Environment - Dr Marianthi Leon

The Exploitation of Sustainable Energy Use Through COnservation of the Cultural Heritage of the Middle East - Isra’a Fardous

Development of a Risk Response Model to Handle Delays of Construction Projects in the United Arab Emirates - Dr Omayma Motaleb

Social Interaction in Designed Built Environments (residential) in the UK - Azar Farshidi

The Development of a Sustainable Refurbishment Model for Healthcare Buildings - Dr Grant Wilson

Provision of Sustainable Electricity in Nigeria Abdulhakeem Garba

The Micro Project System: An Exploratory System to Support a Sustainable Urban Management Marta Miguel

Energy Efficiency Improvements in Historic Buildings - Daniel Herrera Gutierrex-Avellanosa The Development of Scheduling and Planning Methodology that Accomodates for Variability, Uncertainty, and Complexity at the Commencement of Mega-Construction projects in the Engineering, Procurement and Construction Environment - Jerry Lambert A Hygrothermal Analysis of Traditional Granite Construction: The Factors Contributing to ‘Hard to Treat’ Housing & Innovative Insulation Solutions Douglas May The Role of Research within Contemporary Architectural Practice - Raju Noor Investment Appraisal of Green Retrofitting of Social Housing - Suraj Paneru

Expertise and Support All doctoral/research masters studies are outwardly focused and applied to real life issues.

The research is co-created with external partners including professional organisations, industry and policy sectors.

Facilities We offer a dedicated facility for our research students, locating them together as a community adjacent to the offices of our Professors and Reader. This facilitates the free exchange and sharing of ideas.

Strategic Design Management: Time for a New Coordination Framework - Clive Robertson Enhancing Client’s Perception of Whole Life Costing Application in the Private Construction Sector - Ndibarafinia Tobin Child Centred Ubranism - Ixiar Ugalde

Contact Details

Course Leader: Prof. Richard Laing e-mail : r.laing@rgu.ac.uk telephone: +44 (0) 1224 263716

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RGU hosted industry & RICS event

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Consultancy & Training The School has been active in the domain of Consultancy and Training for many years, working with public and private sector organisations, and charities. This activity translates expertise and knowledge directly to industry and professional practice, and forms an important strand of our engagement with the world of work.

The Scott Sutherland School has delivered commercial activity in the UK and many other parts of the world, and has an active group of staff within the School with skills in quickly quickly assessing any business related opportunities, and responding in a professional manner to define client needs and deliver fully costed proposals.

All of the University’s commercial activity is administered by a specialist business and research unit within the organisation, that ensures that essential contractual relationships are established.

In addition, in appropriate circumstances, we apply for funding in partnership with clients through mechanisms such as Knowledge Transfer Partnerships (KTP), from bodies such as Innovate UK, Construction Scotland Innovation Centre (CSIC), Scottish Government and others. We are proud to have a successful track record in such achievements.

Consultancy The main area of consultancy in recent years is in the field of thermal performance of new and existing housing. This work builds on the

research work of the School, and directly aligns with key industry and governmental agenda relating to low energy and low carbon living. We have worked predominantly for ‘Registered Social Landlords’ (RSLs) (such as Housing Associations) and other public bodies who have a legal obligation to comply with housing quality standards for existing buildings and provide new social housing for shared ownership or rent. We have also worked with a number of private housing providers to improve the quality and performance beyond mere regulatory compliance. We specialise in the unusual, and have created successful solutions to a number of ‘hard to heat / hard to treat’ housing types.

Training Our main areas for training are in the fields of project management and contract and procurement, spanning across both the construction and energy sectors. We have delivered training predominantly to private sector clients but also to public sector bodies.

Some of this work has been international, including in France, Algeria, and Venezuala.

Our training packages are developed to align with client needs and typically form the basis for staff development and improved internal performance. This provision is delivered either face-to-face or through a range of multi media platforms with or without assessment and accreditation, as appropriate for client needs.

