2014-15 Real Estate Man Oxford Brooks Univ. Student Handbook Final 020914 PDF

Faculty of Technology, Design and Environment
Department of Real Estate

and Construction
BSc (Hons) Real Estate Management

Accredited by the Royal Institution of Chartered Surveyors
Student Handbook
2014/2015
Head of Department
Prof Joseph Tah BSc (Hons), MSc, PhD, MCIOB, ACM
Programme Lead
Mr Michael Hill BEng (Hons), CEng, MICE, MIStructE
Subject Coordinator
Rebecca Gee BSc (Hons), PG DipPropInv, MRICS
BSc (Hons) Real Estate Management (EM)
Student Handbook
The Faculty of Technology, Design and Environment

promotes an inclusive learning environment in which
individuals are valued and supported in achieving their full
potential. The Faculty endeavours to meet its duties under
the Equality Act 2010 to eliminate unfair discrimination and
promote equality of opportunity and good relations among
members of the university community. For the university
statement on Equal Opportunity and Diversity please see
http://www.brookes.ac.uk/services/hr/eod/statement.html
Our programmes endeavour to deliver a teaching and

learning experience, which reflects the University’s
regulations and the Faculty of Technology, Design and
Environment’s commitment to meeting the requirements of
the relevant/various legislations and codes of practice and
offers inclusive opportunities to all appropriately qualified
students.
The details in the handbook were correct at the time of going

to press. However, the Department cannot guarantee that
minor details of the actual programme delivery may not differ
slightly from those stated in this handbook.
If you have any difficulty accessing the information

contained in this document please let us know by contacting
the Programme Administrator, Daniel Vicars
Telephone: (01865) 483909

Email: dvicars@brookes.ac.uk
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Student Handbook
TABLE OF CONTENTS
1. Introduction ..................................................................................................... 1
2. Course Structure ............................................................................................ 2
3. Subject List ..................................................................................................... 5
4. Subject Diagram – BSc (Hons) Real Estate Management ........................... 6
5. Teaching, Learning and Assessment Strategies......................................... 7
6. Student Guidance – Teaching, Learning and Assessment ........................ 9
7. Student Participation and Representation ................................................. 14
8. Student Feedback and Review of the Course............................................ 15
9. Supporting Students at Oxford Brookes University ................................. 16
10. Module Description .................................................................................... 21
U35001: Economics of Built Environment ..............................................................................21
U35008: Introduction to Spatial Planning ...............................................................................25
U35009: Introduction to Valuation ..........................................................................................28
U35010: Foundation Real Estate Law 1 ................................................................................31
U35011: Foundation Real Estate Law 2 ................................................................................35
U35012: Integrative Project I .................................................................................................39
U35013: Introduction to Property, Management and Professional Practice ...........................43
U35014: Introduction to Building Design and Construction ....................................................47
U35020: The Construction and Appraisal of Real Estate .......................................................51
U35024: Town Planning Practice ..........................................................................................54
U35025: Real Estate Integrative Project II .............................................................................57
U35026: Real Estate Economics and Finance .......................................................................60
U35028: Research Methods ..................................................................................................64
U35029: Statutory Valuation ..................................................................................................67
U35030: Land Law ................................................................................................................70
U35034: Landlord and Tenant Law........................................................................................73
U35071: Commercial and Residential Development ..............................................................76
U35072: Advanced Valuation ................................................................................................80
U35073: Property Management.............................................................................................84
U35074: Management of Corporate Real Estate ...................................................................88
U35094: Real Estate Integrative Project (Professional Practice Test)....................................93
U35097: Real Estate Investment ...........................................................................................96
U35099: Dissertation .............................................................................................................99
APPENDICES: .................................................................................................. 102

Appendix A - Programme Specification ........................................................ 103
BSc (Hons) in Real Estate Management .............................................................................103
Appendix B – Brookes Assessment Compact ........................................... 113

Appendix C – Undergraduate Programme Assessment, Feedback and
Marking Guidelines ............................................................. 115
Appendix D – Course Assessment Schedule ............................................... 117
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Appendix E – Consideration of Mitigating Circumstances ......................... 118

Appendix F – Cheating .................................................................................... 120
Appendix G – Citing Your Sources ................................................................ 121
Appendix H – Turnitin ..................................................................................... 124
Appendix I – Departmental Staff Contact List .............................................. 125
Appendix J – Support Services Contact Details .......................................... 126
Appendix K - Rooms ....................................................................................... 127
Appendix L – Headington Campus Maps ...................................................... 128
Appendix M – Health and Safety Regulations: Guide for Students ............ 130
Appendix N – Alumni: Keeping in Touch ...................................................... 134
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Student Handbook
1. Introduction
Welcome to the Department of Real Estate and Construction at Oxford Brookes University.
This document is your guide to the Department and the course in Real Estate Management. It
provides useful information to assist you throughout your course.
In addition to this guide, you should have electronic access to the Undergraduate Modular
Programme Handbook and Regulations and the Undergraduate Modular Programme
Guide for Students – these are accessed via your Brookes electronic Personal Information
Portal (PIP) page. You will find that these will provide the answers to many of the questions you
have concerning the Undergraduate Modular Programme. The Undergraduate Modular
Programme Guide also contains the framework of rules within which the Undergraduate
Modular Programme runs, and wherever this guide provides conflicting information the
Undergraduate Modular Programme Guide should take precedence.
In addition to the documentation, we recommend that you get to know the Student Support
Coordinator and staff in the Department as soon as you can, as they will be one of your main
resources during your time here. A list of key staff roles is given in Section 9 and a full list
of staff is given in Appendix I. We recognise that you may find life at University difficult
initially, during the important settling in period, so please do not hesitate to seek advice from us,
we are here to provide pastoral as well as academic guidance.
Rebecca Gee
Subject Coordinator
Important Note:
Regulations and procedures change from time to time and it is your responsibility to stay up to
date. If in doubt see your Student Support Coordinator or Academic Adviser for guidance.
Feedback
The hope is that this guide will be helpful as well as informative but you are the best source of
information as to what you need to know. Later in the year, you will be asked to evaluate this guide
- suggest changes, provide feedback on what would have been useful to have been included for
the benefit of future students. Your co-operation in this evaluation will be valuable and
appreciated.
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2. Course Structure
The BSc (Hons) Real Estate Management is a three year full-time course that provides an
education in real estate management and the disciplines that contribute to it. It is accredited by
the Royal Institution of Chartered Surveyors (RICS) and is therefore structured and designed for
students that wish to go on and gain membership of this professional body. In particular the
course is structured for the RICS pathways for Commercial Property Practice, Valuation, and
Planning & Development.
The course allows you to combine your academic and professional interests in ways that open
up potential career paths and extend your personal development. Although most graduates go
on to work in the property industry, the course also provides a solid foundation for those
intending to take up roles in general management in other industries
The curriculum for the course has the main themes: Management, Economics & Valuation,
Law, and Planning and Development. Each theme comprises a group of related modules
whose inter-relationships and complexity are developed as the course progresses. Additionally,
the themes are prevented from becoming in any way separate entities by the incorporation of
integrative project modules in each year of the course, whose purpose is to equip you with the
understanding and skills to integrate the processes of estate management within a commercial
and professional context.
The full details of the aims and objectives, the teaching and assessment methods, and the
mapping against professional competences, for the course are given in the Programme
Specification in Appendix A.
Course Outline
Whilst the course has been structured to be compatible with the University Undergraduate
Modular Programme and contains modules of equal academic merit, the choice open to you is
constrained by the inclusion of compulsory modules and prerequisite chains, which dictate
which modules you can take in each year of the course.
The course is divided into Levels 4, 5 & 6 representing the three years of the course.
Due to the 1st year of the course having similar professional competency requirements and
learning outcomes as those in other courses within the Faculty, and in order to encourage
cross-discipline synergy and awareness, students from other courses within the Faculty will also
study on the 1st year (Level 4) modules. In the 2nd & 3rd year (Levels 5 & 6) the modules focus
on the development and progression of the core professional competencies for Real Estate
Management and therefore are taken almost exclusively by these students – see Sections 3 &
4 for Subject List and Diagram.
Level 4
Level 4 is concerned with the fundamental knowledge and skills required to understand the
process of real estate management. Students will acquire and apply knowledge of property &
commercial management, law, economics, planning and construction, and will develop the skills
required in working and communicating with others.
Your Academic Advisor, whose name and location will be found on your Student Record issued
when you enrol and on your ‘Records & Results’ page on your Personal Information Portal (PIP)
page, will deal with your Level 4 programme of study and any modifications to it. Due to the
requirements of the professional bodies, all of the Level 4 modules are compulsory, and
therefore your 1st year programme is registered for you on the University computer system. You
should ensure that your Level 4 programme includes all the compulsory modules for your
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Student Handbook
subject and any recommended modules, which will compensate for any previous weak
performance of study or any you have not previously studied. You must discuss and agree your
programme with your Academic Advisor as soon as possible, during enrolment week. You can
use the Online Programme Registration (OLPR) facility to manage and make changes to your
programme of study, i.e. add and delete modules, via your PIP page - always think carefully
about your reasons for changing.
The responsibility for drawing up your programme rests entirely with you – no one will chase
you up if you forget to register your programme.
Levels 5 and 6
Level 4 students must make a preliminary choice of their Level 5 & 6 modules before the end of the
Second Semester of Level 4. Level 5 & 6 modules are all compulsory, however there is an
opportunity to add additional acceptable language modules to study in these years. Remember
that the choice of modules can be changed at the beginning of the semester in which they run.
Module Descriptions for the subject are included in Section 10 of this Handbook. Other module
descriptions are held at Student Central and on the University's computer network. For further
information on a particular module contact the module leader.
Level 5 & 6 study develops and progresses the main themes of Real Estate Management and the
performance in these modules determines the degree classification.
Level 5 focuses on the further development of knowledge and skills related to the discipline. The
studies cover the important areas of land law, landlord & tenant law, real estate economics &
finance, statutory valuation, and real estate appraisal & planning. This level also includes a
research methods module that provides knowledge, understanding and practice in independent
research and prepares students for their final year dissertation. At the same time there is an
opportunity to continue (or begin) the acquisition of language skills through the study on language
modules that are acceptable to the course – see Section 3 – Subject List.
Level 6 modules are all honours level modules and therefore provide the advanced study of the
main themes and encourage more reflective and independent learning. The studies include
property & corporate management, advanced valuation, real estate investment, and commercial &
residential management. The integrative project module provides a residential professional practice
test which simulates a variety of tasks and problems related to real estate management, and
therefore pulls together all the knowledge and skills attained during the three years of the course.
The dissertation module provides students with the opportunity to carry out independent research
into areas of interest which relate to their preferred career progression.
If there are any questions you have which are not answered by either this handbook or the
Undergraduate Modular Programme documents, please feel free to ask any of your tutors, in
particular your Academic Advisor.
Final award
To obtain a BSc degree with honours a student must pass within eight years at least twenty-four
module credits including at least eight level 4 module credits and at least sixteen acceptable
module credits. To obtain a BSc degree without honours a student must pass within eight years
at least twenty module credits including at least eight level 4 module credits and at least twelve
acceptable module credits. For both honours and non-honours there are modules that are
compulsory as shown in Section 3 - Subject Lists. There are no specific subject requirements
for interim exit awards. For full details of requirements for awards please refer to the
undergraduate modular programme (UMP) regulation B2 at:
http://www.brookes.ac.uk/regulations
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Student Handbook
Grade Point Average

Grade Point Average (GPA) is a calculation of how well a student is performing based on their
complete set of marks. GPA is understood internationally on the graduate job market and its
introduction at Brookes, alongside Degree Classification, is intended to improve employment
prospects.
The calculation of the degree classification is entirely independent of the calculation of the GPA.
Rules concerning the classification of degrees are contained in the relevant Specific
Regulations for the programme concerned and briefly described above.
In contrast to a degree classification, e.g. 2:1, 2:2, the GPA score is a simple, mean average
with each module counting equally according to its credit value, i.e. 1 credit carries equal
weighting irrespective of level, subject, when taken etc. This means that, for example, at level 4,
5, or 6 a single module (15 credits) counts once in the calculation of the GPA, a double module
(30 credits) counts twice and so on. The GPA score is capped at 4.00. Full details of the
regulations concerning GPA can be found at:
http://www.brookes.ac.uk/regulations/current/core/a3/a3-14/
Module definitions:
Basic (Level 4) Module

Is a module that introduces you to a subject area or discipline. These modules are normally taken
in the 1st year of your programme of study.
Advanced (Level 5) Module

Is a module that builds on the skills, knowledge and understanding achieved through taking basic
modules. These modules are normally taken in the 2nd of your programme of study.
Honours (Level 6) Module

Is a module which is part of the honours level component of a degree and is normally taken in the
final year of your programme of study. It is at an advanced level and intended to engage students
in reflective and independent learning.
Compulsory Module
A compulsory module is a module that must be taken and passed. In combination the compulsory
modules will provide you with the skills, knowledge and understanding to achieve the course
profile.
Acceptable Module
A module that has been specified as part of a course in addition to the compulsory modules. The
marks achieved in acceptable modules contribute to the class of degree you will be awarded.
Single Module
A module worth one credit
Double Module
A module worth two credits
Prerequisite Module
A module you have to take and pass before taking certain advanced modules
Co-requisite Module
A module you normally have to take in conjunction with another module(s)
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Student Handbook
3. Subject List

Single Honours
Level 4
Compulsory Modules
U 35001 Economics of Built Environment
U 35008 Introduction to Spatial Planning
U 35009 Introduction to Valuation
U 35010 Foundation Real Estate Law 1
U 35011 Foundation Real Estate Law 2
U 35012 Integrative Project I
U 33513 Introduction to Property, Management and Professional Practice
U 33514 Introduction to Building Design and Construction
Level 5
Compulsory Modules for Degree/Honours Degree
U 35020 The Construction and Appraisal of Real Estate
U 35024 Town Planning Practice
U 35025 Integrative Project II
U 35026 Real Estate Economics and Finance
U 35028 Research Methods
U 35029 Statutory Valuation
U 35030 Land Law
U 35034 Landlord and Tenant Law
Level 6
Compulsory Modules for Honours Degree
U 35071 Commercial and Residential Development
U 35072 Advanced Valuation
U 35073 Property Management
U 35074 Management of Corporate Real Estate
U 35094 Integrative Project III – Professional Practice Test
U 35097 Real Estate Investment
U 35099 Dissertation (Double)
Acceptable Modules (Maximum of 2)

U6xxxx Language modules from list below
U61500 French A1 U63500 Spanish A1 U63010 Japanese 1A

U61501 French A2 U63501 Spanish A2 U63011 Japanese 1B
U61512 French B1(1) U63512 Spanish B1(1) U63012 Japanese 2A
U61513 French B1(2) U63513 Spanish B1(2) U63013 Japanese 2B
U61514 French 4A U63514 Spanish 4A U63022 Japanese 3A
U61515 French 4B U63515 Spanish 4B U63023 Japanese 3B
U62000 German A1 U62700 Mandarin Chinese 1A

U62001 German A2 U62701 Mandarin Chinese 1B
U62712 Mandarin Chinese 2A
U62713 Mandarin Chinese 2B
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4. Subject Diagram – BSc (Hons) Real Estate Management

KEY
U 35013 U35008
U35010 U 35014 U 33512
Introduction to Introduction
Foundation Introduction to Integrative
L S1 Property,
Management
Real Estate Building Project I to Spatial
Law 1 Design and Planning
E and Professional
Construction
Practice
V
E
L U35011 U 35001 U 35009
Foundation Economics Introduction to
S2 Real Estate of Built Valuation
4 Law 2 Environment
Compulsory
U 35026 U 35024
L U 35030 Real Estate
U 35020
Town
U6xxxxx
The Construction
E S1 Land Law Economics and Appraisal Planning
Language Acceptable
and Finance of Practice
V Real Estate
E
L
U 35034 U 35029 U 35025 U 35028
5 S2 Landlord and Statutory Integrative Research
U6xxxxx
Language
Tenant Law Valuation Project II Methods
U 35074 U 35072 U6xxxxx

U 35099 U 35071
L S1 Management Advanced Dissertation Commercial Language
of Corporate Valuation
E Real Estate and
(Double) Residential
V (H) (H) Development
E
(H) (H)
L
U 35097 U 35094
U 35073 Integrative U6xxxxx
S2 Property
Real Estate
Project III – PPT Language
6 Management
Investment
(H) (H)
(H)
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Student Handbook
5. Teaching, Learning and Assessment Strategies

The Department of Real Estate and Construction is committed to achieving high quality in
teaching, learning and assessment and to thorough evaluation of its programmes. As a result
students are expected to develop as independent learners and to acquire knowledge and skills
which will enhance their employability and prepare them for professional roles in the built
environment.
The Department pursues its aims through:
• course structure, which is designed to meet the requirements of the relevant

professional bodies and provide students with a career pathway choice;
• course content, with its mix of subject knowledge and both professional and transferable
skills;
• course delivery, reflected in the variety of teaching and learning and assessment
methods, feedback to students and appropriate course materials;
• student evaluation and quality enhancement.
Equality, Diversity and Inclusion The Department embraces the University’s policy on
Equality, Diversity and Inclusion as set out in the OBU Policy Statement
http://www.brookes.ac.uk/services/hr/eod/statement.html.
The course is designed to ensure that the structure, content and assessment and quality and
availability of the facilities and resources supporting them, provide equal opportunities for all
students to study and do not discriminate, directly or indirectly on the grounds of ethnicity,
gender, sexual orientation and religious belief. The teaching and learning styles used are ones
which enable students to learn equally effectively whatever their ethnicity, gender etc.
Teaching and Learning
A wide range of teaching and learning methods are used to achieve programme objectives,
including lectures, seminars, tutorials, workshops, site visits, fieldwork, case studies, simulations
and group work.
Smaller group sessions, such as seminars, foster discussion, analysis and the development of
interpersonal and problem-solving skills. Independent learning is developed and nurtured
through student-led seminars, individual and group project work, the dissertation and the
professional practice experience. The dissertation is supported by a structured programme
aimed at leading students through the key stages in its development, focusing on the
importance of research and research methods, as well as individual supervision. Office hours
and tutorials allow individual and small group consultations with lecturers around matters of
course content, coursework and the practical demands of learning.
Various learning resources have been developed to support independent learning. Module
guides, reading lists and assignment briefings underpin independent learning. They outline the
aims and objectives of the module, its structure, week-by-week content and the tasks that
students must undertake. They enable students to make informed choices and to exercise self-
direction in pursuing aspects that are of interest to them within the framework of the module as
a whole.
The University uses Moodle as its virtual learning environment. All modules have a Moodle
site where students can find details about the module, including the assessment for the module
and usually a week by week guide as to the module’s contents. Lecturers may add their notes,
useful information and other material to their module sites.
The student Moodle guide can be found at:
https://wiki.brookes.ac.uk/display/BVhelp/Moodle+Guides+-+STUDENTS
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Student Handbook
You can log on at http://moodle.brookes.ac.uk/ with your PIP username and password. Moodle
contains essential information about the modules you are registered for, or a link to this
information if it is stored elsewhere.
For each module this includes:

the module description - including module title, module number, module leader, level, number of
credits, pre-requisites, co-requisites etc, any restrictions or requirements, learning outcomes,
teaching, learning and assessment, learning hours; module reading list;
links to important University-wide information including the policy for: Mitigating Circumstances,
Dyslexia, Plagiarism, Syndication and Collusion, University wide regulations and Examination
Guidance;
Module tutor(s) and contact details;
Programme administrator and contact details;
Assessment details and arrangements;
Specimen Examination Papers (where relevant);
Useful web links and other resources;
Use of student feedback to improve the module;
Teaching materials like lecture notes and practical exercises.
Students are also encouraged to attend Library and IT training sessions, and draw upon
appropriate software and networked facilities for presentations by making use of Media
Workshop resources and expertise.
The University uses Google for a suite of applications including Google Mail, Google
Calendar, Google Contacts and Google Drive (where you create and store your Docs, Forms,
Spreadsheets etc.). For more information see - https://obis.brookes.ac.uk/google/
Assessment and Feedback

Assessment encompasses all judgements made about the work of a student and/or their skills,
abilities and progress, and the associated provision of feedback. The Brookes Assessment
Compact sets out the aims and responsibilities for assessment for both the University and
students. The Brookes Assessment Compact is provided in Appendix B.
The course attempts to provide an appropriate balance of assessment methods throughout its
duration and on a semester by semester basis. It is intended that the assessment method
employed in each individual module will examine the general educational aims and assess the
learning outcomes as detailed in the syllabus of that particular subject area, whilst
complementing the teaching and learning methods and the variety of your learning and
experience.
Assessment in form other than in unseen exam may be new to you and you may experience
novel situations of peer assessment and self-assessment. It is our intention to provide an
appropriate balance between the following forms of assessment
diagnostic: that which provides information about the individual

formative: that which helps you in your learning
summative: that which gives a final and total measure of your attainment.
Please ensure that you are always clear as to which criteria are involved in the assessment of
any of your work and if necessary seek further guidance from the module leader.
All module handbooks contain both general and specific assessment criteria used by staff in the
awarding of grades. Group work that is assessed is closely monitored in line with University
policy to ensure equity in the provision of marks awarded to a group. Where appropriate,
students enter into a contract with each other over the conduct of group work, providing the
module leader with a consensual basis for assessing those not contributing to the group effort.
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Student Handbook
On modules with a coursework component the aim is to give individual written feedback within
two weeks from the coursework submission deadline. All dissertation and Independent Study
Modules are double marked. A percentage of other assessed work is double marked within the
Department to ensure that the standard and profile of marking is appropriate. A sample of
examination and coursework is passed to the External Examiners. The sample sent will
normally include all A-grades; all fails, borderline cases and some examples of middle-grade
marks. The Real Estate Management Subject Examination Committee meets on a semesterly
basis to discuss student progression and performance with the External Examiners present.
These meetings are followed by meetings of the full Modular Examinations Committee where
awards are made.
The External Examiner carries out the important function of ensuring that a high level of
academic standards and quality assurance are maintain. Although the External Examiners do
not mark student’s work, they do oversee the assessment process through their review of exam
papers, sample exam and coursework, and their participation in the examination committees.
The External Examiner’s annual report can be read on PIP.
See Section 10: Module Descriptions for description of the assessment types and methods
used in each module and Appendix D: Course Assessment Schedule for the timetable of
assessment during each semester.
Feedback can be about your individual assignments, group work, a draft that you have prepared
or even your ideas about a future project (independent study or dissertation).
Feedback can help you to self-assess your work against assessment criteria as well as
understanding what you have done wrong in an assignment. It will help you to improve your
future assignments and to approach work in further modules.
Feedback comes in many different forms including

