Dublin Project Kingston University Level Two Project Botanic Road, Dublin Nigel Dubben, Richard Cheeseman

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Dublin ProjectKingston UniversityLevel Two
ProjectBotanic Road, DublinNigel Dubben,
Richard Cheeseman Gavin Ward

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Aim

• Get to know one another better
• Get an idea of a real property problem
• Understand the importance of working in teams, as
  consultants do on development projects in
  practice.
• Get a flavour for the type of work undertaken by
  property professionals
• Have some fun!

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The Task

• Group Formation
• The Site
• Background/ The role of Institutes and
  consultants visited
• Meeting the clients requirement.

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The Task

• Group Selection Process
• Role Play
• Teamwork

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The Task

• Reporting Medium- Feasibility Stage
• Potential Problems
• Anticipated Outcomes
• Individual Contributions-
• Estate Management Property Planning
  Development Students
• Quantity Surveying Consultancy Students
• Building Surveying Students
• Group Contributions

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Approach

• Students approach this group element of the
  project from a variety of perspectives
• As stated in the paper not all the groups, even
  though they are often sized in eights always
  follow the patterns observed by Belbin (2004) and
  often the groups appear to follow the patterns
  identified by Gersick (1990).
• Groups require a variety of levels of tutor
  facilitation/participation throughout the
  project, both in Dublin and back in the UK
  following the project trip.

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Assessment Methods

• Pier Assessment
• Client assessment
• Tutor assessment

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Results

• The results clearly indicate that the students
  with UCAS entry points in the 200-300 UCAS point
  range have performed well on this Dublin Field
  trip from both the 04/05 academic cohort and the
  03/04 cohort, with 79 and 50 of students in the
  03/04 and 04/05 cohorts respectively achieving an
  overall final mark of 60 or over.
• In the 03/04 cohort students in the UCAS entry
  point bands 100-200 had 58 of the students
  obtain 60 or more in the field trip, whereas in
  the 04/05 cohort this was much reduced to 14.
• However it should be noted that the random sample
  size in relation to the total population of the
  03/04 cohort is much bigger than that taken for
  the 04/05 cohort, which could account for at
  least some of the marked differences between the
  two cohort groupings.
• The results generally for the 03/04 cohort
  reflect the fact that the students with the lower
  UCAS entry points have done particularly well in
  terms of their final assessment grading for this
  Dublin Project, especially those with only up to
  100 UCAS Entry Points, of whom 67 achieved an
  overall mark of 60 or over.

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Results

• The results that are reflected in the paper do
  provide some evidence to reflect the experiences
  of the participating tutors that students with
  some of the lower UCAS entry point scores often
  succeed particularly well when operating in these
  types of group projects.
• Such students actually take a positive leading
  role, rather than sit back and watch more able
  academic students do all the work and the more
  practical nature of such students actually
  compliments well with the more academically able
  members of the group, such that the groups often
  work very smoothly and produce some good quality
  work together and the element of pier group
  learning and assessment aids in the process as
  well.

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Conclusions Recommendations

• Group work often facilitates greater student
  learning than some other methods of teaching and
  learning
• The international experience stretches the
  students learning experiences and appears to
  inspire and motivate their interest in the
  project, which greatly enhances learning.
• Less able students do tend to work very hard in
  the groups and do not rely on others, albeit at
  times tutor involvement in groups is required to
  varying degrees so that learning outcomes are
  facilitated satisfactorily.

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Conclusions Recommendations

• Students, often with the lower UCAS entry points
  learn particularly well on UK Surveying Degree
  programmes, which being of a vocational
  orientation are quite practical, reflecting the
  skills of the practitioners. This is a facet that
  less academically able students appear to thrive
  on and do particularly well on.
• More group work and pier learning would benefit
  UK Surveying Degree programmes.
• Further Studies need to be undertaken to
  establish how well such students, with low UCAS
  entry points, do at the APC.

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Any Questions?

• Please feel free to field any questions that you
  may have in relation to the project.
• If anybody requires further details of the
  project, please feel free to contact any one of
  the papers authors at The School Of Surveying at
  Kingston University.