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Student Life & Community 97

Being a Scott Sutherland Student We have a strong and vibrant learning community within the School, which has our students at its heart. Much of the sense of community derives from the scale of the School. With a stable overall cohort of approximately 600 students, we get to know you quickly, and you us. This is the basis of our culture of support and accessibility, and we support and challenge our students in order for them to have the opportunity to excel.

The learning experience is student-centred. You will learn through doing, thinking, questioning, challenging, and developing innovative, rigorously tested ideas. Enquiry and discussion form the core of our teaching, and of the culture of the School.

We understand the importance of teaching digital and emerging technologies to equip our graduates for future working environments. We also respect and teach the traditional skills that underpin our creative and professional disciplines, and your experience will embrace both.

The School has vibrant lecture societies coupled with a programme of exhibitions and events, which all serve to further promote discussion and debate.

Opportunities for students to directly influence their experience through collaboration with staff form an important part of our ethos.

Our learning philosophy is underpinned by our commitment to dedicated studio spaces, and access to a range of IT, workshop and print facilities.

Student partnership is a core value, and student views are represented in multiple forums, formal and informal.

We regard our students as young professionals embarking on a journey that has the opportunity to develop successful careers around the world.

They also benefit directly from the distinguished practitioners who form a core part of our teaching teams, ensuring a strong contemporary relevance to our curriculum.

Student Representatives sit on a number of School, Faculty and University committees; they represent the voice of our students in the delivery of our courses.

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Our Student Partners are involved in specific projects in which they collaborate as equals with staff to discuss and plan new initiatives.

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Partner institutions include: - Technische Universitat Graz - Universitat Stuttgart - Bauhaus-Universitat Weimar - Universidad de la Coruna - Ecole Nationale Superieure d’Architecture de Grenoble - Politecnico di Milano - Copenhagen School of Design and Technology - Hogeschool van Amsterdam - Oulu University of Applied Sciences - Ecole d’Architecture de Paris la Villette 100

An International School Our community of students and staff is international, reflecting the global nature of our professions and the wider design and construction industries.

Our courses at the Scott Sutherland School encourage students to understand, appreciate, and actively engage with our global and professional contexts. Exposure to different cultural perspectives is essential in the contemporary world of work, particularly when you are likely to work on projects in other parts of the world, irrespective of where your career ultimately develops.

This takes place through course content, but also through overseas field study visits and international study exchanges with partner institutions. We have a number of EU Erasmus partners, each of which provide opportunity to study abroad for a period, and from whom we welcome students from across Europe to join us reciprocally.

These experiences develop and broaden understanding and contextual awareness, but they also cultivate personal confidence and professional skills.

The Scott Sutherland School welcomes international students. We know that aligning qualifications from other countries with our published requirements can be confusing, and we are committed to helping international applicants with this.

International College RGU If you are an international student who does not meet the direct entry requirements (whether academic or linguistic) for the University, then our International College (ICRGU) offers an alternative entry point for most of our degree courses to help you achieve your ambitions at Robert Gordon University.

ICRGU also offers a summer Pre-Sessional English Language Programme (PSP). This is designed for those that have not yet reached the required level of English language skill. The aim of the PSP is to help you cope with the demands of studying at a UK university and living in an English-speaking environment. The syllabus combines grammar, writing, reading, listening and communication skills.

Information on applications, fees, accommodation, student support, and visa requirements can be found in the International Student Guide. This is available at: www.rgu.ac.uk/contact-us/prospectuses-andguides

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Our Facilities In 2015, the School moved to a brand new, purpose built building on the Garthdee campus.

Designed by an alumnus of the School, this facility provides bright, well-serviced spaces for each of our subjects, and guarantees dedicated working space for all of our students.

Our building forms part of the University campus on the north bank of the River Dee, and sits in a beautiful, inspiring landscape setting. Studios overlook the river valley and offer extensive views over the southern edge of the city.