● Written comments on your work
● Verbal comments about your own work or some group work
● Comments made during class discussions
Finally, feedback can come from module leaders, seminar tutors and fellow students.
For more detailed advice on how to make feedback work for you, consult
http://www.brookes.ac.uk/aske/documents/StudentFeeback_makeitwork.pdf
6. Student Guidance – Teaching, Learning and Assessment
Attendance
You cannot expect to perform well in modules unless you attend lectures and seminars. Almost all
students who fail modules and experience academic difficulties during the course are those who do
not attend their classes regularly. If you are taking paid employment you MUST organise this
around your modules; they must take priority. We expect you to attend regularly and participate
actively in your classes. If you are encountering any problems with your attendance please seek
advice from your Student Support Coordinator or Academic Adviser immediately.
Deadlines and Policy on Late Submission of Assignments
At the beginning of each module which has an assessed coursework component you will be
informed of the ‘deadline’ for submission. This is the last point at which your work will be accepted
and these deadlines must be adhered to. Should you be unable to hand in work on time due to
mitigating circumstances, it is your responsibility to discuss this with the module leader or tutor in
advance of the deadline. Should you fail to negotiate an extension, a zero mark will be given for the
coursework item concerned. It will be possible to appeal a zero, but the student will need to
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Student Handbook
demonstrate why they were unable to request the extension in advance as well as that they had
valid mitigating circumstances.
The module handbook, published to students at the start of the module, will state the deadlines
for each element of coursework assessment. It will also state if penalties will be imposed for
work which exceed the specified word limit.
Under normal circumstances, the only basis for awarding extensions will be due to illness. It is
each individual student’s responsibility to manage their own coursework and it is important that you
plan and manage your time and commitments to enable you to meet deadlines.
Consideration of Mitigating Circumstances
The University provides students with the opportunity to raise issues that may have affected (or are
currently affecting) their performance in an assessment (exams or coursework). These
circumstances may include sickness and personal problems. The University defines mitigating
circumstances as:
‘Circumstances which are beyond the control of the student and which could not be reasonably
accommodated by the student and which seriously impair performance in assessment’
All three elements of the definition must be met in order to substantiate a claim for mitigating
circumstances. A policy statement is provided in Appendix E. Full guidance for students
submitting a request following Mitigating Circumstances can be found at:
http://www.brookes.ac.uk/students/your-studies/mitigating-circumstances/
In most circumstances students will need to provide sufficient documentary evidence (medical
certificate, etc.) to support a claim for mitigating circumstances. For circumstances where a
student’s performance is affected for 1 week or less, self-certification may be acceptable.
Allowing Time for Study

In addition to your contact hours for each module (i.e. lectures, seminars and tutorials) you will
need to undertake a considerable amount of independent study if you want to achieve satisfactory
results. Independent study is the time spent alone or with other students in which you develop your
knowledge and understanding of the issues that are introduced in lectures and seminars. It is also
the time during which you prepare coursework for assessment.
You are expected to spend approximately 150 hours working towards the successful completion of
each single credit module (or 300 hours for double modules). If you have 24 contact hours for a
particular module, this leaves 126 hours in which you should be undertaking independent study.
Please remember that you are “reading for a degree”. You will not fulfil your potential without
completing an appropriate amount and level of study. Also remember to plan your work across
the semester, bearing in mind that you will be taking an average of four modules a semester. Do
not leave everything to the last minute before a deadline. If you have genuine difficulties in
planning your workload go and see your Student Support Coordinator or, if necessary, Student
Services who can offer expert advice.
Presentation of Written Work
The Department of Real Estate and Construction expects that students provide essays and
other written work in word-processed form. Students must ensure that the work is well-
presented, checked for grammar and spelling errors, is within the word limits set out for the
assignment and is appropriately referenced.
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Student Handbook
The Library
The course library materials are based at the Gipsy Lane Campus. It is essential that you
become familiar with the facilities of the library at an early stage in your course. Geoff Morgan is
the Subject Librarian and his office is based in the Library.
In addition to a wide range of textbooks, journals, magazines and newspapers, access is also
available to on-line databases. Free information leaflets are available in the library concerning
the services offered, and library tours are arranged at the beginning of each semester.
You will be given a guided tour of the library in your first week here. It is an invaluable aid and
crucial if you are going to get the full benefit of the range of services on offer. Remember to
pick up the free library publications, which will help you find your way around the Construction
and Commercial Management literature. There will also be a session specifically designed for
students on how to make the best use of the library. Remember that the Subject Librarian is
available to answer your queries.
The Faculty also has its own Resources Room, located in Abercrombie Extension, which has
copies of useful materials for your course.
Computer Services
Oxford Brookes Information Solutions (OBIS) is the directorate providing, managing and
supporting the University's IT services and infrastructure for all staff and students. Information
on computer facilities including, printing, PC hire, anti-virus software, etc., can be found at
http://www.obis.brookes.ac.uk
A wide range of computing facilities is available to all students. All students are automatically
assigned a computer account on enrolment and will have access to all Computer Services
facilities, including email and the World Wide Web within 24 hours. There are over 500
networked PCs available to students in the open access rooms across the campuses. A typical
room has 20 Pentium PCs and a laser printer. PCs are also installed in foyers and corridors
around the University, for quick access to email, and many of the rooms are open 24 hours a
day.
The Gipsy Lane Campus Computer Services help desk is located on the ground floor of the
John Henry Brookes Building and is open weekdays from 8.30am to 8pm, and weekends 11am
to 4pm. During vacation it is open weekdays from 9.00am to 5.00pm (4.30pm on Fridays).
Examinations
It is important that you become familiar with the requirements and regulations regarding
examinations. You should refer to the Undergraduate Modular Programme Guide for Students for
detailed information concerning the organisation of examinations at the University. During the
middle of each semester you should check that your name is entered on the draft examination lists
for all modules that you are taking during that semester by referring to your Personal Information
Page (PIP) (see below).
Students must check the time of their examinations on the official exam timetable or on
their PIP Page. It is essential that you arrive at the exam room by that time. If you are late
you will be refused admission and thus fail the exam. Remember to take your
enrolment/library card to all your examinations and place it on your desk.
Cheating and Plagiarism

The University has strict rules to ensure that students’ work for assessment is actually the result of
their own individual effort, skills and knowledge and has not been produced by means that will give
them an unfair advantage over other students. The University takes the issue of cheating very
seriously and students have been expelled or had their degree withheld. Cheating may take a
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variety of forms and includes submitting another student’s work as one’s own, impersonation,
plagiarism and collusion with others when the work is supposed to be an individual assignment.
Make sure you read Appendix F: Cheating, which sets out the University’s regulations on
Cheating and gives more details. In order to avoid accusations of plagiarism in particular you
should take care in referencing the sources of your work; see the section on Citing Your Sources
in Appendix G.
Turnitin
Turnitin is a web-based text matching tool that supports students in the development of good
academic practice when preparing written work for assessment. It may also be used as part of an
investigation into an alleged case plagiarism. In each year of the course, students will study on a
designated Turnitin module which will require them to submit one coursework element through
Turnitin via the module Brookes Virtual site. More details about Turnitin are provided in
Appendix H.
Module Results
The Real Estate Management Subject Examination Committee comprises the Subject's teaching
staff and the External Examiners. It meets in the vacation after each semester to approve the
examination and coursework results. The External Examiners check and approve the marks
awarded, and ensure that the standards and results are comparable with other universities.
If you are not successful in passing a module, you will be awarded a resit if you obtain a mark
between 30% and 39%. Detailed information regarding possible grades following assessment is
included in the Undergraduate Modular Programme Guide and an outline is set out later in this
section. Resits for semester 1 modules are held during the Easter Break in semester 2 and resits
for semester 2 modules are held in July.
Personal Information Portal (PIP)
Your Personal Information Portal (PIP) is a suite of web pages that you will rely upon a great
deal during your time at Oxford Brookes, so it is important to familiarise yourself with it. Using
PIP you will be able to:
• enrol online
• view your personal details and course fees
• maintain your address, emergency contact and mobile phone details
• request attendance and council tax exemption certificates
• view your student record, timetable and examination timetable
• make various online change requests and view online messages regarding the status of
these requests
• make a mitigating circumstances application
• use the Undergraduate Modular Programme (UMP) Handbook which contains all current
field lists, up-to-date module descriptions, programme regulations, syllabuses and the
General University Calendar
• use the 'Online Programme Registration' (OLPR) facility which will enable you to
manage your own programme i.e. add and delete modules
• register for your graduation ceremony.
PIP training and drop-in sessions run during Week 0 and Week 1 in Semester 1 and Week 0 in
Semester 2.
A helpful PIP 'Guide for Students' is available from Student Central (located on the ground floor
of the John Henry Brookes Building) and PIP queries can also be sent to the Systems Team at
ard-systems@brookes.ac.uk.
Dissertations
Students will write a dissertation as part of the honours element of their programme. The
dissertation differs markedly from most conventional modules. It provides an opportunity for
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long-term, self-generated study and research, under supervision. You will be asked to start
thinking about a likely topic for your dissertation during your second year, and to pursue work on
it throughout most of your final year. Dissertations are taken for two credits, and will be on a
subject chosen by the student related to Real Estate Management. The dissertation is usually
between 8000 and 10,000 words long.
You should agree a topic with a supervising tutor before the start of the first semester of your final
year and complete the appropriate form, M199. Your completed dissertation will be submitted in
week 8 of the final semester of your degree.
Study Visits and Field Trips
A number of modules include site visits and field trips. Some trips are planned to take place within
semester time, perhaps outside "normal" module slots, and others take place in the vacation,
normally immediately preceding the semester in which the module takes place.
Where trips are residential, you are required to make a contribution to accommodation costs. The
present rate is between £10.00 & £15.00 per day. You may also be required to meet other costs,
e.g. travel, entry charges etc.
Students’ behaviour on any study visit or field trip is expected to be responsible and mature. In
particular, students should be aware of the University Regulations. Any notification of
inappropriate behaviour will be taken very seriously by the University and could lead to
disciplinary action being taken.
It is your responsibility to make yourself available for field trips so check arrangements with your
module leaders early on.
Be sure you have appropriate clothing, footwear, headgear, equipment: notepad, pen/pencil,
camera (and film); documentation (e.g. passport and visas as necessary for trips abroad, form
E111 for emergency healthcare), money, foreign currency, travellers cheques etc.
Progression Rules
Brief summaries of the rules which relate to your progression from one year of study to the next are
given here. You will find full details of the progression rules in both the Undergraduate Modular
Programme Handbook and the Guide to Students. Please note:
• A student who passes fewer than 3 modules in a year will be required to withdraw from
study at the University.
• A student who passes fewer than 7 Modules in Level 4 will be asked to retake the failed
modules, and may be refused permission formally to progress to Level 5.
• A student who has not passed all the compulsory Level 4 modules for their course may
be refused permission to progress to Level 5 by that course and be required to retake
the failed modules while formally remaining in Level 4.
• A student within paragraph above who wishes to remain full-time may take Level 5 and 6
modules although still within Level 4, provided that the student has passed any
prerequisite module(s) for any such module.
• A student who passes fewer than 6 modules in Level 5 (i.e. 2nd year) will not be allowed
to progress to their final year. They will need to repeat failed 2nd year modules,
especially those prerequisite to final year modules, to get back up to 6 in order to
progress into final year.
• The “22 Rule”: A student cannot ordinarily graduate with honours if they have taken
more than 22 modules in Level 5 and 6. That means that as an absolute maximum a
student can only afford to fail 6 modules in Level 5 and 6, as that will take him/her to 22.
The non-honours degree does not carry RICS accreditation.
• A student will not normally be allowed to take a module which has a prerequisite module
which they have not passed.
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Grades of Assessment
Assessment will be based on the following grading system:
Percentage Grade Grade Pass /

Point Fail
75 – 100 A+ 4.5 Pass
70 – 74 A 4.0 Pass
65 – 69 B+ 3.5 Pass
60 – 64 B 3.0 Pass
55 – 59 C+ 2.5 Pass
50 – 54 C 2.0 Pass
45 – 49 D+ 1.5 Pass
40 – 44 D 1.0 Pass
RC 30-39% (resit coursework)

RE 30-39% (resit examination)
RB 30-39% (resit both coursework and examination)
F Less than 29% - fail at first attempt
FR Less than 39% - fail at resit
S Pass when assessment based on pass/fail basis only
MS Ungraded pass arising from mitigating circumstances
DC 0-99% Resit through mitigating circumstances (Coursework).
All marks obtained will be awarded
DE 0-99% Resit through mitigating circumstances (Examination).
DB 0-99% Resit through mitigating circumstances (Exam and Coursework).
DF Deferred Assessment - decision to be made at a later stage
CE Credit for prior experiential learning
P Capped at 40% (passing a resit)
DD Ungraded deferred assessment (Disciplinary)
Generic assessment criteria for the grades above is given in Appendix C

Opportunities to Study Abroad
Oxford Brookes has links with a number of universities in other countries and students may
spend a semester or more abroad while obtaining credits towards their degree programmes.
Students must make sure that they agree the exchange and the programme of study abroad
with the Subject Coordinator before they depart. For more information see –
http://www.brookes.ac.uk/international/study-abroad-and-exchanges/
The Department of Real Estate and Construction coordinator for European university
exchanges is Dr Albert Cao (AB1.08, ext. 3473).
7. Student Participation and Representation

The University have a policy of involving students in all of their committees and decision-making
bodies. Within the programme, student representatives are elected to represent the student
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Student Handbook
body as a whole. Student representatives are encouraged to play an active role in directly
influencing the way in which the programmes are administered and developed.
Faculty Academic Enhancement and Standards Committee
The Faculty AESC comprises programme leaders in the faculty, student representatives and
representatives from the various academic support services. It is ultimately responsible for
overseeing the implementation of University teaching and learning strategies, ensuring the
effective operation of the University’s processes for managing quality and standards, and for
facilitating communication within and across Faculties. As part of the function of this committee,
student representatives will participate in periodic reviews and programme approval events.
Subject Committee
Membership consists of all staff, the subject Librarian, and up to two student representatives from
each year group. It is very important that all years are fully represented and elections will take
place early in the first semester.
The Committee is responsible for all academic and administrative aspects of the teaching on the
course. This includes proposed changes and planning of the overall structure of the course. It is
the most important forum in which student opinion can be brought to bear to influence present
practice and future policy. The agendas and minutes of the Subject Committee are available
electronically for all students to see.
The Committee also functions as the Examination Committee (without the student
representatives and the subject librarian). This is undertaken with the External Examiner.
Degree classifications are also discussed at the meeting in July. The Committee's decisions are
taken to the Modular Course Examinations Committee for approval each semester.
Student Representatives
Student representatives are elected to the Subject Committee by the students on the Course. Their
role is to represent student interests, and to give students the opportunity to contribute to matters
relevant to the Subject's current practice, policies and future development. Many positive
suggestions have come from students on the Committee and it is an effective forum for the airing
of issues of concern.
If you have any comments to make, contact the student representative of your year and should you
wish to stand as a representative you can nominate yourself for the Subject Committee. Student
representatives have access to block email facilities so that they can contact and communicate
easily with all course students.
The Subject Committee usually meets once each semester.

Staff/Student Meetings
Apart from the regular Subject Committee meeting, general subject meetings of all staff and
students can be called at any time at the request of either staff or students to discuss any particular
problem or issue that may arise. Requests should be made to the Subject Coordinator.
There is also a specific meeting for Year 1 students in Semester 2 to discuss Year 2 & 3
programmes.
8. Student Feedback and Review of the Course

At the end of each module you take on the course you will be given an opportunity to express
your views about your experience. This will normally be done by the completion of a feedback
survey administered during the class or online. The surveys are anonymous and the results can
therefore not have any effect on your grade. Teaching staff obtain important feedback from
these surveys and the results form an important part of the module report which the module
leader prepares and submits to the Subject Committee the following semester.
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Student Handbook
Positive suggestions from students can lead to changes in the way the module is delivered in
future. Feedback from students is treated very seriously and so we ask that you complete the form
carefully after thinking about your responses.
In addition to individual module questionnaires the Department organises student focus groups to
gain feedback on current issues pertaining to the taught programmes and student experience.
Also, the National Student Survey administers (via an independent market research company) an
‘exit survey’ which is completed by each student in their last semester before graduating. This asks
students about their experience on the course as a whole and their time at Oxford Brookes
University. Views of graduating students provide staff with invaluable information for the future
planning and development of the course.
Each course in the University is subject to an Annual Review process which is carried out in the
first semester during the autumn and examines the previous academic year’s performance. The
report of the Subject Coordinator and the module reports, including the student evaluation results,
are the central agenda items for the Annual review meeting which also includes the student
representatives from the Course. Individual course reviews feed into the Faculty and eventually the
University review meetings.
9. Supporting Students at Oxford Brookes University

The University has committed itself to providing a supportive environment where respect is
shown to all and where all staff and students, regardless of their gender, race, ethnic
background, culture, (dis)ability, age, faith or any other factor are encouraged to perform at their
potential.
Most students enjoy their time at Oxford Brookes University and complete their studies without
experiencing any particular difficulties. However, problems, big and small, can and sometimes
do arise. It is important to stress that you should always seek help sooner rather than later from
your friends, the course staff or the University. Remember, we cannot help if we do not know
there is a problem! It can be difficult to ask for help or advice but there are a number of points of
support and contact within the University. This section of the Student Handbook sets out the
Student Support Framework and describes the key staff roles involved in supporting students
within the Faculty and the wider University.
Student Support Framework

The School provides an academic and personal support framework for all undergraduate
students. This comprises two tiers of support:
A. Programme Support - that embeds the academic and professional development of all
students into programmes in a proactive, and compulsory, manner.
B. Student Support Co-ordinators - who respond to students who have personal or

academic problems in a fast, appropriate and coordinated manner, making referrals to
other University services as necessary.
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Student Handbook
The framework is represented in the diagram below:
Student Programme-based Academic Experience
Induction, Academic and Professional Development, Careers
Student Issues Student Issues
Student Support Coordinators
Referrals Referrals Referrals
Academic Student Counselling Student Union Head/Deputy of

Advisors and Services Department
Subject
Coordinators
Key Staff:
Student Support Coordinators (Michele Jacobs and Marta Solsona)
The Student Support Coordinators should be your first port of call for any of the following types
of issue – PIP problems, choosing your programme of study, personal issues, financial issues,
disability or sickness and learning difficulties. Michele and Marta will refer you on to the
appropriate support if they cannot provide you with a solution to your problem. You can drop
into the Student Support Office (Abercrombie Extension AB3.16) during the working week or
you can email or phone the office to make an appointment.
Head of Department (Joseph Tah)
The Head of Department is responsible for all aspects of the programmes we offer, as well as all
activities within the Department. Much of Joseph’s work is outside of the Department on Faculty and
University committees,however, students should feel free to approach Joseph directly where
necessary.
Programme Lead (Michael Hill)
The Programme Lead is responsible for managing the Department’s undergraduate programmes,
overseeing the quality and standards of the teaching and assessment processes.
Subject Coordinator (Rebecca Gee)
The Subject Coordinator is responsible for co-ordinating the activities of the course, monitoring
student progress and liaising between staff and students.
Academic Advisor (shown on PIP Page)
Academic Advisor available to help and assist you with advice and information on all aspects of your
course during your time at Oxford Brookes.
Senior Programme Administrator (Ruth Collins)
The Senior Programme Administrator is responsible for the general administration and admissions in
the Faculty.
Programme Administrator (Daniel Vicars)
The Programme Administrator provides support to both students and staff in matters relating to
course administration and is located in the Programme Administrator’s Office in the Abercrombie
Extension – AB2.21.
Module Leaders
Every module within the University has a leader, who is a full-time member of staff, even when the
teaching is shared by several staff or undertaken by part-time or external staff. The Module Leader
is responsible for the overall operation of the module including study programmes, reading lists,
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Student Handbook
assessment and appraisal of the module by students and through the Annual Review. If you need
information about a module – guidance about prerequisites, for example – you should contact the
Module Leader.
Contacting Staff
All Real Estate and Construction staff are based in offices on the first floor of the Abercrombie
Building on the Gipsy Lane Campus. There are various channels for communication within the
University.
All staff and students are registered on email via the computer system. This is often the fastest
and easiest method of conveying messages within the University (and elsewhere)! Please get
into the habit of regularly checking your email for messages. Your email address will be your
studentnumber@brookes.ac.uk. For help or information on computer services within the
University contact OBIS Service Desk on ext. 3311 or at servicedesk@brookes.ac.uk.
On occasions it may be necessary to contact you via the post, so if you change your address, then
please notify Student Central immediately. Important messages may be sent directly to your home
address.
In order to maintain confidentiality, please note that department staff cannot enter into
communication with others on your behalf, even members of your family.
There are a number of other methods by which staff can be contacted. Members of staff will
normally assign a number of hours a week when they have office hours. These are times at which
they will be available to see students without prior appointment. These are good times to see staff
for signatures, general information or advice. If you wish to see a member of staff outside of their
office hours you should arrange an appointment via email, telephone or written communication.
Staff telephone numbers and email addresses are given in Appendix I. If you are unable to
contact a member of staff in an emergency, please contact the Programme Administrator, who will
find another member of staff to assist you.
Noticeboards
There is a noticeboard on the first floor of the Abercrombie Corridor that will regularly have
important messages and information relating to courses and course organisation. This may well
include times, class lists, reading lists, module guides, and announcements of meetings,
research seminars and talks. So please check the notice boards on a regular basis.
On-Line Programme Registration
The University operates an on-line programme registration scheme which enables you to design
and manage your own programme, i.e. add or delete modules, without completing forms. You
will receive training in how to use the system in induction week. Your Academic Advisor can still
provide you with valuable advice on amending your programme and if you are in any doubt
about whether you have the right number or combination of modules make sure you do consult
him or her. As an alternative to the on-line scheme it is still possible to amend your programme
by completing form M99 and obtaining your Academic Advisor’s signature.
You will have the opportunity to meet your Academic Advisor during your induction week (before
the academic year begins) so that you know where they are to be found if you need advice or
assistance later.
New students will find that the University computer has already prepared a programme for them.
This may be what you would have chosen for yourself but, if not, it is easy to change it. If you
wish to make any amendments to your programme of study this should be done with the
assistance of your Academic Advisor. Please note that:
If you miss the deadline for adding modules at the start of the semester then you will have to
request a late module addition. You can do this via PIP by going to the module description and
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Student Handbook
clicking on the ‘request late addition’ link, next to relevant semester start and end dates. Follow
the instructions on the screen and submit the request, this will then go to the module leader for
them to consider. If the module leader allows you on to the module, it will be added to your
programme the moment they authorise the request.
- It is not possible to withdraw from any module after 4.30 pm on the Friday of week 2 of the
semester in which the module runs. If you do not delete the module by this deadline it will show
an F grade on your student record. Therefore please ensure you withdraw from a module
by the deadline.
The Academic Advisor must sign your Level 4 forms if you choose not to make changes on-line.
The Subject Coordinator must sign Level 5 and 6 forms and change of Field forms. He is also
available to advise on programmes and course matters generally.
Upgrade – Study Advice Centre