Our studios, which are generally large, flexible spaces, have fully integrated audio-visual technologies as well as black out capability. As well as being used for a range of conventional teaching formats, this flexibility offers scope for studios to work as ‘gallery spaces’ for exhibition purposes.

The provision of dedicated spaces where students can develop their work – drawings, models, or reports – undisturbed over time, is central to our philosophy. It is also a key component in creating a lively sense of community. In other words, the School offers a home for our students.

We are proud of this facility, the quality and extent of which can be matched by few other schools of architecture and built environment.

In support of model-making, the School has Workshop facilities that provide analogue and digital tools. The recent move to our new building offered us the opportunity to replace all of our tools with new, state of the art equipment.

Overseen by expert technicians, students can use traditional hand tools, power tools, and digital

fabrication technology. We also have an industrial spray booth that allows students to use spray paints and adhesives in a safe environment.

High quality hand tool workbenches are distributed throughout the studios, thus allowing the possibility of simultaneously combining drawing manually and on computers, with modeling and the production of mock-ups.

A Print Suite is also provided which is also managed by a dedicated technician. Students can print high resolution large format graphic materials to a professional standard. The facility also has 3D printing equipment, and a number of support items such as guillotines, binding machines, and so on.

An Environmental Laboratory enables simple experiments to be undertaken in developing an understanding of building performance in areas such as energy loss.

Our building contains three IT suites, with all teaching spaces having an abundance of network points along with WiFi coverage. This allows students to work online in very flexible ways, whilst also giving ready access to specialist professional standard software through the labs.

Our new building forms a wing of a larger complex that houses the central University Library, amongst other communal facilities such as a refectory.

The Library has an extensive collection of books, journals and e-publications relating to architecture and the built environment, and the proximity of this resource to our School is hugely beneficial.

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New Scott Sutherland School facility - located within the Sir Ian Wood Building, RGU Garthdee Campus

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WELCOME TO GARTHDEE THE SIR IAN WOOD BUILDING THE SCOTT SUTHERLAND SCHOOL OF ARCHITECTURE AND BUILT ENvIRONMENT

INvESTING IN YOUR FUTURE

DYNAMIC FACILITIES

PARKLAND AMBIENCE

Our future developments will continue to enable the University to deliver the best riverside campus in Europe for all students to enjoy. See more at www.rgu.ac.uk/masterplan

We continually invest in new facilities to give you the best learning experience possible. A purpose-built Clinical Skills Centre, high-tech TV and radio studios, Moot Court, Green Screen Suite and DART simulator are just a few of the modern facilities found on campus. www.rgu.ac.uk/facilities www.rgu.ac.uk/facilities

The campus provides a recreational setting for staff, students and the locallocal community. community.

YouYou can can walkwalk end-toendend through to-end through woodland woodland walkways walkways in approximately in approximately 15 minutes. It is home to many beautiful trees.

FACULTY OF HEALTH & SOCIAL CARE

ICRGU INTERNATIONAL COLLEGE

LIBRARY student central

Green Screen Suite

DART Simulator

Clinical Skills Centre

3D Printing

Wave tank

Human Performance Lab

Modelling Workshop

ROV pit

X-ray Suite

Mac Suite

Simulation Centre (mock pharmacy)

Catering facilities

Clean Room Suite Mock crime scene area Forensic Imaging Suite Microscopy Suite Food Handling and Preparation Labs Mac Suites Catering facilities

STUDENT CENTRAL • Student Help Point • Careers & Employability Centre

ABERDEEN RGU: BUSINESS UNION SCHOOL

The SCOTT SUTHERLAND SCHOOL OF Aberdeen ARCHITECTURE Business AND BUILT School ENvIRONMENT

GARTHDEE HOUSE

RGU SPORT

Gym TV and Radio Suite Climbing Wall Fashion Place Swimming Pool Moot Court Sports Hall Georgina Scott Catering facilities Sutherland Group Learning Centre

GARTHDEE HOUSE GRAY'SGray's SCHOOL OF School ART of art

TV and Radio Suite Green Screen Suite Fashion Place 3D Printing Moot CourtWorkshop Modelling Digital Suite Mac Suite Georgina Scott Sutherland Group Learning Centre

Printmaking Suite Printmaking Suite Scultpture Studio Sculpture Studio Mac Suite Mac Suite Photography Studio Photography Studio Exhibition Spaces Exhibition Spaces Catering facilities

Catering facilities

• Study Support • Wider Access and Outreach • Counselling Support and Wellbeing

TAKE THE CAMPUS AT AT TAKEAATOUR TOUROFOF THE CAMPUS WWW.RGU.AC.UK/vIRTUALTOURS WWW.RGU.AC.UK/vIRTUALTOURS

• Disability and Dyslexia Advice and Support • International Student Advice, Visa & Immigration Centre • ResLife

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the professional university | 11

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Professor Joseph Rykwert and Neil Gillespie OBE The Big Crit 106

Societies & Events An important indication of the vitality of a school is the range of extra-curricular activities that take place. At the Scott Sutherland School we benefit from a wide variety of such activities, the principal of which are noted here: 57˚ 10 This is an award winning Architecture lecture society that was founded in 1987, and which is run by our final year Architecture students. Taking its name from the latitude of Aberdeen, 57˚10 is the envy of many UK schools. Its principal activity is to organise and host a weekly programme of visiting speakers consisting of emerging and established national and international practitioners.

The Big Crit This is an annual event in which distinguished practitioners and academics are invited to discuss a selection of projects presented to them by our Architecture students. Taking place at the end of the academic session and sitting outside the formal academic process, it forms a culmination to the year. Fittingly, it concludes with a social event.

Build Our Nation TaifaLetuTujenge, meaning “Build Our Nation” in Swahili constitutes the first live built project set in the Build Our Nation framework. Its beginning traces back to a collaboration between Silvia Bassanese, RGU lecturer and Pascal Nshombo Kataraka sociologist from the University du Cepromad Bukavu in the Democratic Republic of Congo. The brief is to develop a design for a women’s community centre in Bukavu, in the Democratic Republic of Congo, Africa. This selfbuilt centre commissioned by the local ASFP Action Solidaire pour la Femme Paysanne - will be a catalyst for social change through a participatory and innovative action involving around 1,000 women from the province.

Look Again Festival Lucy Fisher, an Architecture student, won the public vote to design a new temporary structure for the city’s Castlegate to act as the festival hub and information point for Look Again 2016 with her entry ‘Mirror Pavilion’. Lucy’s design saw a 6x6m hub constructed from a timber frame, which hostsed an information desk and a meeting room for talks and workshops.

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Emma Gibb, Foster & Partners

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Alumni With a history extending back well over a century, the School has very many alumni located all around the world. Indeed, graduates of the Scott Sutherland School hold a very strong allegiance and loyalty to the School, this being something that we are extremely proud of. The fact that so many hold their ‘alma mater’ in high esteem is testament to the positive learning, developmental, and social experience that the Scott Sutherland School offers.

The School has graduates who hold very senior and influential positions within their professions, and in companies and organisations of international reputation. Equally, many students develop hugely successful and rewarding careers working in more local contexts, whether for a company that employs them, or through businesses that they have started themselves.

Thus you can find Scott Sutherland graduates everywhere from Aberdeen to Adelaide, London to Los Angeles, and Salford to Shanghai.