Upgrade is the University’s study advice service for anyone who wants advice on:
• Study skills – planning and writing essays, assignments and dissertations
• Statistics, maths
• Finding information, literature searching
Drop-in sessions are available at the Gipsy Lane Library Monday-Friday - check the website for
semester and vacation times. See website - http://www.brookes.ac.uk/services/upgrade
Careers and Employability

Real Estate Management offer good graduate employability. Most of the leading firms of
Chartered Surveyors, property development and investment companies, house builders and
housing associations (or Registered Social Landlords as they are now known) regularly recruit
our graduates. Oxford Brookes’ students have established a reputation for achieving high
levels of professional, interpersonal and business skills, which appeal to prospective employers.
Because of this, Oxford Brookes is one of very few departments of Real Estate where leading
property companies proactively visit to meet and interview students during our Milk Round
process. Other areas of employment include financial services, town planning and law.
The University Careers and Employment Centre has information and links on a vast range of
occupations and employment sectors, employers and courses. The online vacancy service,
Talentbank, has hundreds of full and part time jobs, and offers the support of individual
professional Careers Counsellors. The Centre can help you whether you are looking for your
first graduate job, a work placement, part-time/ casual work or going on to further study. It’s
never too early to make a start and Brookes students can use the service for free for 3 years
after graduating. More details of the services provided by the Careers Centre can be found at
http://www.brookescareerscentre.co.uk.
Complaints
The Faculty, and the University, recognise that there may be occasions when student feedback
mechanisms are not sufficient to deal with every type of problem that might occur. A formal
procedure exists that allows you to lodge complaints with the Faculty or University, if you feel that
you have a justified cause. Any complaints will be treated seriously, with appropriate confidentiality
and you should have no fear of subsequent victimisation. Should you wish to lodge a complaint it is
important that you follow the correct University procedure. Full details of the University’s Student
Complaint Procedure can be found, via the computer network, on the Regulations homepage. The
full web address is: http://www.brookes.ac.uk/regulations/current/appeals-complaints-conduct/
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Appeals
The University has formal procedures that allow you, on specific grounds, to appeal against a
decision of an examination committee (i.e. against a mark you are awarded for coursework or
examination). You may appeal on the grounds that:
• medical evidence has not been considered by the committee

• ‘the assessment was not conducted in accordance with the regulations for the programme’
• ‘the judgement of an examiner or examiners was improperly affected by personal bias’
• ‘there was a material administrative error or some other material irregularity in the conduct of
the assessment…’
Should you wish to lodge an appeal it is essential that you follow the correct University procedure.
Full details of the Appeal Procedure can be found, via the computer network, on the Regulations
homepage. The full web address is:
http://www.brookes.ac.uk/regulations/current/appeals-complaints-conduct/
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10. Module Description

Module descriptions, pre-requisites and slotting times change from time to time, often
significantly. You may obtain copies of the latest module descriptions via the
University Computer Network and are advised to do so when deciding on your
programme. This especially applies to non U350xx modules.
U35001: Economics of Built Environment
Module Leader: Mrs Claire Roberts croberts@brookes.ac.uk 01865 483852
Module Description
This module provides an introduction to the micro-economics of markets, in particular the
market for land and property. Students analyse prices and markets and the organisations
operating in property market and how their decisions need to be guided by the planning
system. Students examine land and capital in the context of this economic and
organisational framework. Using the description of the macro-economy as a foundation,
students investigate the inter-relationships between the property market and the activity of
the whole economy. The role of government, and selected government policies are
examined, particularly in terms of the property market. Investment markets are examined as
well as the role that real estate plays in investment strategy by government and the private
sector. Successful completion of this module provides students with the pre-requisites
required for more advanced Real Estate and Construction Management and Planning
modules.
Originating School: The Built Environment

Level: Basic – Level 4
Size: Single
Status: Compulsory for BSc (Hons) Real Estate Management RICS/RTPI
Joint Route (RI), BSc (Hons) Construction Project Management (QM),
BSc (Hons) Quantity Surveying & Commercial Management (QS), BSc
(Hons) Construction Management (CZ), and BA (Hons) City and
Regional Planning (RP), BSc (Hons) Real Estate Management (EM),
BA Planning and Property Development (DV), MPlan City and
Regional Planning (MPL) and alternative pathway for BA (Hons)
Cities - Environment, Design and Development (DT).
Field: RI, QM, QS, CZ, RP, EM, DV, MPL, DT
Pre-requisite: None
Co-requisite: None
Placing: Semester 2
Years running: Every Year
Restrictions: Cannot be counted with:
U51013 Economics in Context
Exclusions: None
Timetable Slots: Wednesday 9.00–10.00 (G) – Lecture
Wednesday 10.00-12.00 (G), 13.00-15.00 (H) - Seminars
Context: This module provides students with broad grounding in theory relating
to economics in the built environment, to enable detailed
consideration and analysis of issues underlying the built environment.
Successful completion of this module will provide students with the
knowledge and understanding of economics required for Level 5 and
6 in Real Estate and Construction Management and Planning.
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Course Content
• Microeconomic market theory, in particular the market for land and property;
• Price and market analysis including price determination, including supply and demand,
elasticity and the limitations of the price system;
• Organisations, their production and decision-making in relation to the residential and
commercial property markets and the construction industry;
• Market structures and performance, including competition and market entry;
• Land and capital in the context of the built environment, in particular land and capital
markets and pricing, rents and interest rates;
• The inter-relationships between the property market and the activity of the whole
economy;
• The role of government, and selected government policies, particularly in terms of the
property market;
• Changes and growth in the level of macro-economic activity and the government’s role
in the economy, including key taxation and monetary policies.
Learning Outcomes
In successfully completing this module, the student will be able to:
1. Knowledge and Understanding

Having completed this module successfully, students Taught Practiced Assessed
will be able to:
i. Explain the demand and supply mechanisms
through which markets operate.
ii. Use cost/revenue data to explain aspects of
organisations’ economic market behaviour, with
particular reference to property and construction.
iii. Discuss the performance implications of
alternative market structures.
iv. Apply market analysis to the land, construction

and capital markets.
v. Explain the role of the planning system in
overcoming market inefficiencies and
imperfections.
vi. Discuss the macro-economic context of the market
for property and construction.
vii. Explain the effects of changes in the level of
economic activity upon the macro-economy and
the market for property and construction.
viii.Use appropriate data and simple economic
models to explain aspects of government policy.
2. Disciplinary/Professional Skills

will be able to:
ix. Outline the economic methodology in the context
of property markets, and the planning of these,
and interpret economic concepts in relation to the
government policy framework within which the
market for real estate operates.
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3. Transferable Skills
will be able to:
x. Calculate from Simple Data
xi. Analyse Economic Data
xii. Problem Solving
xiii.Analyse Technical Material
Teaching and Learning Experience

Students completing this module will have been given the opportunity to:
• attend lectures, which address core economic concepts and their application to
property markets.
• study independently using the teaching material, which contains key concepts, in-text
questions and study guidance.
• attend tutor-led seminars, including group workshop sessions, to reinforce
understanding of the core concepts and demonstrate their applications to markets.
• attend and participate in student-led seminars to reinforce understanding of the core
concepts and develop oral communication, report writing and self-appraisal skills.
Notional Learning Time

Lectures 12 hours
Seminars/Workshop Sessions 12 hours
Directed Study 126 hours
Assessment
Coursework (50%)
Exam (50%)
Learning Outcome
Moodle online test 1 15% i, ii, iii, iv, v, vi, vii, viii, ix
Moodle online test 2 35% i, ii, iii, iv, v, vi, vii, viii, ix
Unseen written examination 50% i, ii, iii, iv, v, vi, vii, viii, x, xi, xii, xiii
The main criteria for assessment are:
• Use of key economic concepts.

• Demonstration of knowledge of the relevant economic theory.
• Use of appropriate diagrams.
• Application of relevant economic theory.
• Ability to structure a logical argument.
• Clear presentation (including word processed text for the coursework).
To pass this module, students must obtain an overall mark of 40% or greater, and also
obtain a minimum of 35% in both the coursework (aggregate) and examination elements
of the assessment. Any failure to attempt any element of assessment on the module
without reasonable excuse will result in a failure of the module without the right to resit.
Indicative Reading List

• Warren, M. (2000) Economic Analysis for Property and Business
• Begg D, Fischer S and Dornbusch R (2005) Economics 8th edition, McGraw Hill
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Validation History
November 2003
Revised on merger of U35001 and U37704 July 2005
Amended 2008
Validated March 2010
Amended 2011
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Student Handbook
U35008: Introduction to Spatial Planning
Module Leader: Dr Michael Stubbs mdstubbs@brookes.ac.uk 01865 483487
Module Description
This module provides an introduction to spatial planning and deals with some of
the challenges currently faced by the system. The teaching approach deals with a
predominant workshop style, in which students work on problem-solving exercises to
address issues pertinent to the submission of planning applications, development of urban
renewal and renaissance, sustainable development/climate change, countryside and urban
restraint policy and sustainable communities policies. A new focus deals with the mitigation
of and adaptation to climate change.

Level Basic – Level 4
Size Single
Status Compulsory for BSc (Hons) Real Estate Management (EM), BA
(Hons) Business of Real Estate (RU), BSc (Hons) Construction
Project Management (QM), BSc (Hons) Quantity Surveying &
Commercial Management (QS), BSc (Hons) Construction
Management (CZ), BSc (Hons) Real Estate Management
RICS/RTPI Joint Route (RI), BA (Hons) City and Regional
Planning (RP), Certificate in Spatial Planning studies, BA (Hons)
Cities - Environment, Design and Development (Single &
Combined Honours) (DT/DE), BA Planning and Property
Development (DV), MPlan City and Regional Planning (MPL),
and alternative compulsory for Foundation Built Environment
(FBE).
Field EM, RU, QM, QS, CZ, RI, RP, DT/DE, DV, MPL, FBE.
Pre-requisite None
Co-requisite None
Placing Semester 1
Years running Every Year
Restrictions None
Exclusions None
Timetable Slots Wednesday 9.00 -12.00 (G) and 13.00 -16.00 (H),
and Thursday 13.00 - 16.00 (K)
Context: This module introduces students to the theory and practice of
land-use planning, with wider links to sustainable development
issues
Course Content
• Problem-solving exercises based on planning practise.
• Urban policy and renaissance, heritage and countryside policy.
• Sustainability and climate change policy.
• Linking planning to wider property development processes
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Student Handbook
Learning Outcomes
In successfully completing this module, you will be able to:
will be able to:
i. Explain the ideologies and origins of planning; the
development of planning legislation; social and
economic objectives of planning; the promotion
and control of development.
ii. Discuss the appropriateness, relevance and
impact of planning policies; the current planning
system; legislation and case law.
iii. Consider the best means by which planning and

property development industry may deliver an
urban renaissance.
iv. Consider practical case studies, Project work and
the ability to write cogent examination answers.
will be able to:
v. Understand the implementation of planning
controls, urban design concepts, mechanisms for
renewal, climate change and the relationship
between policy and the environment.
will be able to:
vi. Written Presentation
vii. Oral Presentation
viii.Group Work
ix. Report Writing
x. Data Analysis
xi. Word Processing

Students undertaking this module will have the opportunity to:
Attend workshops which address the core principles of development management, urban
renewal/ renaissance, climate change, countryside protection and development feasibility.
Attend and participate in a variety of student led, group led, and tutor led sessions within
those workshops, to reinforce their understanding and enhance their skill development.
Study independently through the medium of set assignments, information gathering and
problem-solving exercises.
Utilise a module workbook, set reading (including textbooks) and Brookes Virtual resources,
to assist.

Lecture/Workshops (10 x 2.5) 25 hours
Examination briefing session 2 hours
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Student Handbook
Assessment Learning Outcomes

Coursework (workbook exercises) (50%) i - vi
Written Exam (50%) i – vi
Students will be required to complete a set of independent week-by-week problem-solving

exercises, dealing with key parts of the syllabus.
The Main criteria for assessment are:
• Demonstration of an understanding of the key issues and techniques involved in

urban growth/restraint, climate change/sustainability and site development/feasibility
• An ability to apply skills, theories and knowledge to a given problem or issue
• An ability to present material effectively both orally and in written form (only oral is
assessed).
of the assessment. Any failure to attempt any element of assessment on the module
without reasonable excuse will result in a failure of the module without the right to resit.

• Bentley, I. et al (1985) Responsive Environments, Butterworth Architecture, Oxford.
DETR (2000) By Design, CABE & DETR, London.
• Flannery, T (2005) The Weather Makers. London, Macmillan.
• The Princes’ Foundation (2000) Sustainable Urban Extensions: Planned through
Design, London.
• Ratcliffe, J., Stubbs, M. & Keeping, M. (2009) Urban Planning & Real Estate
Management, 3rd Edition, Taylor & Francis Press, London.
• Rogers, R. & Power, A. (2000) Cities for a Small Country, Taylor Francis, London.
• Power, A & Houghton, J (2008) Jigsaw Cities: Big Places, small spaces. London:
Policy Press.
• Smith-Morris, E. (1997) British Town Planning and Urban Design, Longman, London.
• Urban Task Force (2005) Towards an Effective Urban Renaissance, Thomas Telford,
London.
Validation History
November 2003
Amended 2008
Amended 2011
27
Student Handbook
U35009: Introduction to Valuation
Module Leader: Mrs Rebecca Gee rgee@brookes.ac.uk 01865 484090
Module Description
This module introduces students to the various financial aspects of the real estate market, such
as types of property, and their functions and uses. It involves examination of valuation
techniques employed in assessing market value of different types of property, an
understanding of why valuations are required, and the concept of price, value and worth. You
will be introduced to the basic investment concepts including the development of your
knowledge of financial mathematics, such as the use of formula to calculate present and future
values, the concepts of time value of money, cash-flows and income streams. You will also
study the principal factors affecting property valuation.

Level: Basic – Level 4
Size: Single
Status: Compulsory BSc (Hons) Real Estate Management (EM), BA (Hons)
Business of Real Estate (RU), BSc (Hons) Real Estate Management:
RICS/RTPI Joint Route (RI), BA (Hons) City and Regional Planning
(RP), MPlan City and Regional Planning (MPL), and BA (Hons)
Planning and Property Development (DV).
Field: EM, RU, RI, RP, MPL, DV
Pre-requisite: None
Co-requisite: None
Placing: Semester 2
Restrictions: None
Exclusions: None
Timetable Slots: Thursday 9:00 – 12:00 (J)
Context: This module introduces students to foundation valuation and
commercial management issues relevant to the property industry.
Content
• Characteristics of markets
• Valuation and measurement
• Methodologies of valuation
• Cash flows
• Preparation of reports
Learning Outcomes
In successfully completing this module, the student will be able to:

Having completed this module successfully, students Taught Practised Assessed
will be able to:
i. Explain the characteristics of the real estate
industry, how markets function, and the principal
requirements of those who own or occupy
buildings.
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Student Handbook
ii. Describe the time value of money and illustrate

through calculation the various ways of
expressing a financial return (including the
relationship between price paid, value, yield,
target return and the implied growth in rental
value).
iii. Undertake valuations of real estate interests
using conventional and contemporary
techniques.
iv. Analyse different methods of valuation and
discuss when and why they are appropriate.
v. Synthesise information when preparing a
professional report.
will be able to:
vi. Apply financial formulae to cash flows for specific
purposes.
vii. Choose and use appropriate statistical and
numeric techniques.
viii. Collect relevant data for producing professional
reports and valuations.
ix. Understand how to apply professional guidance
in practical scenarios.
x. Use appropriate skills to inspect and measure
property.
will be able to:
xi. Independent & Self-directed Learning
xii. Independent & Group Research
xiii. Information Gathering Skills
xiv. Analytical Skills
xv. Report Writing
xvi. Problem Assessment
xvii. Data Analysis

• Attend lectures, which will examine the key principles in the subject area.
• Attend seminars, which reinforce knowledge of valuation techniques.
• Visit local commercial properties in order to develop professional skills.
• Study independently using the module lecture notes and reading lists.

Lectures 20 hours
Workshops 20 hours
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Student Handbook
Assessment
Learning Outcome
Coursework 50% i to xix
Exam 50% i to xix

• Isaac, D. (2002). Property Valuation Principles. Basingstoke: Palgrave.
• Millington, A.F. (2000). An Introduction to Property Valuation, 5th Edition. London: Estates
Gazette.
• Scarrett, D. (2008). Property Valuation – The Five Methods. 2nd Edition, London:
Routledge.
Note that some of these books have several previous editions, which, for the purposes of this
module, are likely to be adequate. If in doubt, ask the Module Leader or relevant tutor.
Validation History
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Student Handbook
U35010: Foundation Real Estate Law 1
Module Leader: Dr Sally Sims ssims@brookes.ac.uk 01865 483459
1. MANAGEMENT DETAILS
Module title: Foundation Real Estate Law 1
Module number: U35010
Module leader: Sally Sims
Level: 4
No. of credits: 15
Mode of delivery: Face to face
Pre-requisites: None
Co-requisites: None
Barred combinations: U35002 Foundation Real Estate and Construction Law
U22100 Introduction to Law
Other restrictions or None
requirements:
Timetable information: Semester 1 - running for 12 Weeks
Monday 11.00–12.00 (A) - Lecture
Monday 13.00–16.00 (B) - Seminars
Programme/s in which this module may be taken Status

BSc (Hons) Real Estate Management (EM) Compulsory
BA (Hons) Planning and Property Development (DV) Compulsory
2. MODULE AIMS
This module introduces students to the study of law, using specifically the substantive areas of
contract law. The module compliments the follow-on module Foundation Real Estate Law 2 and
provides a foundation for the advanced legal specialisms studied in Stage II. It also provides
preparation for other real estate management modules with inherent legal perspectives, such as
advanced valuation and professional practice test.
3. LEARNING OUTCOMES
On successful completion of this module, Graduate Attribute Other GAs

students will be able to: developed developed
i. Describe the operation of the machinery of
the civil justice system and its constituent Academic Literacy Global Citizenship
parts in England and Wales
ii. Demonstrate an understanding of the basis
of civil obligations and contractual liability, in
Academic Literacy Global Citizenship
England and Wales
iii Demonstrate an understanding of contract

Academic Literacy
formation, contractual terms and breach.
31
Student Handbook
iv Conduct effective research using primary and

Research Literacy Academic Literacy
secondary legal sources
v Identify and analyse legal problems in given
factual situations utilising both common law Academic Literacy Research Literacy
and statutory principles
vi. Undertake basic analysis Critical Self-
Research Literacy Awareness and
Personal Literacy
vii. Produce a clear and precise piece of written Critical Self-
argument Awareness and Academic literacy
Personal Literacy
viii. Work independently to develop skills in Critical Self-
problem solving Awareness and
Personal Literacy
4. OUTLINE SYLLABUS
Course Content:
• The doctrine of judicial precedent and the structure of the courts.
• The business context of contracts, the essential elements of a valid contract: offer,
acceptance, consideration, intention to create legal relations, capacity, formalities, and
legality.
• The contents of contracts, express terms, implied terms, the doctrine of incorporation,
contracts of agency, performance and termination of contracts, and remedies.
5. TEACHING LEARNING AND ASSESSMENT STRATEGY
Teaching Learning
• Attend lectures, which address the key conceptual themes and explain fundamental legal
principles.
• Attend seminars, which develop the skills of identification and classification of problems
and their resolution through the application of pre-acquired knowledge.
• Study independently using the module workbook/lecture notes, online resources and
primary and secondary research in the University Library and School Resource Centre.
• To develop their ability to analyse situations and apply the law in class tests and
coursework.
Assessment Strategy
Assessment and the opportunity to demonstrate achievement of learning outcomes is provided by

two law essays and a class test
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Student Handbook
6. LEARNING HOURS
Scheduled learning and teaching activities

Lectures 12 hours
Seminars 12 hours
Guided independent study
Directed/independent study 56 hours
Preparation for assessments 70 hours
7. ASSESSMENT TASKS
7.1 Summative assignments Word count/ Learning Weighting

length of outcomes
exam assessed
Coursework 1:
Legal Essay 1500 i, ii, iv-viii 45%
Coursework 2:
Legal Essay 1500 ii-viii 45%
Coursework 3:
Class Test 1 hour i-iii, v-vii 10%
obtain a minimum of 30% in each component of coursework. Failure to attempt any
element of assessment on the module without mitigating circumstances will result in a
failure of the module without the right to resit.
7.2 Opportunities for formative assessment and feedback

Formative assessment and feedback on performance is provided through the three
coursework elements, tutor-led seminars, group feedback and non-scheduled informal
tutorials (including via Wimba Classroom, Skype and e-mail). Aural feedback may, on
occasion, also be provided.
8. INDICATIVE READING LIST
General
• Card R., Murdoch J. and Murdoch S. (2011) “Estate Management Law” 7th Edition,
published by Oxford University Press
Additional Reading
• Ruff A. (2011) “Nutcases Contract Law” published by Sweet & Maxwell 6th ed.
• Fafinski S. and Finch E. (2010) “Law Express: Contract Law.” Published by Pearson
Education Limited. 2nd ed.
• Poole J. (2010) “Textbook on contract law”. Published by Oxford University Press. 10th
ed.
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Student Handbook
• Poole J. (2010) “Casebook on contract law”. Published by Oxford University Press 10th
ed.Atiyah, P. S. and Smith, S.A. (2006) Atiyah's introduction to the law of contract. 6th
edition. Oxford University Press.
• Brookes Virtual
• Brookes Virtual supports the module with supplementary reading, additional information
and online assignments to improve your essay writing and exam skills.
Date module first approved: February 2013

Date of most recent revision: N/A
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Student Handbook
U35011: Foundation Real Estate Law 2
Module title: Foundation Real Estate Law 2
Level: 4
No. of credits: 15
Pre-requisites: U35010 Foundation Real Estate Law 1
Co-requisites: None
Barred combinations: U35002 Foundation Real Estate and Construction Law
U22100 Introduction to Law
requirements:
Monday 11.00–12.00 (A) - Lecture
Monday 13.00–16.00 (B) - Seminars

2. MODULE AIMS
This module builds on Foundation Real Estate Law 1 and introduces students specifically to the
substantive areas of the law of tort. The module focuses on negligence, professional liability
under the law of tort, and on the property torts, including trespass, nuisance and occupiers
liability. The module provides a foundation for the advanced legal specialisms studied in Stage II,
and for other real estate management modules with inherent legal perspectives, such as
advanced valuation and professional practice test.
On successful completion of this module, students will be Graduate Attribute Other GAs
able to: developed developed
i. Describe the operation of the machinery of the civil
justice system and its constituent parts in England Academic Literacy Global Citizenship
and Wales
ii. Demonstrate an understanding of the basis of civil
obligations, including both contractual and tortious
liability, in England and Wales
35
Student Handbook
iii Demonstrate an understanding of professional liability

issues affecting the practice of general practice Academic Literacy
surveying
iv Conduct effective research using primary and
Research Literacy Academic literacy
secondary legal sources
v Identify and analyse legal problems in given factual
situations utilising both common law and statutory Academic Literacy Research Literacy
principles
vi. Undertake basic analysis Research Literacy
vii. Produce a clear and precise piece of written argument Critical Self-
Awareness and Academic literacy
Personal Literacy
viii. Work independently to develop skills in problem Critical Self-
solving Awareness and
Personal Literacy
4. OUTLINE SYLLABUS
Course Content
• The doctrine of judicial precedent and the structure of the courts.
• Purpose of tort, principles of negligence, duty of care, breach and standard of conduct,
doctrine of causation, loss and damage, defences, the limitation defence, and professional
negligence.
• Nuisance, occupiers’ liability, trespass, strict liability, the development of environmental law,
and remedies.
Teaching Learning
• Attend lectures, which address the key conceptual themes and explain fundamental legal
principles.
• Attend seminars, which develop the skills of identification and classification of problems
and their resolution through the application of pre-acquired knowledge.
• Study independently using the module workbook/lecture notes, online resources and
primary and secondary research in the University Library and School Resource Centre.
• Demonstrate and apply the knowledge they have gained by completing coursework
assignments and an unseen written examination.
Assessment Strategy
Assessment and the opportunity to demonstrate achievement of learning outcomes is provided by a

law essay, class tests, and a written examination
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Student Handbook
6. LEARNING HOURS

Lectures 12 hours
Seminars 12 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1:
Closed book classroom test n/a i-iii, v-vii 10%
Coursework 2:
Essay 1000 words i -viii 30%
Coursework 3:
Class test n/a i-iii, v-vii 10%
Written Examination
2 hours i-iii, v-vii 50%
obtain a minimum of 35% in both the coursework (aggregate) and examination
elements of the assessment. Failure to attempt each element of assessment on the
module without mitigating circumstances will result in a failure of the module without
the right to resit.

Formative assessment and feedback on performance is provided through the three coursework
elements, tutor-led seminars, group feedback and non-scheduled informal tutorials (including
via Wimba Classroom, Skype and e-mail). Aural feedback may, on occasion, also be provided.

General
• Card R., Murdoch J. and Murdoch S. (2011) “Estate Management Law” 7th Edition,
published by Oxford University Press
Additional Reading
• Rogers, W. (2002) Winfield and Jolowicz on Tort, 16th Edition, Sweet & Maxwell.
• Giliker, P. (2011) Tort 4th Edition, Sweet & Maxwell London
• Deakin, S., Johnston, A, and Markesinis B. (2008) Markesinis & Deakin’s Tort Law 6th Edition
Oxford University Press
37
Student Handbook
Brookes Virtual
• Brookes Virtual supports the module with supplementary reading, additional information and
online assignments to improve your essay writing and exam skills.

38
Student Handbook
U35012: Integrative Project I
Module title: Integrative Project I
Module leader: Mr Mike Stubbs
Level: 4
No. of credits: 15
Co-requisites: None
Barred combinations: U33509 Integrative Project I
requirements:
Friday 9.00–12.00 (M) – Lecture

2. MODULE AIMS
This module addresses discipline-based and transferable skills that students will need during their
years of study and as professionals in real estate management. These skills are explored and
developed through a series of activities which involve viewing real estate from a range of
perspectives. In broad terms, this includes the subject areas of planning, construction,
sustainability, law, economics, management and valuation.
On successful completion of this module, students Graduate Attribute Other GAs

will be able to: developed developed
i. Understand the professional competencies of
Academic Literacy
a chartered surveyor.
ii. Communicate effectively in written and oral
Critical Self-awareness Academic
media and Personal Literacy Literacy
iii. Understand and carry out secondary research Digital and

Research Literacy Information
Literacy
iv. Produce a structured and well written Critical Self-
report/essay appropriate to professional Academic Literacy awareness and
practice Personal Literacy
39
Student Handbook
v. Apply the processes of analysis and reflection

Academic
to research projects in real estate Research Literacy
Literacy
management
vi. Understand and apply basic maths techniques Digital and
in the solution of discipline based problems Academic Literacy Information
Literacy
vii. Apply IT software to the solution of problems Digital and Information Academic
in real estate management Literacy Literacy
viii. Work effectively in a team environment. Critical Self-awareness Academic
and Personal Literacy Literacy
4. OUTLINE SYLLABUS
The module consists of a series of lectures and workshops which together with a field trip provide
students with the background knowledge of the profession and fundamental skills that are
required in the discipline. The course content includes:
• Core Skills of a Chartered Surveyor – the background to the profession;
• Report Writing;
• Presentation Skills;
• Basic Maths Techniques;
• Independent Learning and Secondary Research;
• Reasoned Opinion and Critical Review – the analysis of data;
• Introduction to IT software skills for Real Estate Education.

Teaching and Learning:
• Work in teams with other members of their discipline.
• Attend lectures and tutorials which address and strengthen key professional skills
• Attend workshops to practice the application of basic maths techniques to discipline based
problems
• Attend workshops to practice their ability to use IT software
• Attend a field trip to carry out research into the real estate markets
• Study independently using the teaching material, which contains key concepts and study
guidance.
• Produce an individual analysis that develops and tests professional skills and to present
this in written and oral form
Assessment Strategy:
the essay/report, presentation and computer assignments.
40
Student Handbook
6. LEARNING HOURS

Lectures 12 hours
Workshops 6 hours
Field Trips 6 hours
Tutorials 2 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1
1500 i-v 40%
Report/Essay
Coursework 2
N/A i-iii, v, viii 20%
Oral Presentation
Coursework 2
N/A vi, vii 40%
Computer Application Assessment

elements, presentation critiques, group and workshop debriefs and non-scheduled informal
tutorials (including via Skype and e-mail).
Books:
• Bowcock, P. & Bayfield, N. (2001) Excel for Surveyors, London: Estate Gazette
• Bradbury, A. (2010) Successful Presentation Skills (4th Edition), London: Kogan Page
• Brett, M (2007) Property and Money: A Simple Guide to Commercial Property Investment
and Finance, London: Estate Gazette
• Copus, J. (2009) Brilliant Writing Tips for Students, Basingstoke, Palgrave Macmillan
• Creme, P. & Lea, M. R. (2003) Writing at University - A Guide for Students (2nd Edition),
Maidenhead: Open University Press
• Godwin, J (2009) Planning Your Essay, Palgrave Macmillan
• Mandel, S. (2000) Effective Presentation Skills - A Practical Guide for Better Speaking
(3rd Edition), CA: Crisp Publications
• Williams, G. (2004) Professional Conduct for Chartered Surveyors, Coventry: RICS Books
• Williams, K. et al (2011) Get Critical, Palgrave Macmillan
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Student Handbook
• Williams, K. et al (2012) Reflective Writing, Palgrave Macmillan

• Williams, L. & Carroll, J. (2009) Referencing & Understanding Plagiarism, Palgrave
Macmillan
• Wyatt, P (2007) Property valuation in an economic context, Oxford: Blackwell Publishing
Website:
• Website for professional reports and guidance: www.isurv.com
• Website for professional news and conducts: www.rics.org
• Website for real estate market information: www.ipd.com

42
Student Handbook
U35013: Introduction to Property, Management and Professional Practice
Module Leader: Dr Youngha Cho ycho@brookes.ac.uk 01865 483941
MODULE TITLE: Introduction to Property, Management and Professional

Practice
MODULE NUMBER: U35013
Module leader: Dr Youngha Cho
Level: Level 4
No. of credits: 15
Co-requisites: None
Barred combinations: None
requirements:
Timetable information: Semester 1
Thursday 11:00-12:00 (J) Lecture
Thursday 13.00-15.00 (K) - Seminars
Programme/s in which this module may be taken Status on programme

2. MODULE AIMS
This module is designed to provide students with understanding of property industry, the macro and
micro economic environment and basic concepts of business and management theory. Students will
learn about current issues of property industry, principles of business operations, different types of
property development, nature of organisations including their structure and influence on property
related decision-making. Students will also learn about the role of the different forms of property
organisations in contemporary business environment and professional skills and techniques which will
be applicable to future studies.
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Student Handbook
On successful completion of this module, students will Graduate Attribute Other GAs
be able to: developed developed
1. Demonstrate awareness of the property profession
and industry, the interrelationships of the main Academic Literacy Global Citizenship
participants and professionals as part of business
planning and operation.
2. Identify the different roles of the participants in Global Citizenship
property development and investment including
Academic Literacy
issues of sustainability and insight into the
economic and social performance of the built
environment.
3. Understand issues of health & safety and Global citizenship Academic Literacy
environmental risks in development activity with an
emphasis on ethical and professional conduct.
4. Demonstrate ability to work within a team, to Critical Self-
interact effectively with team members, and to take Awareness and
responsibility for own work. Personal Literacy
5. Competently use communication and information Critical Self- Digital and
technology and software for the solution of Awareness and Information Literacy
problems in real estate decision making. Personal Literacy
6. Structure and write professional reports, including Critical Self-
executive summaries, as used in practice. Academic Literacy Awareness and
Personal Literacy
4. OUTLINE SYLLABUS
The delivery of the course is designed to incorporate personal and business oriented management
skills and their practical application in an academic and professional environment. Through a series
of case studies, how the core principle and techniques of management are used in the context of
providing property related services will be studied.
Indicative weekly themes include

• Overview of the property industry: the market conditions that influence property industries,
the roles of the industries in the macro and micro economy.
• Fundamental characteristics and operation of property development and investment
companies.
• Various types of property development which are interested and transacted in the market,
the stakeholders of the market and the appropriate legal frameworks.
• The process of development and investment in the property industry
• Basic principles of management and business operation
• Market research and marketing practice in property industry: competitiveness and global
dimension
• Business ethics, H&S, sustainable development and the role of property professional
• Real estate management in its national and international contexts
• Study skills: team working, presentation skills and professional and academic report
writing
• Use of information and technology skills and software in real estate profession
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Student Handbook
• Attend lectures that address key themes, concepts and background information.
• Attend seminars that provide interactive learning exercise using case studies.
• Study independently using the module course’s key concepts and study guidance.
• Make individual and team presentations
• Perform distance learning tasks
Academic concepts as well as practical case studies will be delivered mainly in the lectures.
Application of these concepts will be addressed and discussed in the seminar session, supported by
handouts and pre-set tasks. During the seminar session there will be informal session for formative
assessment and feedback which will allow students to discuss and assess their responses.
Teaching and learning will also be supported by the team and individual coursework undertaken in
module assignments so fostering the academic literacy attributes.
The team assignment will allow students to undertake critical analysis of a mixed use regeneration
scheme: overall business objectives of the project, identification of main stakeholders involved in
the project, and the funding resources. Students are required to research the tasks given for the
development site as a team and demonstrate the findings in professional form. This will involve
application of management process in the real life example and presenting their findings through
oral and written presentation, developing Critical Self-Awareness and Personal Literacy and
Academic Literacy.
The individual assignment will require reflection on all the concepts that have been covered over
the semester and demonstration by the students of their understanding of the major issues by
answering the questions. This will involve research that develops both academic and professional
literacies as well as real life examples. Students will have to articulate their opinion and
propositions in a written report thus enhancing the Research Literacy attribute.
The summative and formative exercises will allow the students to explore a range of different real
estate decisions, analysis tools and problem solving approaches using real life examples.
All assessments will lead to timely feedback using a variety of mechanisms such as the University’s
VLE, individual oral and class-based feedback in accordance with the Brookes Assessment Compact.
To pass this module, students must obtain an overall mark of 40% or greater, and also obtain a
minimum of 35% in each component of coursework. Failure to attempt any element of
assessment on the module without valid mitigating circumstances will result in a failure of the
module without the right to resit.
6. LEARNING HOURS (10 notional learning hours per credit)

Scheduled learning and teaching activities (contact hours)*
Lectures 11 hours
Seminars 11 hours
Guided independent study*
Placement/Study Abroad*
TOTAL: 150 hours
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Student Handbook
7. ASSESSMENT TASKS
7.1 Summative assignments
Word count/ Learning Weighting KIS
length of outcomes category
exam assessed
Indicative coursework
Coursework 1
- 1-3 25% Coursework
On-line class test
Coursework 2
3,000 4-6 30% Coursework
Team assignment (Presentation)
Coursework 3
1,500 1-3 & 5-6 45% Coursework
Individual Reflective Report
Written examinations
Other
Formative assessment and feedback on performance is provided through the interactive class sessions
and the three coursework elements, and informal tutorials (including by telephone and e-mail). Several
tasks will be introduced in the class and all students as a small team are required to present their
analysis and opinion over the pre-set tasks. The students’ level of engagement, academic and/or
affective behaviour will be observed by the tutor. Instant oral feedback will be given to the students’
discussion and participation.
Daft, Richard L. (2011) The New Era of Management, Thompson South-Western.

Deakin, M. (2004), Property management: corporate strategies, financial instruments and the urban
environment, Aldershot : Ashgate.
Grewal, D. Levy, M. (2013) Marketing, McGraw-Hill Higher Education
Myers, D. (2011) Economics & property, EGbook, Published Amsterdam; London
Havard, Timothy( 2011) Contemporary property development, RIBA publishing
Challinor D. (2009)The top ten business models, RICS
Date module first approved: April 2014

Date of most recent revision:
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Student Handbook
U35014: Introduction to Building Design and Construction
Module Leader: Mr David Shiers davidshiers@brookes.ac.uk 01865 483962
MODULE TITLE: Introduction to Building Design and Construction

MODULE NUMBER: U35014
Module leader: David Shiers
Level: Level 4
No. of credits: 15
Co-requisites: None
requirements:
Timetable information: Semester 1: Tuesday 14.00 – 15.00 (E)
Semester 2: Tuesday 13.00 – 14.00 (E)
Programme/s in which this module may be taken Status on programme

2. MODULE AIMS
This module introduces students to the principles of building design, property development,
construction and property management, including the statutory requirements affecting these
processes. The construction of buildings is explained using simple building typologies and knowledge
gained from this module will be applicable to both other subject areas and more complex forms of
building dealt with in later construction and building appraisal modules.
1. Describe methods of construction, types of Academic Literacy
components and elements of buildings; apply current
Building Regulations and other industry standards
and describe the performance of building materials in
relation to their normal use.
2. Collect and process information relating to common Research Literacy
construction practices including recent research on
building-related legal and technical change and
innovation.
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Student Handbook
3. Apply appropriate IT software and techniques to Digital and

measure, record, analyse and present building data. Information Literacy
4. Relate technological issues to global concerns Global Citizenship
including sustainability, environmental protection and
design economy.
4. OUTLINE SYLLABUS
Topics to be covered:
• The property development process

• The professional team
• Physical appraisal of the site
• Building performance parameters
• Building Regulation and Development Control legislation requirements in the context of new-build
development
• Foundation types
• Building structural form
• Principles and practice of construction: walls, frame, roofs and floors
• Building costs and site management
• Measurement of buildings
• Buildings in use; building surveys, defects, maintenance, refurbishment
• Environmental context, building services and sustainability
• Site Plant and Equipment
• Construction Materials
• Attend lectures which address the core issues of building design & construction, in particular
for small-scale residential buildings and explain the principles of traditional forms of Building
Surveys and Appraisals.
The lecture series in Semester 1 is designed to explain the principles of building design and
construction in the context of UK residential development including site appraisal, the professional
team, buildings and the law, structural design, building enclosure and energy use in buildings. The
lectures are complemented by a Building Logbook group project in which students, working in groups,
are asked to describe the construction process using an actual building currently under construction.
This project is intended to enable the student to gain an understanding of the interrelationship between
different stages and trades involved in the construction process and the use and assembly of building
materials and components observed over time.
The RICS HomeBuyer Report (HBR) is the marketing leading property survey report. It provides a
clear assessment of the property indicating what actions may need to be taken. It also comes with a
current market valuation. In Semester 2, students will work in groups to study techniques used in
carrying out Building Surveys and Appraisals and will prepare a basic version of the RICS Homebuyer
Report using the recommended structure and layout. These projects are also designed to encourage
team working, good organisational and time management skills tested over an extended period and to
develop observational, analytical and presentation skills through the production of an extended report.
Work is assessed on the basis of student ability to produce:
• Clear, well organised reports with a logical sequence and structure showing evidence of
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Student Handbook
consistently thorough observation and analysis

• Evidence of technical understanding, research and necessary background reading
• Good presentation and communication skills
The knowledge gained from these projects and from the associated lectures is further developed and
assessed by written examination at the end of Semester 2.
To pass this module, students must obtain an overall mark of 40% or greater, and also obtain a
minimum of 35% in both the coursework (aggregate) and examination elements of the
assessment. Failure to attempt any element of assessment on the module without valid
mitigating circumstances will result in a failure of the module without the right to resit.
6. LEARNING HOURS (10 notional learning hours per credit)

Scheduled learning and teaching activities (contact hours)*
Lectures 20 hours
Seminars 20 hours
Practical classes/workshops 2 hours
Tutorials 3 hours
Guided independent study*
Placement/Study Abroad*
TOTAL: 150 hours
7. ASSESSMENT TASKS
7.1 Summative assignments

Describe assessment tasks Word count/ Learning Weighting KIS
below…* length of outcomes category**
exam assessed
Coursework
Construction Log Book – Group 2500 or 1-4 25% Coursework
Exercise equivalent
Building Survey & Valuation 2500 or 1-4 25% Coursework
Report (based on RICS equivalent
Homebuyer Report) - Group
Exercise
Written examinations
Unseen Written Examination 2 hours 1, 2 & 4 50% Written
Examination
Other
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Student Handbook
elements, lectures, group workshop sessions and non-scheduled informal tutorials (including by
telephone and e-mail). Also, students will be provided with sample mock examination questions to
facilitate their preparation for the final exams.
• Barry R., (2009) The Construction of Buildings Vols. 1 to 5 Crosby Larchwood

• Billington, M., Simmons, M. and Waters, J (2007). The Building Regulations Explained
and Illustrated, Blackwell
• Chudley R., (2010) Building Construction Handbook, Laxtons
• Noy, (2005) Edward Building Surveys and Reports, Blackwells
• Parnham P. and Rispin C. (2001) Residential Property Appraisal, Spon
• Reid, E. (2008) Understanding Buildings, Longman
• Taylor, G.D. (2013), Materials in Construction: An Introduction. (3rd Ed). Longman
• Williams, Andrew (2003) Domestic Building Surveys, Spon
Date module first approved: April 2014

Date of most recent revision:
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Student Handbook
U35020: The Construction and Appraisal of Real Estate
Module Leader: Mr David Shiers davidshiers@brookes.ac.uk 01865 483962
Module Description
This module provides an opportunity for the advanced study of methods of construction of
commercial, industrial and residential buildings, the related statutory requirements and the
techniques and procedures adopted by Chartered Surveyors in the appraisal of buildings.
Students will also examine the formulation of maintenance programmes, the economics of
building design and environmental issues and building services. Successful completion of this
module will provide students with the pre-requisites required for more advanced Real Estate
Management modules.

Level: Advanced – Level 5
Size: Single
Status: Compulsory for BSc (Hons) Real Estate Management (EM) and
BA (Hons) Business of Real Estate (RU), BSc (Hons) Real Estate
Management RICS/RTPI Joint Route (RI), and Acceptable for BSc
(Hons) Cities - Environment, Design and Development (DT).
Field: EM, RU, RI, DT
Pre-requisite: U33504 Introduction to Building Design and Construction
Co-requisite: None
Placing: Semester 1
Restrictions: Cannot be counted with:
M09811 Construction & Appraisal of Commercial, Industrial and
Residential Real Estate
Exclusions: None
Timetable Slots: Monday 10.00 – 12.00 (A)
Context: This module draws upon the knowledge and experience gained in
Year 1 and through an understanding of more complex construction
issues, enables the student to examine the links between building
design and other subject areas including property valuation, portfolio
management, and the appropriate RICS standards and methods of
property appraisal.
.
Course Content
• Building design, construction and performance of common building types and materials
• Building economics and procurement
• Types of building survey, schedule and report, including Schedules of Dilapidation and
Condition.
• Statutory requirements under Building Regulations and CDM regulations.
• Maintenance programmes and historic building conservation
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Student Handbook
Learning Outcomes

will be able to:
i. Describe various methods of construction of
commercial, industrial and residential buildings.
ii. Apply the Building Regulations and other
appropriate legislative standards to such
construction.
iii. Prepare Schedules of Dilapidation and Condition
under various lease terms.
iv. Formulate maintenance programmes for
commercial and industrial buildings.
v. Assess the economic use of space in existing and
proposed buildings.
will be able to:
vi. Identify and analyse various forms of commercial
and industrial building construction
vii. Comment upon constraints in the design process
imposed by Building Regulations and other criteria
viii. Prepare building appraisal reports in accordance
with professional guidance notes and standards
will be able to:
ix. Group Research
x. Report Writing
xi. Data Collection and Analysis
xii. Graphic Skills
Teaching and Learning Experiences

attend lectures, which address the principle issues concerning professional practice in the
commercial, industrial and residential property sectors.
attend seminars and workshops, which develop in an analytical manner, the knowledge gained
from lectures.
examine a range of commercial and residential property through site visits and building
appraisal projects.