Examples of notable alumni: Jim Heverin, Director, Zaha Hadid Architects Chris Hardie, Partner / Creative Director, Schmidt Hammer Lasson, (Shanghai) Andrew Loudon, Head of Programme & Project Management, DAR Group Annie Kenyon, Principal, Annie Kenyon Architects Willie Miller, Principal, Willer Miller Urban Design Hubert Kueh, Principal, Hubert Kueh Arkitek (Kuching, East Malaysia) Knut Selberg, Principal, Selberg Arkitekter Chris Masson, Senior Architect, John Pawson Maxwell Hutchison, Former President Royal Institute of British Architects Ewan Macondald, Project Manager, Kier Construction Duncan Moir, Managing Director, McLeod + Aitken Emma Gibb, Foster & Partners Fay Ferguson, Duggan Morris Architects

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Aberdeen: Our City

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MArch Years 5 & 6 Union Street Model

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Aberdeen The relationship of a School of Architecture and Built Environment to its immediate context is always important, and no more so than in the case of the Scott Sutherland School.

As a ‘university city’ Aberdeen is also a place where businesses are accustomed to working with students, and to providing learning and placement opportunities.

Aberdeen’s Architecture Aberdeen represents a unique architectural setting. Known as the ‘granite city’, it boasts some spectacular 19th century architecture made all the more dramatic by the fact that it is built from a single material. The history of Aberdeen’s development extends back to early Medieval times, and its evolution over time is still legible in a number of areas. The city also possesses a number of high quality contemporary buildings.

Aberdeen: a City of Energy and Opportunity In recent decades, as a result of the North Sea oil industry, Aberdeen has come to be known as the ‘energy capital of Europe’. It is therefore a city of extraordinary technological innovation, exporting its expertise around the world. The energy industry offers opportunities for some of our graduates, with Surveying and Construction Management graduates in particular benefitting from these. As the renewable energy agenda gathers momentum, it is anticipated that this relationship will develop further as energy conservation and clean energy are central concerns of today’s construction industry.

Aberdeen is a city that we can learn from, but also serves as a valuable ‘laboratory’ for the exploration and development of ideas.

Importantly, we share our ideas with the public, with local government, and with other organisatons. In this respect the School has a position of influence within its community.

Aberdeen: a University City As well as RGU, Aberdeen has one of the oldest universities in the UK, and one of the largest Colleges in Scotland. Some 10% of its population consists of students. It is therefore a city for whom students are important, and which caters well for its young population.

Aberdeen’s Region The rural areas around Aberdeen also provide a uniquely diverse range of contexts which are relevant to our subjects. These include landscape settings, rural settlements, planned estates, coastal communities, and agricultural communities. No other UK school can boast such an extraordinary range of unique and beautiful settings, all of which extend the ‘laboratory’ within which students can work (along with other projects located further afield).

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Clockwise from top left: - International Market - Marischal College - Golden Square - Union Street - The Castlegate - The Harbour

Making your Home in Aberdeen The right course is a major factor when choosing your university, but the social scene is just as important. This is the place where you will make friends and professional contacts that can last for the rest of your life.

while the Aberdeen Exhibition and Conference Centre, the Lemon Tree, and the Music Hall provide venues for major musical events. A number of smaller venues also provide lively programmes of cultural activity.

With approximately 30,000 students in total, and a cosmopolitan population through its international industrial connections, Aberdeen enjoys a wealth of amenities too that make it a rich and engaging place in which to study. Aberdeen has a thriving nightlife with plenty of bars and clubs close to our centrally located student accommodation. For example, Belmont Street, just a few minutes walk from our student residences, is home to a number of cafés, bars, and clubs.

Sports enthusiasts are well looked after too.

RGU has its own Sports Centre on the Garthdee Campus which houses a climbing wall, swimming pool, gym, and a sports hall for badminton, volleyball, and basketball, as well as 5 a-side football pitches. It also runs an extensive programme of fitness classes. Elsewhere in the city you will find a dry ski and snowboard slope, a curling rink, ice-skating, golfing and water sports facilities, and an Olympic size swimming pool.

There are a variety of venues within easy walking distance of our central accommodation that offer great student deals, and many that hold nights and events especially for students.