Lectures 20 hours
Seminars, Workshops and Site Visits 20 hours
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Student Handbook
Assessment
Exam (50%)
Coursework (50%)
Learning Outcomes
Coursework - Schedule of Dilapidation 25% i-xii
- Case Study Report 25% i-xii
Unseen Written Exam 50% i-viii
The main assessment criteria are:

Knowledge of the design and construction of buildings including the principal Building
Regulation requirements.
Ability to prepare building appraisal reports in accordance with recommended professional
standards.
Ability to observe, record and analyse building design and functional, aesthetic and economic
performance characteristics.
To pass this module, students must obtain a minimum of 35% in both the coursework
(aggregate) and examination elements of the assessment. In order to pass the module,
students must achieve an overall mark of 40% or greater. Any failure to attempt any
element of assessment on the module without reasonable excuse will result in a failure of
the module without the right to resit.

• Barry, R. (1985) The Construction of Buildings, Vol 3&4, Crosby Lockwood. BRE
• Noy (2005) Building Surveys and Reports, Blackwells.
• Reid, E. (1988) Understanding Buildings, Longman
• RICS (2008) Dilapidations 5th Edition, RICS Guidance Notes, RICS, London.
• Seeley, I. (1996) Building Economics, Macmillan Press Ltd.
• Seeley, I. (1987) Building Maintenance, Macmillan Press Ltd.
• Watt (2007) Building Pathology, Blackwell Science.
Validation History
November 2003
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Student Handbook
U35024: Town Planning Practice
Module Description
This module aims to provide a critical understanding of the UK planning system and how it
works in practice. It looks at how planning law, policy and procedure is evolving and it considers
some of the key issues facing planners today. Project work and presentations by visiting
speakers from professional practice are key elements of this module.
Successful completion of the module will provide students with the pre-requisites required for
Level 6 Real Estate Management modules.

Size: Single
Status: Compulsory for BSc (Hons) Real Estate Management (EM) and BA
(Hons) Business of Real Estate (RU), and BSc (Hons) Real Estate
Management RICS/RTPI Joint Route (RI).
Field: EM, RU, RI
Pre-requisite: U35008 Introduction to Spatial Planning
Co-requisite: None
Placing: Semester 1
Restrictions: None
Exclusions: None
Timetable Slots: Monday 13.00 – 16.00 (B)
Context: This module provides students with an understanding of UK planning
system required for Level 6 modules in Development Planning.
Course Content
• The Town and Country Planning Acts and the system created by them
• The main national, regional and local planning policies and how to go about interpreting
them for development purposes
• How development control works and what the government is doing to speed up the
decision making process
• Practicing relevant skills such as preparing a planning application and appeal statement
• Developing a critical understanding of the key planning issues facing the practitioner today
Learning Outcomes

will be able to:
i. Analyse topical planning issues in the context of
policies, legislation, environment economic and
social impact.
ii. Explain the structure and functions of local
planning authorities in England and Wales.
iii. Demonstrate an understanding of the
development plan system of England and Wales.
iv. Demonstrate an understanding of the

development control system in England and
Wales
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Student Handbook
v. Demonstrate an understanding of the relationship

between development plans and development
control.
will be able to:
vi. Research, interpret and apply relevant planning
information to practical problem scenarios.
vii. Demonstrate a knowledge and understanding of
the different levels of planning
viii. Demonstrate an understanding of the role of
planning professionals in the land use planning
system
ix. Advise on appropriate courses of action/make
rational decisions in dealing with practice related
issues
x. Prepare a planning application and appeal
statement
will be able to:
xi. Undertake Group/Team Work
xii. Prepare applications
xiii. Solve Problems
xiv. Prepare professional statements
xv. Report Writing
xvi. Analyse Policy Statements

• attend a series of lectures, which address topical planning issues, combined with
procedural and policy matters.
• attend a series of small group sessions organised to foster discussion and develop the
skills for identification and resolution of problems through the application of pre-acquired
knowledge and advocacy skills.
• study independently and in group project work.
• undertake problem solving exercises.

Lectures 18 hours
Seminars 12 hours
Assessment
Exam (50%)
Coursework (50%)
Learning Outcome
Exam 50% i - vi, viii – x, xiii
Planning Project 50% i – vi, viii - xvi
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Student Handbook
The assessments are based on a planning project and a two hour written examination.
The main criteria for assessment are:
• demonstration of knowledge of both planning policy and planning procedure, as

appropriate.
• ability to research the planning merits of a case and to prepare and present an
application/appeal statement
• ability to develop a broader understanding of contemporary planning practice
To pass this module students must obtain a minimum of 35% in both the coursework

• Barker, K (2006) Barker Review of Land Use Planning HMSO, Norwich
• Cullingworth, J.B. and Nadin, V. (2006) Town and Country Planning in the UK, , *
14th Edition Routledge, London
• DCLG (2007) Planning for a Sustainable Future HMSO, Norwich
• DETR (2000) “Our Towns and Cities. The Future – Delivering an Urban Renaissance”,
(Urban White Paper), London,
• Duxbury, R. (2006) Telling and Duxbury’s Planning Law and Procedure, 13th Edition,
Butterworth.
• Grant, M. (ed) Encyclopaedia of Planning Law and Practice, Sweet & Maxwell, updated
monthly
• Moore V. (2002) A Practical Approach to Planning Law 8th Edition, OUP, Oxford
• ODPM (2003) Sustainable Communities; Building for the Future
• Owens, S. and Cowell, R. (2002) Land and Limits, Routledge, London
• Parfect, M. and Powers, G. (1997) Planning for Urban Quality, Routledge, London
• Ratcliffe, J., Stubbs, M. and Keeping, M. (2009) Urban Planning and Real Estate *
Development, 3rd Edition, Routledge, London
• Rydin, Y (2003) Urban and Environmental Planning in the UK 2nd Edition, Built
Environment Series, London
• Ward, S. (2004) Planning and Urban Change, 2nd Edition, Sage Publications
Validation History
November 2003
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Student Handbook
U35025: Real Estate Integrative Project II
Module title: Integrative Project II
Level: 5
No. of credits: 15
Pre-requisites: U33504 Introduction to Building Design and Construction
U35008 Introduction to Spatial Planning
One of either U33509 or U35012 Integrative Project 1
Co-requisites: None
requirements:
Wednesday 11.00–12.00 (G) – Lecture
Wednesday 13.00-15.00 (H) - Seminars

2. MODULE AIMS
This advanced module aims to give students the opportunity to integrate the disparate knowledge
and experience that they have already gained during the last two years by completing a project
which focuses on property investment and redevelopment. Completing this module will require
students to apply their knowledge of town planning, development constraints, sustainability,
property and land values, project management, property research and marketing. They will also
have an opportunity to develop their IT skills through the use of a variety of software including
GIS, Digimap and Google SketchUp.

i. Learn to apply theories and ideas from the
Research
pre-requisite modules to a concrete and Academic Literacy
Literacy
complex case study.
ii. Engage in primary research and design, Academic
Research Literacy
implement and analyse such research. Literacy
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Student Handbook
iii.Produce a structured and well written

Research
report/essay appropriate to professional Academic Literacy
Literacy
practice.
iv. Critically evaluate theories of sustainable Digital and
development in the built environment. Academic Literacy Information
Literacy
v. Deal with issues associated with global Academic Literacy Research
warming Literacy,
vi. To develop a critical understanding of
research techniques used in the property Academic
Research Literacy
profession. Literacy
vii. Use and develop your IT and presentation Digital Information Critical Self-
skills Literacy awareness and
Personal Literacy
viii. Developing negotiation and collaboration skills Critical Self-awareness
through participation in group work and Personal Literacy
4. OUTLINE SYLLABUS
The course content is primarily delivered by guest lecturers from within the property profession
and is supported by two field trips. The lecturer series will focus on the key elements of this
module which include, planning, undertaking development, sustainability, investment, marketing
and presentation. Seminars will facilitate group discussion and provide opportunities for the
practical application of research tools such as Excel, Digimap, GIS and Google SketchUp.
Students will also have an opportunity to develop their presentation skills.
Whilst some background information will be provided, students are expected to thoroughly
research each element associated with their proposed development, paying particular attention to
the viability and long term sustainability of their chosen scheme. In addition, students will be
expected to consider the various options for designing carbon neutral buildings (residential or
commercial). They will also be expected to undertake a financial analysis and produce a finance
model for their scheme. Students will be expected to produce a detailed report giving advice to
the client and a plan of the group's development plan.
To encourage team work, it will not be possible for any one individual to complete the required
tasks alone.
Teaching Learning
• Work in teams with other members of their discipline.
• Apply their knowledge in a practical context to a project.
• Undertake research.
• Examine different aspects of the built environment.
• Undertake development and investment appraisal
• Develop their IT and presentation skills
• Develop their report writing skills
Assessment Strategy
the development proposal report and presentation assignments, which include elements of both
individual and group work.
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Student Handbook
6. LEARNING HOURS

Lectures 12 hours
Seminars 12 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework is adapted to suit the focus of
the project on an annual basis but will
consist of a report, a development proposal n/a i-viii 100%
and 3D plan, a video presentation and face
to face presentation.

Formative assessment and feedback on performance is provided through the coursework
elements, tutor-led seminars, group feedback and non-scheduled informal tutorials (including via
Wimba Classroom, Skype and e-mail). Audio feedback may, on occasion, also be provided.

Core Text: Desai Pooran (2010) One Planet Communities: A Real Life Guide to Sustainable
Living. Published by John Wiley & Son, Inc.
Additional Material:
Asla DanielTal (2009) Google SketchUp for Site Design: A Guide to Modelling Site Plans, Terrain
and Architecture. Published by John Wiley & Son, Inc.
Supplementary articles, texts and information will be listed on BV

However, you are expected to make your own notes from the lectures held throughout the term
and will be expected to research relevant issues through the use of information available from the
library, internet, and provided on Moodle, in addition to industry journals such as:
• The Estates Gazette
• Property Week
• RICS Business
• Sustainable Development
• Green Building Magazine

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Student Handbook
U35026: Real Estate Economics and Finance
Module Leader: Mr Richard Grover rgrover@brookes.ac.uk 01865 483488
Module title: Real Estate Economics and Finance
Module leader: Richard Grover
Level: 5
No. of credits: 15
Pre-requisites: U35001 Economics of Built Environment
U35009 Introduction to Valuation
Co-requisites: None
requirements:
Tuesday 09.00 – 10.00 (D) – Lecture
Tuesday 13.00-16.00 (E) - Seminars

BA (Hons) Business of Real Estate (RU) Acceptable
2. MODULE AIMS
This module takes the understanding of real estate economics and valuations, gained in the
prerequisite basic modules, and develops these into an understanding of the financial context
of real estate and real estate markets. It enables students to gain a range of financial skills
related to real estate, including how to interpret accounts, investment appraisal, the use of
methods of reflecting risk and uncertainty in analysis, and costing. The module examines the
sources of capital available to fund real estate investments and businesses, the assumptions
behind key models of the finance markets, and why markets can fail.
i. Understand how International Accounting
Standards affect real estate markets and Global
Academic Literacy
businesses and how they relate to International Citizenship
Valuation Standards
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Student Handbook
ii. Understand how public sector accounts are

Global
changing as public sector bodies adopt the Academic Literacy
Citizenship
principles of financial reporting for companies
iii Understand the sources and costs of different types
Academic Literacy
of capital
iv Understand the development of indirect vehicles for
Academic Literacy
investment in real estate
v Critically evaluate the key theories that lie behind Digital and
theories of real estate markets Academic Literacy Information
Literacy
vi. Be able to interpret a set of annual accounts and Digital and
reports for a property business and identify its Academic Literacy Information
strengths and weaknesses Literacy
vii. Be able to value real estate in appropriate Digital and
situations using the receipts and expenditure Academic Literacy Information
method Literacy
viii. Be able to undertake an investment appraisal Digital and
Academic Literacy Information
Literacy
ix. Be able to reflect risk and uncertainty in an Digital and
investment appraisal Academic Literacy Information
Literacy
x. Collect and analyse data and reason out problems, Digital and
Information
Critical self-awareness
Literacy,
and personal literacy
Research
Literacy
xi. Analyse technical material. Digital and
Information
and personal literacy
Literacy
xii. Present information orally, including quantitative Critical self-awareness Research
data and personal literacy Literacy
xiii. Present information in written form, including Critical self-awareness Research
quantitative data and personal literacy Literacy
4. OUTLINE SYLLABUS
• International Accounting Standards and their relationship to International Valuation

Standards
• The content and interpretation of financial reporting statements published by companies
and other corporate bodies
• Whole of government accounts and the use of accruals accounting in the public sector
• The receipt and expenditure method of valuation
• Sources and costs of capital for real estate
• Securitisation of real estate and indirect investment vehicles
• The efficient market hypothesis in real estate markets and its critics
• Investment appraisal methods
• Financial management of risk
• Pricing and costing
• Understanding property cycles and asset price bubbles
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Student Handbook
• Attend lectures, which address core concepts and knowledge and their application to
property markets.
• Study independently using the teaching material, which contains key concepts, in-text
• Attend tutor-led seminars, including group workshop sessions, to reinforce
understanding of the core concepts and knowledge and demonstrate their
applications to markets.
• Attend and participate in student-led seminars to reinforce understanding of the core
concepts and develop oral communication skills.
• Produce an individual analysis that develops and tests financial skills and to present
this in written and oral form.
6. LEARNING HOURS
(10 notional learning hours per credit)

Lectures 12 hours
Seminars/workshops 12 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1
n/a i, iii, vi, ix-xiii 40%
Company Accounts Exercise
Coursework 2
n/a i-ix 10%
Online Financial Exercise Quiz
Written Examination
2 hours i-ix 50%
of the assessment. Failure to attempt each element of assessment on the module
without mitigating circumstances will result in a failure of the module without the right to
resit.

Formative assessment and feedback on performance is provided through the two coursework
elements, tutor-led and student-led seminars, group workshop sessions and non-scheduled
informal tutorials (including by telephone and e-mail).
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Student Handbook
• Attrill P & McLaney E (2008) Financial Accounting for Non-specialists, 6th edition,
Financial Times/Prentice Hall
• Ball M, Lizieri C & MacGregor BD (2008) The Economics of Commercial Property
Markets, 2nd edition, Routledge
• Elliott B & J (2008) Financial Accounting and Reporting, 12th edition, FT Prentice Hall
• Lumby S & Jones C (2003), Corporate Finance: Theory & Practice, 7th edition,
Thomson
• Clarke, William C (2008) How the City of London Works, Sweet & Maxwell
Date module first approved: March 2010

Date of most recent revision: February 2012
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Student Handbook
U35028: Research Methods
Module Leader: Mrs Gina Dalton gdalton@brookes.ac.uk 01865 484142
Module Description
This module provides students with an introduction to research methodology necessary for
completion of an undergraduate level dissertation. Specific reference is made to qualitative and
quantitative research techniques as applicable to real estate subject disciplines. Successful
completion of this module will provide students with the pre-requisites required for further Stage
II Real Estate Management modules.

Size: Single
Field: EM, RU, RI
Pre-requisite: U33509 Integrative Project I
Co-requisite: None
Placing: Semester 2
Restrictions: None
Exclusions: None
Timetable Slots: Friday 09.00 – 12.00 (M)
Context: This module builds on the knowledge gained in previous modules
by developing critical thinking, exploring different research
paradigms, developing research frameworks, gaining an
understanding of issues related to undertaking real research and
provides students with a foundation for their final year dissertation.
Course Content
• Qualitative and quantitative research methodologies.
• Evaluation of existing literature and information from a variety of sources.
• Developing research questions and hypotheses.
• Developing research frameworks.
• Statistical analysis using Excel.
• Mapping techniques using Digimap and GIS.
• Developing research proposal.
• Developing dissertation proposal.
Learning Outcomes

will be able to:
i. Construct a research hypothesis and justify related
research objectives.
ii. Prepare a research programme that is aware of
empirical and theoretical issues.
iii. Link the construction of a literature review with the
hypothesis in pursuit of filling a gap in knowledge.
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Student Handbook
iv. Demonstrate critical ability with respect to

inductive or deductive research choice of sample
frame, preservation of research rigour and the
presentation of defensible conclusions.
will be able to:
v. Conduct a review of current knowledge and
consider areas of future study.
vi. Develop further analytical skills in appraisal and
evaluation of previously published research
material.
will be able to:
vii. Empirical & Theoretical Analysis
viii. Construction of a Hypothesis
ix. Sourcing Literature & Producing a Review
x. Data Collection, Review & Consideration of
Rigour
xi. Report Writing and Defence of Conclusions

Student undertaking this module will have the opportunity to:
• Attend a series of workshops in which maters of research design/justification, data
collection/analysis and literature review will be considered.
• Participate in a variety of group/student led and tutor-led sessions to reinforce understanding
and enhance critical ability of previous cognate research.
• Study independently by completing set exercises in review of previous research and in
preparing research objectives, hypothesis and research design.

Lectures and Seminars 20 hours
Individual Tutorials 2 hours
Assessment
Coursework (100%)
Learning Outcome
Literature critique (500 words) 35% i – xi
Online statistics quiz 15% i – xi
Dissertation proposal 50% i – xi

• The quality of the hypothesis the student intends to test or relevance of the research
questions.
• The range and depth of the critically analysis of the existing body on knowledge.
• The identification, through the literature review, of a gap in knowledge which forms the focus of
the research and provides the basis for the development of the hypothesis
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Student Handbook
• The appropriateness of the proposed research methodology to the problem area.

• The viability of the proposed research.
To pass this module students must complete ALL THREE PIECES of coursework and
must obtain a minimum of 35% in each element. To pass the module students must
achieve an overall mark of 40% or greater. Any failure to attempt any element of
assessment on the module without reasonable excuse will result in a failure of the module
without the right to resit.
Students MUST pass this module before they will be allowed to register for and take the
Dissertation module (U35099) in their final year. Students will NOT be able to “trail” this
module. Therefore, failure on this module will always mean ADDING A YEAR TO YOUR
PROGRAMME

• Walliman, N. (2000) Your Research Project: a step-by-step guide for the first-time
researcher, London, Sage.
• Bell, J. (1993) Doing Your Research Project, Open University Press.
• Bryman, A. (2001) Social Research Methods Oxford University Press.
• Clegg, F. (2005) Simple Statistics: A course book for the social sciences. Cambridge:
Cambridge University Press
• Coolican, H. (2009) Research Methods and Statistics in Psychology 5th Edition. Hodder
Education
• Pallant J. 2007) The SPSS Survival Manual 3rd Edition McGraw-Hill
Additional Text:
Additional texts and reading material will be recommended in the module
Validation History
November 2003
April 2014 – Semester slot change
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Student Handbook
U35029: Statutory Valuation

Module Leader: Dr Junjian Albert Cao jcao@brookes.ac.uk 01865 483473
Module Description
This module applies the principles of valuation, gained in prerequisite modules, to situations in
which valuation is determined by statute supported by case law. The principal areas in which law
influences valuation are valuations for tax purposes, valuations for compulsory purchase and
compensation, and landlord and tenant valuations. Although the general principle in the UK is
that such valuations shall be on the basis of open market values, the law influences the valuation
model to be applied and the assumptions that valuers must make when valuing real estate
interests in these circumstances. The module examines the statute and case law relevant to these
valuations as well as the methods and valuation models to be used.

Size: Single
Status: Compulsory for BSc (Hons) Real Estate Management (EM) and BA
(Hons) Business of Real Estate (RU), BSc (Hons) Real Estate
Management RICS/RTPI Joint Route (RI) and BA (Hons) Planning and
Property Management (DV).
Field: EM, RI, RU, DV
Pre-requisite: Either U35026 Real Estate Economics and Finance
or U37721 Urban Development Processes and Finance
Co-requisite: U35022 Land Law and Landlord and Tenant Law
Placing: Semester 2
Restrictions: None
Exclusions: None
Timetable Slots: Monday 09.00-10.00 (A) – Lecture
Monday 13:00-16:00 (B) - Seminars
Context: This module draws upon the knowledge and experience in valuation
economics, and landlord and tenant law and applies this to the valuation
of real estate interests in situations in which the approach and methods
of valuation are determined by legislation and case law, in particular
taxation, compulsory purchase and compensation, and landlord and
tenant.
Course Content
• The taxation of incomes from real estate by income and corporation tax
• The taxation of the occupancy of real estate through national non-domestic rates and
council tax
• The taxation of transfers of real estate through stamp duty land tax, capital gains tax, and
inheritance tax
• Value Added Tax on real estate and construction
• Compulsory purchase and compensation
• Leasehold enfranchisement
• The valuation of leasehold interests
• Landlord and tenant valuations
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Student Handbook
Learning Outcomes
will be able to:
i. Understand how the income from, occupancy of
and transfer of real estate is taxed in the UK
ii. Understand the system of compulsory purchase in
the UK
iii. Understand the impact of leasehold reform on
residential property
iv. Comprehend how the Landlord and Tenant
legislation affects value
will be able to:
v. Value real estate interests in the UK for tax
purposes
vi. Assess the compensation due for real estate
interests for compulsory purchase and planning
vii. Conduct valuations according to landlord and
tenant legislation
viii.Analyse a valuation problem within its legal
context and find an appropriate solution
ix. Development their understanding of the

quantitative techniques and mathematical logic
behind valuation
will be able to:
x. Analyse technical material
xi. Written presentation skills
xii. Problem solving skills
xiii. Analysis of data
xiv. Computational skills

• Attend lectures, which address the application of core valuation concepts and their
application to situations in which valuation is determined by statute and supporting case
law
• Study independently using the teaching material, which contains key concepts, in-text
• Attend tutor-led seminars, including group workshop sessions, to reinforce understanding
of the core valuations concepts and demonstrate their applications to situations in which
valuation is determined by statute and supporting case law
valuation concepts and develop oral communication, report writing and self-appraisal
skills.
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Student Handbook
• Complete assignments to reinforce understanding of the core valuation concepts and

their applications to situations in which valuation is determined by statute and supporting
case law
• Attend unseen examinations to apply knowledge and skills to solve valuation problems
and to explain key issues arising in the field of statutory valuation

Lectures 12 hours
Seminars/Workshops 12 hours
Assessment
Exam (50%)
Coursework (50%)
Learning Outcome
Exam 50% i to ix, xii to xiv
Report (1500 words) 45% i - xiv
Diagnostic test 5% i - iv
the module without the right to resit in the event of the aggregate mark being below 40%.

• Baum A, Sams G, Ellis J, Hampson C & Stevens G (2007) Statutory Valuations, 4th
edition, EG Books, London
• Bond P & Brown P (2006) Rating Valuation: Principles and Practice, EG Books, London
• Melville A (updated annually) Taxation: Finance Act 20xx FT Prentice Hall, Harlow
• Deyner-Green B (2005) Compulsory Purchase and Compensation, 8th edition, Estates
Gazette, London
• RICS Valuation Standard (6th Edition) and valuation information papers
• Shapiro, E et al (2009) Modern Methods of Valuation, EG Books, London
Validation History
Amended 2011
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Student Handbook
U35030: Land Law
Module title: Land Law
Level: 5
No. of credits: 15
Pre-requisites: U35002 Foundation Real Estate and Construction Law or U35011
Foundation Real Estate Law 2
Co-requisites: None
Barred combinations: U35022 Land Law and Landlord and Tenant Law
U22182 Property Law
requirements:
Tuesday 10.00–12.00 (D) – Lecture
Tuesday 13.00-16.00 (E), 17.00-18.00 (F) - Seminars

2. MODULE AIMS
This module provides a study of the common law and equitable principles governing the law of
real property, which builds on legal studies completed in Stage I. The module shows the
evolution of the common law from the tenurial aspects (briefly) to the 1925 and 2002 legislation
and emphasises the continuing importance of the common law in the modern context and its
application to the transfer of land ownership and especially to rights over land such as covenants
easements and mortgages. The course also includes consideration of some of the very important
changes wrought by the Land Registration Act 2002.
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Student Handbook

i. Demonstrate knowledge of the statutory,
common law, and equitable principles which
underpin the law of property in England and
Wales
ii. Understand the basis of covenants,
Academic Literacy
easements and mortgages
iii Explain the principal stages of the
conveyancing process and the formalities
Academic Literacy
necessary for the creation and transfer of
interests in property
iv Identify the constituent parts of leases in
Academic Literacy
differing contexts
v Compare differing covenants in leases and
explain their varying legal effects Academic Literacy Research Literacy
vi. Read legal documentation and explain its

Academic Literacy
effect to non-lawyers
vii Identify and analyse legal problems in given
factual situations utilising both common law Academic Literacy Research Literacy
viii. Undertake basic analysis
Research Literacy
ix. Produce a clear and precise piece of written Critical Self-
argument Awareness and Academic Literacy
Personal Literacy
x. Work independently to develop skills in Critical Self-
Personal Literacy
4. OUTLINE SYLLABUS
Course Content:
• Estates, tenures, legal interests in land and Equity.
• The Conveyance process.
• The Registration of Title.
• Freehold and Leasehold covenants over land including discharge and modification.
• The running of the burden and benefit of freehold covenants.
• Privity of estate and contract.
• Easements and the creation of easements at law and in equity.
Teaching Learning
• Gain knowledge of the principles and concepts involved in real property law
• Practise the legal analysis required in relation to some of the complex concepts involved
such as the running of the burden of a freehold covenant.
• Attend weekly tutorial sessions with a staff member to apply the principles discussed in
lectures to real problems.
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Student Handbook
• To develop their ability to analyse situations and apply the law in the coursework and class
test.
Assessment Strategy

two law essays and the class test.
6. LEARNING HOURS

Lectures 12 hours
Seminars 12 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1:
1500 words i, ii, iv-x 45%
Legal Essay:
Coursework 2:
1500 words i-x 45%
Legal Essay:
Coursework 3:
1 hours i-v, vii-ix 10%
Class Test

elements, tutor-led seminars, group feedback and non-scheduled informal tutorials (including via
Wimba Classroom, Skype and e-mail). Aural feedback may, on occasion, also be provided.

• Card R., Murdoch J. and Murdoch S. (2011) Estate Management Law 7th Edition,
published by Oxford University Press.
• Gray, K, and Gray, S. (2008) Elements of Land Law, 5th Edition, Oxford University Press.
• Jackson, N., Stevens, J. & Pearce, R. (2008) Land Law, 4th Edition. Sweet & Maxwell.

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Student Handbook
U35034: Landlord and Tenant Law
Module title: Landlord and Tenant Law
Level: 5
No. of credits: 15
Pre-requisites: U35030 Land Law
Co-requisites: None
Barred combinations: U35022 Land Law and Landlord and Tenant Law
U22182 Property Law
requirements:
Tuesday 10.00–12.00 (D) – Lecture
Tuesday 13.00-16.00 (E), 17.00-18.00 (F) - Seminars

2. MODULE AIMS
This module provides a study of the common law and statutory provisions governing the
relationship between a landlord and tenant. This module builds on legal studies completed in
Stage I and Stage II. Students will study the principal statutes affecting business leases and the
case law which interprets the statutory provisions. They will consider the differing requirements of
landlords and tenants and learn to advise on lease contents accordingly

i. Demonstrate knowledge of the statutory,
common law, and equitable principles which
underpin the law of property in England and Academic Literacy Global Citizenship
Wales
ii Describe the effect of the common law on the

Academic Literacy
relationship of landlord and tenant
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Student Handbook
iii Identify the constituent parts of leases in

Academic Literacy
differing contexts
iv. Compare differing covenants in leases and
Academic Literacy Research Literacy
explain their varying legal effects
v. Consider the differing requirements of
landlords and tenants and advise on lease Academic Literacy
contents accordingly
vi. Describe the effects of statute law on the
relationship of landlord and tenant in a Academic Literacy
business context
vii. Demonstrate knowledge of the content of the
Academic Literacy
Landlord and Tenant Act 1954, Part II
viii. Identify areas of legal consequence in
negotiations between intending business Academic Literacy
lessors and lessees
ix. Examine a business lease and comment
Academic Literacy Research Literacy
critically on its contents.
x. Read legal documentation and explain its
Academic Literacy
effect to non-lawyers
xi Identify and analyse legal problems in given
factual situations utilising both common law Research Literacy Academic Literacy
xii. Undertake basic analysis Research Literacy
xiii. Produce a clear and precise piece of written Critical Self-
argument Awareness and Academic literacy
Personal Literacy
xiv. Work independently to develop skills in Critical Self-
Personal Literacy
4. OUTLINE SYLLABUS
Course Content:
• Landlord and Tenant relationship.
• Creation and types of lease including requirements of form.
• Content of leases.
• Landlord and Tenant Act 1954 Part II.
• Definition of Business and continuation of tenancies under S. 24.
• Mortgages and the remedies available to mortgagees.
Teaching Learning
• Gain knowledge of the principles and concepts involved in real property law
• Practise the legal analysis required in relation to some of the complex concepts involved in
the landlord and tenant relationship.
• Attend weekly tutorial sessions with a staff member to apply the principles discussed in
lectures to real problems.
• To develop their ability to analyse situations and apply the law in coursework, online tests
and an unseen written examination.
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Student Handbook
Assessment Strategy

two law essays and an unseen written examination
6. LEARNING HOURS

Lectures 12 hours
Seminars 12 hours
7. ASSESSMENT TASKS
length of outcomes
exam assessed
Coursework 1:
1000 words i-xiv 25%
Legal Essay
Coursework 2:
1000 words i-xiv 25%
Legal Essay
Unseen Written Examination 2 hours i-ix, xi-xiii 50%
resit.

elements, tutor-led seminars, group feedback and non-scheduled informal tutorials (including
via Wimba Classroom, Skype and e-mail). Aural feedback may, on occasion, also be provided.

• Card R., Murdoch J. and Murdoch S. (2011) Estate Management Law 7th Edition,
published by Oxford University Press.
• Davey, M. (1999) Landlord & Tenant Law, Sweet & Maxwell.
• Wilkie, M. Luxton, P., Morgan, J. and Coel, G. (2006) Landlord and Tenant Law 5th
Edition, Palgrave Macmillan.

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Student Handbook
U35071: Commercial and Residential Development
Module Leader: Mrs Rebecca Gee rgee@brookesac.uk 01865 484090
Module Description
Students will have the opportunity to develop further knowledge and professional skills of
particular relevance to real estate development in both the public and private sectors.
Successful completion of this module will provide students with an understanding of the
fundamental components of the development process, including project appraisal, design,
procurement and marketing. Within this context, the legal, financial, social and environmental
constraints within which the real estate development process takes place and the core activities
and skills used are explored. Students will have the opportunity to learn from and to question
developers and their advisers, to learn from project case examples and to make use of current
property sector research sources.

Level: Honours - Level 6
Size: Single
Management RICS/RTPI Joint Route (RI), and Acceptable for BSc
(Hons) Cities - Environment, Design and Development (DT).
Field: EM, RU, RI, DT
Pre-requisite: Either U35020 The Construction and Appraisal of Real Estate
or U37723 Politics and Planning
Co-requisite: None
Placing: Semesters 1 & 2
Restrictions: None
Exclusions: None
Timetable Slots: Thursday 10.00 – 12.00 (J) - Lectures
Thursday 13.00 – 15.00 (K) - Seminars
Context: This module draws upon and develops the knowledge and
experience gained in Planning, Design and Construction,
Valuation, Management and Law modules in Years 1 & 2. The
programme of study seeks to help students understand the key
objectives of the property development process and provides
context for the legal, financial and practical issues discussed in
other final year Investment, Management and Professional
Practice modules.
Course Content
• Risk assessment and management of real estate developments, both commercial and
residential.
• Site finding, site acquisition and land purchase contracts
• Long term investment planning.
• Financial appraisals, including the use of residual and DCF calculations.
• Planning consents, site planning, design, internal layouts and landscape design.
• The relationship between the Local Authority and the developer.
• Sources of development funding and finance,
• The contractual relationships and tendering procedures within the real estate development
process.
• Market and selling process.
• Strategic land management and environmental issues within the real estate development
context.
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Student Handbook
• Public sector housing, the role of Local Authorities, the Housing Corporation and Housing
Associations.
• Initiatives in research and design, such as ‘green’/low energy buildings, mixed used
developments, conversion and adaptation of buildings and apartment design.
• Management and operation of real estate development companies, including comparisons
and contrasts.
Learning Outcomes
will be able to:
i. Demonstrate and understanding of the inputs and
outcomes of the real estate development process
and describe its key stages.
ii. Understand the risks associated with the real
estate development process and set out how
these can be managed.
iii. Appraise potential real estate developments in
terms of town planning and financial objectives.
iv. Evaluate the key funding considerations and
techniques related to real estate development.
v. Appreciate what the environmental implications
of real estate development can be.
vi. Select appropriate contractual and tendering
procedures within the commercial real estate
development process.
vii. Obtain and synthesise relevant information and
research sources related to the viability and
marketing of residential schemes.
will be able to:
viii.evaluate information in the development context
and expand and deepen his/her knowledge and
understanding of this process, the participants,

parameters and techniques involved in property
developments
ix. identify problems and evaluate approaches to
providing solutions and/or the minimising of harm
or maximising of benefits
x. extrapolate and extract appropriate and relevant
information from current affairs to deepen and
stimulate an interest in topical aspects within the
real estate development process
xi. develop further the ability to structure questions,
collect and analyse data and present results in a
lucid and appropriate form
xii. identify the necessary criteria to improve
presentation skills in written and oral forms for
public scrutiny by peer group, professionals and
be able to enhance these skills for better working
practices
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Student Handbook
will be able to:
xiii. Individual/Oral Presentations
xiv. Group research/Presentations
xv. Business Report Writing
xvi. Learning Skills/Independent Study
xvii. Communication Skills
xviii.Problem Solving
xix. Data Collection and Analysis

• Attend lectures designed to provide a general framework of information, highlight essential
skills and explain key concepts. External speakers will be used to give current market
information and to provide professional expertise and guidance.
• Participate in task oriented sessions using real and simulated project situations and
appropriate property development software tools.
• Locate, analyse and apply findings from academic and market research and utilise property
sector database information to solve project based problem scenarios.
• Study and evaluate case example property development projects in terms of social,
environment and economic performance criteria.
The delivery of the course is designed to move logically through the development process
itself. It is co-ordinated around a set of lectures, seminars, workshops and supervised
projects, which will be supplemented by visiting lecturers. The course makes use of topical
issues and examples, including real and simulated projects where possible, and
progressively places more onus on your own ability to find and evaluate relevant academic
research and market data.

Lectures 20 hours
Seminars and Workshops 20 hours
Assessment
Exam (60%)
Coursework (40%)
Learning Outcomes
Unseen Written Examination (60%) i-xii
Coursework - Development Appraisal & Proposal (40%) i-xix
The coursework will take the form of a project on the local real estate development market,
involving the submission of a word-limited report. The examination is an unseen written
examination of two hours in duration.

• Demonstration of an understanding of real estate development process key stages.
• Application of relevant financial, town planning, construction and marketing theories,
research findings, principles and techniques.
• Practical knowledge of the objectives and constraining factors affecting the successful real
estate developer, including risk management.
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Student Handbook
To pass this module, students must obtain a minimum of 35% in both the coursework

• Adams, D. (1994) Urban Planning and the Development Process, UCL Press, London.
• Bentley, I. et al (2001) Responsive Environments, Butterworth.
• Bridger, A. (1998) Small-scale Residential Development, Routledge.
• Cadman, D. & Topping, R. (1996) Property Development, London, E & FN Spon.
• Duxbury, R. (2002) Telling & Duxbury’s Planning Law & Procedure, 12th Edition,
Butterworths, London.
• Havard, T. (2002) Contemporary Property Development, RIBA, London.
• Isaac, D. Property Development: Appraisal and Finance, Macmillan.
• Keeping, M. & Shiers, D. (2003) Sustainable Property Development, Blackwell Science,
Oxford.
• Mackmin, D. The Valuation and Sale of Residential Property, Routledge, London.
• Millington, A. (2000) Property Development, Estates Gazette, London.
• Newman, M. (1997) Marketing in Commercial Property, Estates Gazette, London.
• Oxford City Council Local Plan 1991-2001.
• Oxford City Council Second Draft Oxford Local Plan 2001-2016.
• Oxfordshire County Council Oxfordshire Structure Plan 2011.
• Oxfordshire County Council Review of the Oxfordshire Structure Plan Issues Paper.
• Ratcliffe, J. & Stubbs, M. (2009) Urban Planning and Real Estate Development, E & FN
Spon Press, London.
• Syms, P. (2002) Land, Development & Design, Blackwell Publishing, Oxford.
• Telford, T. (2001) Better Places to Live – a companion guide to PPG3, E & FN Spon
Press, London.
• Woodson, R. (2000) Be A Successful Residential.
Validation History
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Student Handbook
U35072: Advanced Valuation

Module Leader: Dr Junjian Alberta Cao jcao@brookes.ac.uk 01865 483473
Module title: Advanced Valuation
Module leader: Dr Junjian Albert Cao
Level: 6
No. of credits: 15
Pre-requisites: U35022 Land Law and Landlord and Tenant Law
U35029 Statutory Valuation
Co-requisites: None
requirements:
Monday 13.00 – 15.00 (B) – Lectures
Monday 15.00 – 16.00 (B), 17.00 – 18.00 (C) - Seminars

BA (Hons) Business of Real Estate (RU) Compulsory
2. MODULE AIMS
This module examines valuation methods used for valuing both conventional commercial
properties and specialised properties for a wide range of purposes. The valuation of
conventional commercial, i.e. industrial, office, retail property, includes consideration for
special characteristics of these properties and advanced topics in rent reviews, lease renewal
and securitisation. The valuation of specialised properties cover a wide range of property
types, i.e. agricultural property, residential property, pubs, hotels, leisure properties, petrol
filling stations and motorway service areas. Relevant RICS valuation standards are scrutinised
to provide guidance on professionally acceptable practices. Students will be able develop their
ability to combine valuation principles into the peculiarities of these properties to solve practical
valuation problems.
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Student Handbook

i. Understand property-specific characteristics
Academic Literacy
important to value consideration
ii. Understand how rent reviews and lease
Academic Literacy
renewals affect commercial property value
iii Appreciate and comply with professional Critical self-
standards in valuation in general and of Academic Literacy awareness and
specialised properties personal literacy
iv Comprehend valuation principles and
Academic Literacy
techniques for valuing specialised properties
v Value leases and provide advice on strategic
Academic Literacy
property management
vi. Analyse market conditions, market evidence, Digital and
leases and other relevant data independently Information
Academic Literacy
Literacy &
Research Literacy
vii. Transform market and property data for Digital and
presentation in valuation reports and provide Academic Literacy Information
opinions of value Literacy
viii. Investigate the reliability and validity of data Digital and
and critically evaluate market evidence in Academic Literacy Information
arriving at opinions of value Literacy
ix. Be confident and flexible in identifying and
defining complex valuation issues and apply
Academic Literacy
appropriate knowledge and skills to their
solution
x. Interact effectively within a team to take or
support leadership, negotiate in a professional and personal literacy
context and manage conflict
xi. Manage own learning using available Critical self-awareness
Research Literacy
resources and personal literacy
xii. Have confidence in using own criteria of Digital and
judgement and in challenging received opinion and personal literacy
Information
and data Literacy
xiii. Select and manage information for straight- Critical self-
forward research tasks with minimum Digital and Information awareness and
guidance Literacy personal literacy &
Research Literacy
xiv. Ability to organise oneself and perform as an Critical self-awareness
autonomous, self-critical, independent learner and personal literacy
xv. Engage effectively in debate in a professional
manner and produce detailed and coherent and personal literacy
Academic Literacy
valuation reports
xvi. Identify and define complex valuation
Academic Literacy
problems and find solution to the problems
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Student Handbook
4. OUTLINE SYLLABUS
• Special characteristics of commercial property

• Implicit and explicit valuation approaches
• Price, value and worth
• Sustainability and valuation
• Valuations undertaken for both landlords and tenants
• Valuation of a range of different types of properties
• Relevant RICS valuation standards and information papers
• Relevant IVSC International Valuation Standards
• Attend lectures, which address the application of core valuation concepts and
principles to value different types of properties
• Study independently using the teaching material, which contains key concepts, in-
text questions and study guidance.
• Attend tutor-led seminars, including group workshop sessions, to reinforce
understanding of different valuation methods and demonstrate their applications to
the valuation of different types of properties
valuation methods and develop oral communication, report writing and self-appraisal
skills.
• Complete assignments to enhance understanding of the core valuation methods and
relevant professional standards to value different properties in real world scenarios
6. LEARNING HOURS
(10 notional learning hours per credit)

Lectures 20 hours
Seminars/workshops 9 hours
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Student Handbook
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1
n/a i-v 10%
Diagnostic Online Tests
Coursework 2
1200 i-xvi 40%
Professional Report to Client
Written Examination
2 hours i-ix, xii-xvi 50%
resit.

elements, tutor-led and student-led seminars and group workshop sessions.
• Baum, A & Crosby, N (2009) Property investment appraisal, 3rd edition, Blackwell,
Oxford
• Baum, Mackmin and Nunnington (2011) The Income Approach to Property Valuation
6th Edition
• Hayward, R (ed) (2008) Valuation: principles into practice, 6th edition, EG Books,
London
• Mackmin et al (2009) Modern Methods of Valuation, EG Books, London
• Journal of Property Investment & Finance
• RICS Valuation Standards (8th Edition, 2012) and valuation information papers
Date module first approved: March 2010

Date of most recent revision: February 2012
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Student Handbook
U35073: Property Management
Module Leader: TBC @brookes.ac.uk 01865 48
Module title: Property Management
Module leader: TBC
Level: 6
No. of credits: 15
Pre-requisites: U33503 Introduction to Construction and Property Management
U35022 Land Law and Landlord and Tenant Law or U35034
Landlord and Tenant Law
Co-requisites: None
Barred combinations: U35070 Property and Corporate Management
requirements:
Monday 10.00 – 12.00 (A) – Lecture

2. MODULE AIMS
This module develops the skills of a commercial surveyor when managing real estate from both a
practical and strategic viewpoint. It provides an examination of the role of the property manager,
an understanding of management objectives and the relevance and enforcement of institutional
lease terms and statutory regulation. It provides students with the opportunity to develop further
knowledge and professional skills specific to the management of commercial real estate when
acting for a property owner.

i. Demonstrate a comprehensive and detailed
knowledge in respect of the subject area of
property management informed by up to date
research and practice with an accent on Academic literacy Research literacy
practical research-led study and understand
the role of the property manager when
managing commercial properties
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Student Handbook
ii. Understand the statutory duties of a

commercial property surveyor when managing Research literacy Academic literacy
property
iii. Be aware of current topical issues relating to
Academic literacy Research literacy
property management
iv. Act as a property manager showing an
awareness of personal responsibility for the Critical self-
RICS Rules of Conduct and various practice Global citizenship awareness and
statements and guidance notes relating to the personal literacy
area of study
v. Prepare a report to a client in respect of Digital and Academic literacy,
managing a commercial property information literacy Research literacy
vi. Understand problem solving techniques when
faced with a new instruction to manage a
Academic literacy Research literacy
commercial property and advising on landlord
and tenant matters
4. OUTLINE SYLLABUS
Course Content:
• The semester starts by examining the role of the property manager when managing
commercial real estate. Issues to be covered will include understanding the principles of
property management and the role of property managers in real estate.
• The module will initially concentrate on occupied property, examining such issues as new
lettings and the selection of tenants, the contents of an institutional lease and key issues
relating to the management an occupied property.
• The second half of the semester will start with the consideration of aspects relevant to the
management of vacant property, covering such issues as repairs and maintenance, void
costs and health and safety and other aspects of statutory compliance.
• An examination of the role of the property manager acting in respect of rent reviews and
lease renewals will also be examined.
• The last week of the semester will examine topical issues of real estate management in
changing environment such the changing relationship between the landlord and tenant in
the current economy and the drive to add or maintain asset value.
Teaching Learning
• Prepare two professional reports based on case studies selected by the student.
Assessment Strategy

two written reports.
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Student Handbook
6. LEARNING HOURS

Lectures 24 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1:
Professional advice in respect of the 1,500 words i- vi 50%
management of a shopping centre set out
in a report
Coursework 2:
Professional advice in respect of the 1,500 words i-vi 50%
management of a vacant commercial
property set out in a report

Formative assessment and feedback on performance is provided through the lecturer’s advice
given in lectures and to individual students on a one to one basis. A detailed briefing session will
be provided before both pieces of coursework are set for the student to fully understand the
coursework and ask any questions. A formal feedback seminar will be provided after completion
of Coursework 1.