RGU has a wide variety of clubs and societies to get involved in. Joining a club or society is an ideal way to meet new people and develop skills that will enhance your CV. Maybe in time you, with other like minded students, will want to establish your own. If so, you can.

As one of the largest and most multi-cultural cities in Scotland, it caters for all tastes in culture, entertainment, and leisure. There are many cultural organisations and venues, including a number of multi-screen cinemas as well as an independent ‘art-house’ facility. His Majesty’s Theatre stages drama, ballet, opera and musicals,

Take a look at these pages to find more details: www.rgu.ac.uk/student-life www.rgu.ac.uk/student-life/accommodation 115

Dunnottar Castle, Stonehaven 116

Aberdeen’s Surrounding Area Living in Aberdeen gives you access to stunning landscapes, wildlife, and world class outdoor pursuits. Royal Deeside, the Cairngorms National Park, and a stunning coastline are all on our doorstep. Skiing, sailing, windsurfing, hill walking, climbing, canoeing, gliding, and many other outdoor activities are catered for.

The countryside is host to both agricultural and wildlife activities, with many country estates

combining rural industry with heritage and tourism. This stimulates the local economy for visual arts, crafts, fishing, food, and outdoor activities.

Whether internationally important nature reserves, regional architectural heritage, cultural tourism, or world-class mountain and water pursuits, Aberdeen and its surrounding areas have it all.

Connected Aberdeen Travel connections in and out of the city are good.

Local bus services are plentiful, with readily available student passes. Fast coach services link Aberdeen with other major UK cities, alongside direct rail links including a sleeper service to London.

Aberdeen’s airport provides an extensive network of routes throughout the UK. Flights connect Aberdeen to Europe and the rest of the world through major hubs such as Schipol (Amsterdam), Charles de

Gaulle (Paris) and Heathrow (London), all of which are between 60 and 90 minutes away. London’s Gatwick and Luton airports are also an hour away.

Aberdeen is also directly connected to Scandinavia through cities such as Oslo, Stavanger, Bergen, Copenhagen and Esbjerg.

Ferries travel from Aberdeen to Orkney and the Shetland Isles.

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A Top UNIVERSITY for graduate employment 96.5% of students graduating from RGU with their first degree in 2014/2015 were in employment or undertaking further study within 6 months.

HESA Destination of UK Leavers’ Survey (DLHE) 2014/15 (Published by HESA, July 2016)

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Contact Us Scott Sutherland School of Architecture and Built Environment Rober Gordon University The Sir Ian Wood Building Riverside East Garthdee Road Aberdeen AB10 7GJ UK

tel: +44 (0) 1224 263700 www.rgu.ac.uk/sss blog site: www.scottsutherlandschool.com

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DISCLAIMER This publication is intended as a guide for applicants for courses delivered by Robert Gordon University. In compiling it, the University has taken every care to be as accurate as possible, and the information in this brochure is correct at the time of going to print.To ensure the continued currency of its courses and, where appropriate, address the requirements of external advisors and associated professional, statutory or regulatory bodies, the University regularly reviews its courses, and implements changes to course content and/or structure.The University makes reasonable endeavours to inform applicants and students at the earliest opportunity of any significant changes to, or suspension/cessation of, a course, particularly when this occurs between the offer of admission and enrolment. Significant changes may include (but are not limited to) changes to: • an existing course title or named exit awards; • the course curriculum/modules (e.g. replacement of core and/or optional modules); • the course structure (e.g. addition of a placement year, changes in clinical hours, changes related to professional, statutory or regulatory body accreditation); • additions/changes to mode(s) of delivery; • methods of assessment; • suspension or cessation of a course.

Reasonable efforts will be made to assist applicants find an alternative RGU course if the original is no longer suitable.

Module Listing Disclaimer The modules quoted in this description are currently available for study.

However, as we review the curriculum on a regular basis, the exact selection may change over time.

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