.
• Banfield, A. (2005) Stapleton’s Estate Management Practice, EG Books
• Bannister, E (2007) Commercial Leases 2008; A Surveyors Guide, RICS Books
• Butt, P (2010) Commercial Property 2010, CLP.
• Deakin, M (2002) The Transition to Property Management, Estates Gazette.
• Eddington, G. (1997) Property Management: A Customer Focused Approach, Macmillan.
• Fife, G., Hilditch, B. & Marco, P. (2001) Renewing Business Tenancies, Jordans.
• Forrester, P.( 2004) Case in Point -Service Charges, RICS Books.
• Fox- Andrews, J. (2002) Business Tenancies, Estates Gazette
• Greed, J. Heath, R. Steel, M & Wood, S. (2002) An Essential Guide to Property
Management Estates Gazette.
• Lamont, C. Siefert, A. & Stacey, M. (2005) Case in Point- Lease Renewals, RICS Books
• Male, J and Jeffries, T. (2005), Case in Point- Rent Review, RICS Books
• Pawlowski, M. (2002) Leasing Commercial Premises, Estates Gazette
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Student Handbook
• Philpott, G. & Hicks, G. (1994) Managing Business Tenants, EG Books

• Scarratt, D. (1995) Property Management, Taylor & Francis
• RICS (2011) Code of Practice for Service Charges, RICS
• RICS (2012) Commercial Property Management Guidance Note, RICS
• RICS (2011), Surveying Safely. RICS
In addition you should also be keeping up to date with real estate and general business market
conditions, emerging management issues and the economic climate by reading the following on a
regular basis:
• RICS Modus magazine

• The Estates Gazette (or EGi)
• Property Week

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Student Handbook
U35074: Management of Corporate Real Estate
Module Leader: Dr Youngha Cho ycho@brookes.ac.uk 01865 483941
Module title: Management of Corporate Real Estate
Module leader: Youngha Cho
Level: 6
No. of credits: 15
Pre-requisites: U35073 Property Management
Co-requisites: None
Barred combinations: U35070 Property and Corporate Management
requirements:
Monday 10.00 – 12.00 (A) – Lecture

2. MODULE AIMS
This module aims to provide a framework for an analysis of the corporate real estate resource
and to explore effect and contribution to organisations’ business success. Students will study
various theoretical bases of corporate management and strategic planning process and how the
theories can be applied to real estate management. This module provides students with the
opportunity to develop further knowledge and professional skills specific to the management of
corporate real estate resources. Students will develop their understanding of the rationale behind
of real estate decision at tactical and strategic levels. The module will also provide an opportunity
for students to explore and develop appropriate strategies to ensure effective management of real
estate asset which best serves the needs of the corporate organisation.

i. Demonstrate critical awareness of different
organisational structures and corporate
Global
environments and the consequent implications Academic Literacy
Citizenship
for real estate.
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Student Handbook
ii. Demonstrate a comprehensive understanding

of the role of real estate resources within
organisations and responsibilities of the real Global
Academic Literacy
estate manager in relation to corporate Citizenship
business.
iii. Demonstrate an awareness of the real estate

issues raised in organisations and develop
real estate strategies for corporate Academic Literacy
Global
organisation to ensure effective and efficient Citizenship
management of real estate assets.
iv. Demonstrate an awareness and use of current

research and practice in effective and efficient Academic
management of corporate real estate, Research Literacy Literacy, Digital
including application of relevant analytical and Information
Literacy
techniques.
v. Conduct effective primary and secondary

Digital and
research in this subject area and demonstrate Research Literacy
Information
the findings in professional form. Literacy
vi. Demonstrate ability to work within a team, to

Critical Self-
interact effectively within the team, and to take
Awareness and
responsibility for own work. Personal Literacy
4. OUTLINE SYLLABUS
This module starts with the understanding of the concepts and techniques of management
required to develop and maintain effective real estate strategies in corporate environment. This
module will explore various corporate organisations and critically analyse the business position of
the organisations. The second half of the second semester will examine topical issues of real
estate management in changing environment such as outsourcing and partnering, strategic
response to the new economy and climate change. This module will also provide an
understanding real estate as part of corporate strategy and the role of real estate in the strategic
planning process.
Indicative weekly themes

Introduction to the module and framework of corporate real estate analysis tool in business
world
The changing environment and the changing role of real estate management
Framework of corporate real estate management: operational portfolio management
Real estate asset management practice in retail sector
Facilities management: real estate solutions in flexible working environment (office sector)
Corporate property acquisition
Outsourcing and partnering. value chain analysis
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The new economy and the role of real estate

Strategic real estate practice in charity organisations
Change management: strategic solution in real estate
Developing corporate property strategy: the process
Understanding of real estate in the corporate environment: final overview
• Make individual and team presentations
• Perform distance learning tasks
Academic concepts as well as practical case studies will be delivered mainly in the lectures.
Application of these concepts will be addressed and discussed in the second half of the teaching
session, supported by handouts and pre-set reading tasks. During the session there will be
informal session for formative assessment and feedback which will allow students to discuss and
assess their proposed real estate decisions.
Teaching and learning will also be supported by the team and individual coursework undertaken
in module assignments so fostering the academic literacy attribute.
The team assignment will allow students to undertake critical analysis of how real estate is
managed within an organisation and evaluate the extent of which the process is integrated into
the organisation’s business strategy. Students are required to develop alternative property
strategy(ies) which the company could pursue. This will involve application of strategic
management process in the real life example and presenting their recommendations through
oral and written presentation.
Individual assignment will require to research the potential contributions that real estate
decisions can make to the overall success of an organisation. This will involve research both
academic and professional literatures as well as real life examples. Students will have to
articulate their opinion and propositions in a written report thus enhancing the research literacy
attribute.
The summative and formative exercises will allow the students to explore a range of different real
estate decisions, analysis tools and problem solving approaches using real life examples.
All assessments will lead to timely feedback using a variety of mechanisms such as the
University’s VLE, individual oral and class-based feedback in accordance with the Brookes
Assessment Compact.
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6. LEARNING HOURS

Lectures 24 hours
7. ASSESSMENT TASKS

length of outcomes
exam assessed
Coursework 1:
Team assignment (4 members in a team):
Critical analysis report - management of
3000 words i-vi 30 %
real estate and organisational business
strategy.
Coursework 2:
Individual assignment:
Critical evaluation report – impact of real
2,000 words i-v 70 %
estate decisions on the success of an
organisation.

Formative assessment and feedback on performance is provided through the interactive class
sessions and the two coursework elements, and informal tutorials (including by telephone and e-
mail).
Several case studies will be studied in the class and all students as a small team are required to
present their analysis and opinion over the pre-set tasks. The students’ level of engagement,
academic and/or affective behaviour will be observed by the tutor. Instant oral feedback will be
given to the students’ discussion and participation.
• Edwards, V. and Ellison, L. (2003) Corporate Property Management: Aligning Real Estate
with Business Strategy, Blackwell
• Haynes, B.P and Nunnington N. (2009), Corporate Real Estate Asset Management:
Strategy and Implementation, EG books, Elsevier.
• Johnson, G. and Scholes, K. (2006) Exploring Corporate Strategy, Text and Cases, 7th
Edition, Prentice Hall Europe.
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Student Handbook
• Scarrett D. (2011) Property Asset Management, 3rd ed. Routledge.
• Thompson J. and Martin F. (2005), Strategic management: Awareness and Change, 5th
Edition, Thomson.
• Weatherhead, M. (1997) Real Estate in Corporate Strategy. Macmillan Press.
Journals
Students should be keeping up to date with real estate and general business market conditions,
emerging management issues and the economic climate by reading the following on a regular
basis:
• Corporate Real Estate Management
• Facilities Management
• Journal of Corporate Real Estate
• Property Management
• The Estates Gazette (or EGi)
• Property Week

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U35094: Real Estate Integrative Project (Professional Practice Test)
Module Leader: TBC @brookes.ac.uk 01865 48
Module Description
The professional practice test stimulates a variety of tasks and problems related to real estate
management. It is a residential based test, which will take place outside of Oxford and extend
over 4 days. Students will study the chosen city in situ and complete both group and individual
tasks. Students will also be examined on an individual basis by a viva voce (oral examination)
and written report. The tasks are set, supervised and assessed by a multi-disciplinary team.
The main aim of this module is to integrate the diverse subjects that comprise real estate
management. It requires students to demonstrate multi-disciplinary understanding, as well as
the professional skills needed to co-ordinate responses to varied and complex tasks, in a short
pressurised time period, akin to actual professional practice. The course is designed to
rehearse and build on skills and theories developed to date in level 5 and 6 modules and acts
as a detailed reference for completion of your level 6 modules and as a precursor to
professional practice.

Size: Single
Status: Compulsory for BSc (Hons) Real Estate Management (EM) and BSc
(Hons) Real Estate Management RICS/RTPI Joint Route (RI) and
Acceptable for BA (Hons) Business of Real Estate (RU)
Field: EM, RI, RU
Pre-requisites: U35020 The Construction and Appraisal of Real Estate
U35022 Land Law and Landlord and Tenant Law
U35024 Town Planning Practice
U35029 Statutory Valuation
Co-requisites: U35070 Property and Corporate Management
U35071 Commercial and Residential Development
Placing: Semester 2
Restrictions: None
Exclusions: None
Timetable Slots: Wednesday 10.00 – 12.00 (G) plus one week away from Oxford for
projects and assessment
Course Content
As the primary aim of the module is to assess whether students are able to apply the range of
discipline knowledge, skills and competencies in a simulated practice environment, it draws
upon the content of the pre- and co-requisite modules and provides the opportunity for review
and reflection. To these it adds knowledge and skills about their application to professional
practice.
• The ethics and regulation of professional practice, including the RICS’ By-laws and Rules of
Conduct, 2007
• Estate agency legislation
• Professional liability and negligence and professional indemnity insurance
• Terms of engagement and charging for professional services
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Learning Outcomes

will be able to:
i. Demonstrate understanding and ability to apply
appropriately knowledge gained from BSc (Hons)
Real Estate Management modules.
ii. engender skills of time management, professional
conduct/ethics and liability, presentation skills and
negotiation skills by working on practically based
projects and submitting work to deadlines.
will be able to:
iii. Implement knowledge, understanding and
analytical skills in providing definition, approach
and (where appropriate) solutions to real estate
problems.
iv. apply legal knowledge of landlord and tenant law,
professional liability and estate agency legislation
to a property scenario.
v. develop skills of professional presentation, to be
assessed in viva voce format.
.3. Transferable Skills

will be able to:
vi. Written Presentation Skills
vii. Oral Presentation Skills
viii.Information Gathering Skills
ix. Analytical Skills
x. Time Management Skills
xi. Group Working Skills
xii. Problem Solving Skills

• Attend lectures, which address the core contents of the module.
• To revise and reflect upon the core knowledge, skills and competencies in real estate
management
• Attend a location other than Oxford and research its property market and the factors
affecting it.
• Study independently, and undertake, individually and as part of a team, a variety of tasks
and problems posed.
• Apply legal knowledge of landlord and tenant law, professional liability and estate
agency legislation to a property scenario.
• Undertake practical-based projects and associated problem solving while working to deadlines.
• Interact with simulated clients and real professionals and other persons relevant to
providing recommendations to meet the clients’ brief.
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• Make and be questioned on oral presentations in a simulated client environment.

• Draft terms of engagement and fee structure for professional work.

• A series of lectures and class discussions on professional practice and professional
ethics
• The assessed tasks will be undertaken over a period of five days involving a minimum
student input of 40 hours (i.e. four working days and briefings of projects plus one day of
report writing) during which period staff and local professional practitioners will be
available for appropriate consultation.
Assessment
Learning Outcomes
Coursework (100%) i-xii
Each student will be assessed by means of:

• A viva voce examination on professional conduct and estate agency law and practice
using scenario based questions (25%)
• A viva voce examination on law of real estate management (delete) using scenario
based questions (25%)
• A viva voce examination on a property problem scenario (25%)
• A written report on a property problem scenario (25%)

• Demonstration of a knowledge of all topics included in the module’s content.
• Quality of research undertaken in the formulation of solutions to problems raised.
• Analysis of factual scenarios and application of real estate business skills to formulate
solutions to problems raised.
• Ability to communicate with clients verbally and in written form.
• Quality of advice given to the client.
• Whether the work has been undertaken in accordance with appropriate legislation, rules of
practice and professional ethics

• Baker, E & Lavers, A. (2005) Case in Point- Expert Witness. RICS Books.
• Murdoch, J (2002) Professional Negligence, RICS. (This has been updated?)
• Royal Institution of Chartered Surveyors (2009) Valuation Standards, RICS.
• Royal Institution of Chartered Surveyors (2005) Manual of Estate Agency – Law and
Practice, RICS.
• Royal Institution of Chartered Surveyors (2007) Rules of Conduct & Help Sheets for
Chartered Surveyors, RICS.
• Royal Institution of Chartered Surveyors (2002) Acting as an Expert Witness, RICS.
• Williams, G. (2004) Professional Conduct for Chartered Surveyors. RICS Books.
A selection of reference material will be available during the PPT week, including
appropriate Planning Policy Guidance Notes, Unitary Development Plan/Local plans, and
RICS codes of practice.
Validation History
November 2003
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Student Handbook
U35097: Real Estate Investment
Module Leader: Mr Mike Patrick mpatrick@brookes.ac.uk 01865 483275
Module Description
This module is concerned with the role of commercial property as an investment in the context
of the wider economy and financial markets. It also covers fund management of commercial
investment property including valuation, financing, taxation, investment theory and portfolio
strategy, risk analysis, performance measurement and socially responsible investment.
Students study other asset classes such as equities and bonds in order to develop an
understanding of how investment in property is assessed against alternative opportunities.
Students examine investment and portfolio theories and their application to property portfolio
construction. The implications of socially responsible investment (SRI) for investment policy are
also studied. Techniques of investment risk assessment and performance measurement are
introduced, as applied to investment property. Approaches to gaining investment exposure to
property risk are studied including different capital structures, indirect investment vehicles and
derivatives. Specific attention is given to understanding the use of spreadsheets in applying
DCF based techniques in the solution of property portfolio management problems including
capital structuring and performance measurement.

Size: Single
Management RICS/RTPI Joint Route (RI), BA (Hons) Planning and
Property Development (DV) and Acceptable for BSc (Hons) Cities
- Environment, Design and Development (DT).
Field: EM, RU, RI, DV, DT
Pre-requisites: U35072 Advanced Valuation
Co-requisite: None
Placing: Semester 2
Restrictions: None
Exclusions: None
Timetable Slot: Tuesday 09.00 – 10.00 (D) - Lectures
Tuesday 10.00 – 12.00 (D), 13.00 – 14.00 (E) - Seminars
Context: This module draws upon the knowledge and experience gained in
earlier modules on Economics, Finance and Valuation to apply it to
an understanding of property portfolio investment. It relates
property investment to investment in other asset classes and to its
role in the economy – both national and international.
Course Content
• Portfolio and investment theory
• Indirect property investment
• Performance measurement
The course is co-ordinated around a series of lectures and seminars designed to provide the
integrative skills needed to address module U35094 Real Estate Integrative Project
(Professional Practice Test).
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Learning Outcomes

will be able to:
i. Explain the limitations of portfolio theory for
property portfolio construction
ii. Apply concepts of value and worth to constructing
a property investment portfolio
iii. Assess alternative methods of indirect investment
in property.
iv. Describe at least two different methods of
measuring investment performance
v. Evaluate the implications of SRI for property
portfolio management.
will be able to:
vi. Analyse data using computer models for solving
portfolio management problems
vii. Evaluate the suitability of investment strategies for
different investors
viii.Explain the implications for property of events in
the wider economy.
will be able to:
ix. Study independently
x. Apply spreadsheet based techniques to the
analysis of investment problems
xi. Write clearly on complex issues
xii. Critically read the financial and business press
xiii.Reflect on the role of property investment in
meeting wider economic, political and social goals.
xiv.Make decisions in situations of incomplete
information

• Students undertaking this module will have the opportunity to attend lectures designed to
give an overall insight into the subject areas, signpost reading material and highlight
problem areas.
• Attend workshops involving practical problem solving to reinforce theoretical concepts
• Use computers to complete investment analyses.
• Participate in discussions on current issues in the economy and real estate markets
• Complete assignments to consolidate understanding of issues covered in lectures
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Lectures 9 hours
Seminars and Workshops 9 hours
Assessment
Exam (50%)
Coursework (50%)
Learning Outcome
Exam 50% i - viii, xi, xiii-xiv
Coursework - 2000 word Report 50% i - xi, xiii - xiv
• the ability to provide a client with advice based on sound reasoning and supported by
systematic interpretation of facts and use of appropriate methodology.
• the ability to integrate material from other disciplines with valuation.
• the ability to construct and use spreadsheets in property investment analysis.
• the ability to structure a logical argument and present it in written and numerical form.

• Barter, S.L. (ed) (1998) Real Estate Finance, Butterworth.
• Baum, A (2nd ed.2009). Commercial Real Estate Investment, A Strategic Approach,
Kidlington: EG Books
• Baum, A. & Crosby, N. (3rd ed. 2008) Property Investment Appraisal, Routledge.
• Coggan, Philip (6th ed 2009) The Money Machine. How the City Works
• Frazer, W.D. (2nd ed. 1993) Principles of Property Investment and Pricing, Macmillan.
• Investment Property Forum (IPF) Derivatives Guide
• Investment Property Forum (IPF) Stock Selection
• Investment Property Forum (IPF) Alpha in UK property
• Investment Property Forum (IPF) Risk & Diversification
• Isaac, D. (1994) Property finance, Macmillan.
• Journal of Property Investment & Finance.
• Kay, John (2009) The long and the short of it.
• Lumby, S. (1990) Investment Appraisal and Financial Decisions, 3rd Edition, Chapman
Hall.
• Rutterford J (3rd 2007) An Introduction to Stock Exchange Investment
• Stoakes, Christopher (2009) All you need to know about the City
Validation History
November 2003
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Student Handbook
U35099: Dissertation
Module Description
This module provides students with the opportunity to produce a detailed and structured report
on an area of the property market in which they are especially interested. It provides students
with the experience of conducting and analysing primary research, of critically reviewing
secondary materials and presenting their findings in accordance with academic conventions.
The process enables them to be critical reviewers of the reports they will have to study as
qualified practitioners. The Dissertation module is to be undertaken in the final complete
academic year of your studies, with the dissertation to be submitted at a stated date at the start
of Semester 2. Successful completion of this module is required for the award of any honours
Real Estate degree.

Size: Double
Field: EM, RU, RI
Pre-requisite: U35028 Real Estate Research Methods
Co-requisite: None
Placing: Semester 1 and 2
Years running Every Year
Restrictions: None
Exclusions: None
Timetable Slots: None
Course Content
• This follows on from the Research Methods module
• Enables students to develop their research and critical evaluation skills.
• To plan and implement an appropriate research strategy to answer research questions
and test hypotheses.
• To explore an area of the property market in detail.
• To develop their communication, information presentation and written skills.
• Develop an ability to critically evaluate existing literature and express this in a structured,
referenced and professional manner as part of a report.
• To be able to identify a gap in knowledge and develop a research strategy designed to
fill that gap.
• To be able to justify and defend their work, chosen methodology and research findings/
conclusions
• To understand the limitations of research and the robustness of results.
Learning Outcomes

will be able to:
i. Apply the methods and techniques they have
learned to review and consolidate existing
knowledge and extend that knowledge by
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carrying out primary research.

ii. To design a research programme and schedule
of work for undertaking the research and writing
up of their dissertation.
iii. Develop time management skills to implement
this programme Set and meet self-imposed
deadlines within the programme.
will be able to:
iv. Perform literature and database searches for
secondary material.
v. Critically review secondary materials (bringing
out clearly the limits of previous work, challenging
the assumptions built into the previous work).
vi. Determine specific research goals.
vii. Be aware of the range of research methods
available.
viii. To initiate enquiries and undertake research
using the appropriate methodology to achieve

chosen goals.
ix. Develop research tools that conform to the

chosen research methods (questionnaires,
structured interview scripts, etc.).
x. Show awareness of the limitations of the method
used and the resulting data.
xi. Analyse primary data and integrate it into the
argument of the dissertation.
xii. Derive valid generalisations and conclusions from
both secondary and primary evidence.
xiii. Present material in an effective and structured
manner.
xiv. Communicate clearly their ideas and conclusions.
will be able to:
xv. ability to use software such as Word, Excel, and
other packages together so as to produce long
and complex documents easily and efficiently
xvi. ability to write a structured report in a clear and
concise manner
Teaching and Learning Experiences –

• Undertake real world research
• Explore an area of the property market that is of interest to them, so that they can influence
their own learning programme
• Will experience an important part of professional practice in the production of
documentation that is used as the basis of strategic company decision-making.
• Development of learning and communication skills.
• Be able to undertake investigations and write professional reports
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Supervision Sessions 18 hours
Independent Study 282 hours
Assessment
Coursework (100%)
Learning Outcome
Dissertation 100% i - xvi

• definition and explanation of objectives.
• methods and methodology, both primary and secondary research.
• critical review of secondary literature/background to subject matter of dissertation.
• conduct of primary research and analysis of data.
• validity of conclusions drawn in the dissertation.
Recommended Reading List

• Walliman, N. (2001) Your Undergraduate Dissertation. Sage Publications
• Bell, J. (1993) Doing Your Research Project: A Guide for First-time Researchers, 2nd
Edition, Open University Press.
• Creswell J. W. (1994) Research Design Qualitative and Quantitative Approaches Sage
Publications.
• Bryman A. (2001) Social Research Methods Oxford University Press.
• Robson C. (1993) Real World Research: A Resource for Social Scientist and
Practitioner-Researchers Blackwell. Oxford
• Clegg, F.(2006) Simple Statistics: A course book for the social scientist Cambridge
University Press
• Pallant, J. (2007) SPSS Survival Manual McGraw 2007
Validation History
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APPENDICES:
Appendix A - Programme Specification

BSc (Hons) in Real Estate Management
Appendix B - Assessment Compact
Appendix C - Undergraduate Programme Assessment, Feedback and Marking
Guidelines
Appendix D - Course Assessment Schedule
Appendix E - Consideration of Mitigating Circumstances
Appendix F - Cheating
Appendix G - Citing Your Sources
Appendix H - Turnitin
Appendix I - Departmental Staff Contact List
Appendix J - Support Services Contact Details
Appendix K - Rooms
Appendix L - Headington Campus Maps
Appendix M - Health and Safety Regulations: Guide for Students
Appendix N - Alumni: Keeping in Touch
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Student Handbook
Appendix A - Programme Specification
BSc (Hons) in Real Estate Management
SECTION 1: GENERAL INFORMATION
Awarding body:
Oxford Brookes University
Teaching institution and location:
Oxford Brookes University
Final award:
BSc (Hons)
Programme title:
Real Estate Management
Interim exit awards and award titles: Certificate of Higher Education – CertHE
Diploma of Higher Education - DipHE
Brookes course code:
EM
UCAS/UKPASS code:
N230 BSc/EM
JACS code:
N230
Mode of delivery:
Face to Face – on campus
Mode/s of study:
Full-Time, Part-Time
Language of study:
English
Relevant QAA subject benchmark
statement/s: Construction, Property and Surveying (2008)
External accreditation/recognition:
The Royal Institution of Chartered Surveyors
(applicable to programmes with
(RICS) - http://www.rics.org/
professional body approval)
Faculty managing the programme:

Technology, Design and Environment
Date of production (or most recent
revision) of specification: February 2014
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Student Handbook
SECTION 2: OVERVIEW AND PROGRAMME AIMS
2.1 Rationale for/distinctiveness of the programme
The BSc (Hons) Real Estate Management is a three year full-time course that provides an
education in real estate management and the disciplines that contribute to it. It is accredited by
the Royal Institution of Chartered Surveyors (RICS) and is therefore structured and designed for
students that wish to go on and gain membership of this professional body. In particular the
course is structured for the RICS pathways for Commercial Property Practice, Valuation, and
Planning & Development.
The course allows students to combine academic and professional interests in ways that open
up potential career paths and extend their personal development. Although most graduates go
on to work in the property industry, the course also provides a solid foundation for those
intending to take up roles in general management in other industries
The curriculum for the course has the main themes: Management, Economics & Valuation, Law,
and Planning and Development. Each theme comprises a group of related modules whose
inter-relationships and complexity are developed as the course progresses. Additionally, the
themes are prevented from becoming in any way separate entities by the incorporation of
integrative project modules in each year of the course, whose purpose is to equip students with
the understanding and skills to integrate the processes of estate management within a
commercial and professional context.
Through the departmental professional liaison group, the programme has very strong links with
property industry which provide many benefits including internships, visiting speakers, site visits,
professional mentoring, and student sponsorship.
The course also provides the opportunity for some of the syllabus (one semester) to be studied
abroad as part of our international exchange programme. This includes course links with
European, American and Australian Higher Education Institutions.
2.2 Aim/s of the programme

The BSc (Hons) Real Estate Management degree aims to:
• Provide students with the knowledge and skills necessary to undertake a

career as a property professional, able to respond to a range of client needs in a
competent and responsible way;
• Provide programmes of study which encourage and enable the development
of the intellectual and practical skills of the student in the processes underpinning the
finance and management of resources and the appropriate deployment of current
technology within the context of changing social, economic, legal, technological, political
and environmental frameworks;
• Provide students with skills for life-long learning, study and enquiry, and to
appreciate the contribution of education and real estate management to help to meet the
needs of society;
• Provide students with skills necessary for leadership roles in the global real
estate markets of the 21st Century
• Provide graduates with the skills and knowledge to prepare for admission to
an appropriate Real Estate Management professional body and who have the ability to
continue to acquire knowledge and skills after graduation.
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The course is designed specifically to meet the learning outcomes of the QAA Subject
Benchmark Statements and the professional competencies required by the Royal Institution of
Chartered Surveyors.
SECTION 3: PROGRAMME LEARNING OUTCOMES
Knowledge, understanding and skills:
3.1 Academic literacy
have a sound understanding in some depth of the core subject areas of real estate management
PLO1 (investment, planning and management processes and techniques, economics, law and finance,
construction and sustainability)
demonstrate an ability to apply the above in the planning and management of real estate
PLO2
solutions
have a knowledge of the professions and industries allied to real estate management, their
PLO3
operation and the linkages between them
have an understanding of the power and interests of all those involved in the production and
PLO4
consumption of real estate
PLO5 apply management principles and practice to the solution of real estate management problems
demonstrate a confident familiarity with the process of development and investment in its relation
PLO6
to the real estate profession
understand issues of health & safety within the role of the real estate manager and their place in
PLO7 the social, operational and economic context of development, investment, occupation and
disposal of built assets
3.2 Research literacy
apply the processes of critical analysis and reflection to research projects in real estate
PLO8
management
3.3 Critical self-awareness and personal literacy
PLO9 apply a logical approach to problem solving

PLO10 be a capable and enthusiastic independent learner throughout her/his life
PLO11 communicate effectively in oral, written and graphic media
PLO12 be self-aware and competent in self-management
3.4 Digital and information literacy
PLO13 competently use communication and information technology

PLO14 apply software to the solution of problems in real estate management
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Student Handbook
3.5 Global citizenship
show an understanding of the practice of real estate management in the development and
PLO15 maintenance of both the physical and the financial assets in their social economic and
environmental context
have a understanding of professional ethics, their impact on the operation of the real estate
PLO16 profession and their influence on society; conflict avoidance/dispute resolution; communities
and the stakeholders with whom they have contact
PLO17 have an awareness of real estate management in its national and international contexts
SECTION 4: PROGRAMME STRUCTURE AND CURRICULUM
4.1 Programme structure and requirements:

The following tables provide the list of modules at each level, showing their credit value and
status (compulsory/acceptable/etc.).
LEVEL 4 – Year 1
Module Module Title Credits Status Semester
Code of delivery
U35001 Economics of Built Environment 15 Compulsory 2
U35008 Introduction to Spatial Planning 15 Compulsory 1
U35009 Introduction to Valuation 15 Compulsory 2
U35010 Foundation Real Estate Law 1 15 Compulsory 1
U35011 Foundation Real Estate Law 2 15 Compulsory 2
U35012 Integrative Project 1 15 Compulsory 1
Introduction to Property, Management and Professional
U35013 15 Compulsory 1
Practice
U35014 Introduction to Building Design and Construction 15 Compulsory 1&2
LEVEL 5 – Year 2
Code of delivery
U35020 The Construction and Appraisal of Real Estate 15 Compulsory 1&2
U35024 Town Planning Practice 15 Compulsory 1
U35025 Integrative Project II 15 Compulsory 2
U35026 Real Estate Economics and Finance 15 Compulsory 1
U35028 Research Methods 15 Compulsory 1
U35029 Statutory Valuation 15 Compulsory 2
U35030 Land Law 15 Compulsory 1
U35034 Landlord and Tenant Law 15 Compulsory 2
Language Modules (maximum of 2 modules normally
taken in years 2 and/or 3)
U615** French: A1, A2, B1(1), B1(2), 4A, 4B Alternative

U6**** 15 1or2
U620** German: A1, A2 Acceptable
U635** Spanish: A1, A2, B1(1), B1(2), 4A, 4B
U627** Mandarin Chinese: 1A, 1B, 2A, 2B
U630** Japanese: 1A, 1B, 2A, 2B, 3A, 3B
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Student Handbook
LEVEL 6 – Year 3
Code of delivery
U35071 Commercial and Residential Development 15 Compulsory 1&2
U35072 Advanced Valuation 15 Compulsory 1
U35073 Property Management 15 Compulsory 1
U35074 Management of Corporate Real Estate 15 Compulsory 2
U35094 Integrative Project III - PPT 15 Compulsory 2
U35097 Real Estate Investment 15 Compulsory 2
U35099 Dissertation 30 Compulsory 1&2
Progression onto Level 5 and 6 modules normally require pre-requisite modules in Level 4 and
5 to be passed. For full details of pre-requisite links between modules see the subject diagrams
provided in the appendices of the programme handbook.
For the standard requirements for progression and awards on the course refer to the
Undergraduate Modular Programme Regulations at:
http://www.brookes.ac.uk/uniregulations/current/acadregulations/specific/undergraduate-
modular-programme-regulations
4.2 Professional requirements

Professional accreditation from the Royal Institution of Chartered Surveyors (RICS) and the
Chartered is achieved through the successful completion of the BSc (Hons) degree as set out in
the University Undergraduate Modular Programme Regulations.
SECTION 5: PROGRAMME DELIVERY
5.1 Teaching, Learning and Assessment
Teaching and Learning

A wide range of teaching and learning methods are used to achieve programme objectives,
including lectures, seminars, workshops, computer classes, site visits, fieldwork, case studies,
simulations and group work. Smaller group sessions, such as seminars and workshops, foster
discussion, analysis and the development of interpersonal and problem-solving skills.
Independent learning is developed and nurtured through student-led seminars, individual and
group project work, and the dissertation. The dissertation is supported by a structured
programme aimed at leading students through the key stages in its development, focusing on
the importance of research and research methods, as well as individual supervision.
Every module of study is designed with specific learning outcomes that enable students to
develop in the five key graduate attributes of academic literacy, research literacy, critical self-
awareness and personal literacy, digital and information literacy, and global citizenship.
Various learning resources have been developed to support independent learning. Module
guides, reading lists and assignment briefings underpin independent learning. They outline the
aims and objectives of the module, its structure, week-by-week content and the timetabled
assessment tasks that students must undertake. They enable students to make informed
choices and to exercise self-direction in pursuing aspects that are of interest to them within the
framework of the module as a whole.
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Academic staff in the department make significant use of electronic resources. This can take the
form of online module descriptions and handbooks, links to relevant web-sites, seminar
materials, lecture slides and electronic testing. The department is fully committed to the use of
online resources and is engaged in the utilisation of Brookes Virtual Learning Environment
software for resource-based learning. Students are also encouraged to attend Library and IT
training sessions, and draw upon appropriate software and networked facilities for presentations
by making use of Media Workshop resources and expertise. Full details of the Universities E-
Learning strategy can be found at: http://www.brookes.ac.uk/virtual/strategy/.
Office hours and tutorials allow individual and small group consultations with lecturers around
matters of course content, coursework and the practical demands of learning.
Assessment and Feedback

abilities and progress, and the associated provision of feedback. The Brookes Assessment
Compact sets out the aims and responsibilities for assessment for both the University and
students.
The course provides an appropriate balance of assessment methods throughout its duration
and on a semester by semester basis. It is intended that the assessment method employed in
each individual module will examine the general educational aims and assess the learning
outcomes as detailed in the syllabus of that particular subject area, whilst complementing the
teaching and learning methods and the variety of the student learning and experience.
Assessment in form other than in unseen exam may be new to students and they may
experience novel situations of peer assessment and self-assessment. The intention is to
provide an appropriate balance between the following forms of assessment
diagnostic: that which provides information about the individual

formative: that which helps students in their learning
summative: that which gives a final and total measure of students attainment.
All module handbooks contain a description of the assessment types and methods, and provide
the specific assessment criteria used by staff in the awarding of grades. An assessment
schedule is also provided with dates for submission and feedback. Group work that is assessed
is closely monitored in line with University policy to ensure equity in the provision of marks
awarded to a group. Where appropriate, students enter into a contract with each other over the
conduct of group work, providing the module leader with a consensual basis for assessing those
not contributing to the group effort.
On modules with a coursework component the aim is to give individual written feedback within
two weeks from the coursework submission deadline. All dissertation and Independent Study
Modules are double marked. A percentage of other assessed work is double marked within the
Department to ensure that the standard and profile of marking is appropriate. A sample of
examination and coursework is passed to the External Examiner. The sample sent will normally
include all A-grades; all fails, borderline cases and some examples of middle-grade marks. The
Real Estate Management Subject Examination Committee meets on a semester basis to
discuss student progression and performance with the External Examiner present. These
meetings are followed by meetings of the full Modular Examinations Committee where awards
are made.
Feedback can be about individual assignments, group work, a draft assignment or even ideas
about a future project (independent study or dissertation).
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Feedback can help students to self-assess their work against assessment criteria as well as
understanding what they have done wrong in an assignment. It will help students to improve
their future assignments and to approach work in further modules.
Feedback comes in many different forms including: written comments, verbal comments about
individual or group work, or comments made during class discussions.
Typical contact for each module is 2-3 hours a week and can involve lectures, seminars,
practicals, workshops, tutorials, etc. In addition, each student is expected to carry out 100-120
hours of independent study and research on the subject.
The programme modules are either coursework only or coursework and exam, with a typical
split of 40% - 60% respectively.
5.2 Assessment regulations

The programme conforms to the University Undergraduate Modular Programme Regulations:
http://www.brookes.ac.uk/uniregulations/current
SECTION 6: ADMISSIONS
6.1 Entry criteria
Typical Offer:
A-level: grades ABB-BBB or equivalent
IB Diploma: 32-33 points
Advanced Diploma: grade B, including A-level at grade A
Other typical offers include:
• 2 A-levels plus 2 AS-levels (A/AS-levels must be different subjects and taken in Year 13)
• BTEC national diploma DDM to DMM
All to include GCSE: Mathematics grade C or above
Interview
Applicants are required to attend an interview (usually between December and mid-March)
before an offer is made. Offers and the level of offers are dependent on performance at
interview.
6.2 CRB checks

Not applicable
SECTION 7: STUDENT SUPPORT AND GUIDANCE
Sources of help and advice for students are provided in the many ways including:
• Induction Session
• Handbooks
• Student Support Coordinators, Subject Coordinators, Academic Advisors, Programme
Leads, Placement Tutors.
• Academic Management Office
• Student Support Services
• Careers Centre
• Students Union
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Induction
New students will follow an induction programme to orientate them and help them settle in
quickly within their new learning environment (HE and Brookes). They will have introductory
meetings with their subject coordinators and meet their academic advisor.
Programme Information
All students will be provided, by the subject coordinator, with the following contextual
information to enable them to familiarise themselves with the programme/s:
• Programme specification
• Programme handbook
• Module descriptions/handbooks
• Regulations and policies governing the programme
Much of this information can be accessed via the Personal Information Portal (PIP) or on the
University web pages. They will also be provided with assignment deadlines and examination
dates at the start of each semester.
Support for students

It is recognised that students need support and advice throughout their studies so that they can
make the best of their time at Oxford Brookes.
Thus there is a range of support mechanisms for students, such as academic advisers and
subject coordinators, who will facilitate the students’ academic development, and student
support coordinators, who provide a drop-in service for questions about any aspect of student
life, covering both academic and personal welfare.
Central Support Services for students

The university’s support services include Upgrade, which provides advice on study skills such
as planning and writing essays, assignments and dissertations, research, or preparing for an
exam. They also give advice on statistics and mathematics.
There is a dedicated Student Disability and Dyslexia Service, which provides support for
students with disabilities including sensory and mobility impairments, dyslexia and other specific
learning difficulties, mental health problems and medical conditions. Here, staff offer advice and
support on a range of issues, including physical access, funding, alternative assessment
arrangements and liaison with teaching staff to ensure that they are aware of your requirements.
Careers
The Department has good links with the profession and runs an annual careers fair where
students can meet with leading property companies and seek graduate and summer internship
opportunities. Students are provided with advice and guidance on applications, CV writing, and
interview preparation.
Oxford Brookes students and graduates can expect the Careers Centre to provide support
during and for three years after graduation in the form of:
• individual confidential drop-in slots
• help with locating relevant and up-to-date information on occupations, further study
opportunities, vacation work, voluntary work, employers and graduate vacancies
• help with applications, interviews and aptitude testing, and with the development of
transferable skills, often through workshops
• a user-friendly website which delivers information and relevant links effectively.
• a range of careers education workshops which may be delivered directly by the Careers
and Employment Centre or via academic Departments.
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SECTION 8: GRADUATE EMPLOYABILITY
The Real Estate Management programme offers good graduate employability. First destination
surveys annually show a high percentage of students in full-time employment within 6 months of
graduating. The majority of students are employed as graduate property and real estate
managers in the areas of commercial property practice, planning and development and
valuation, as befitting the course.
SECTION 9: LINKS WITH EMPLOYERS
The main link with employers is through the departmental Real Estate Professional Liaison
Group as well as the established links with graduate employers. There is also support from the
Oxford Brookes Real Estate Management Alumni Society (OBREMS). These links provide the
following benefits to students and the course:
• Visiting speakers from industry and professional bodies

• Internship opportunities for work-based learning
• Site visits to development projects
• Course development advice and feedback
• Student mentoring
• Research collaboration
• Sponsorship of student prizes and scholarships
SECTION 10: QUALITY MANAGEMENT
Indicators of quality/methods for evaluating the quality of provision
The internal indicators of quality for the programme come from many sources. The primary
ones are those based on regular student feedback via focus groups and surveys on specific
issues, annual module evaluation surveys, student representation at Subject Committee and
Annual Programme Review meetings. The Programme Team also seeks advice and guidance
from the Department's Professional Liaison Group for real estate. The External Examiners for
the programme are present at Exam Committee meetings and see samples of students’
coursework and feedback. Their annual report on the standards of the assessment and learning
materials is considered at the Annual Review Meeting. Every five years, the programme
undergoes a rigorous Periodic Review, where it is tested against the quality framework set by
the University, again with feedback from students and external sources.
The external indicators of quality for the programme come primarily from the Quality Assurance
Agency (QAA) and the accrediting professional body. The course is designed specifically to
meet the learning outcomes of the QAA Subject Benchmark Statements (Construction, Property
and Surveying (2008)), and the professional competencies required by the Royal Institution of
Chartered Surveyors.
The Royal Institution of Chartered Surveyors (RICS) accreditation is achieved through the
approved mapping of programme modules against the professional competences set out in the
RICS Assessment of Professional Competences (2006). This accreditation is reviewed and
renewed each year at the RICS/Brookes Partnership meeting.
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Programme Specification - BSc (Hons) Real Estate Management

Matrix of RICS Competences mapped against Programme Modules
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Appendix B – Brookes Assessment Compact

abilities and progress, and the associated provision of feedback
1. There are five fundamental tenets behind this compact, namely that:
1.1 Effective assessment is central to learning
1.2 To be effective the relational nature of the assessment and feedback process
needs to be emphasised, particularly in terms of the need for active dialogue
between students and staff
1.3 To be effective, assessment must be recognised as a joint responsibility between

staff and students
1.4 The ability to assess, the work of both self and others, is an essential skill for all
graduates
1.5 For the above tenets to be met in full, students and staff need to be ‘assessment
literate’ and actively participate in disciplinary communities of assessment
practice.
2. The University will therefore ensure that:
2.1 Assessment is central to the curriculum, and there should be no distinct

boundary between assessment, teaching and learning. All academic staff will
therefore be encouraged to regard assessment as a fundamental and integral
part of programme design, and one that is intended to shape and develop
learning, as much as to judge and measure it.
2.2 Assessment is designed at programme level, to integrate module assessment

and ensure that assessment shapes learning in a coherent and holistic fashion,
consistent with the aims and learning outcomes of the programme so that
identified knowledge, skills and qualities ('graduate attributes') can be developed
and recognised, and validly assessed, whilst recognising progressive levels of
attainment and different modes of study.
2.3 The relationship between learning outcomes and assessment tasks is made
explicit. In addition, clear assessment criteria should be provided whenever
possible, and always when the assessment contributes to marks, grades, or
decisions about progression. Assessment judgements must focus on the
achievement of the learning outcomes against the assessment criteria, and this
achievement authenticated as the student’s own.
2.4 Every effort is taken to ensure that there is no bias in the type of assessment
task, or method chosen, or the criteria applied, that would unfairly disadvantage
any student.
2.5 Students are given supportive, constructive and timely feedback as an essential
part of their learning. Such feedback will enable students to build on their positive
achievements and have a clear sense of what they need to do to improve, with
subsequent opportunities provided to act on the feedback and to put the advice
given into practice.
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2.6 Programmes include activities (e.g. marking exercises, self and peer-
assessment, etc.) specifically designed to involve students in assessment, to
encourage dialogue between students and their tutors, and students and their
peers, and to develop their abilities to make their own informed judgements
(assessment literacy).
2.7 Programmes produce assessment schedules of summative assessment, and

make every effort to avoid the concentration of assessment deadlines.
2.8 Academic staff are provided with staff development in assessment literacy, and
awareness of new ideas and techniques
2.9 Disciplinary communities of assessment practice are developed through, for

example, regular peer discussion and student involvement.
2.10 Institutional values and policies consistently support this compact, and adequate
resources are provided.
3. Students will be expected to take responsibility for their own learning through:
3.1 Actively engaging with assessment tasks, including carefully reading the
guidance provided, spending sufficient time on the task, ensuring their work is
authentic and their own (whether individual or groupwork), and by handing work
in on time.
3.2 Actively engaging in activities designed to develop assessment literacy, including

taking the initiative when appropriate (e.g. asking for clarification or advice).
3.3 Actively engaging with, and acting on, feedback provided.
3.4 Actively engaging in the development of assessment policy at course and

programme level through the established processes and student representative
system.
13/5/09
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Appendix C – Undergraduate Programme Assessment, Feedback and Marking

Guidelines
Assessment and feedback are crucial elements in the learning cycle. We learn by appraising and
evaluating our own performance and achievements; we also learn from the informed critical
evaluations, experience and assessment of others. This helps to direct our knowledge and
understanding and enhance our capabilities.
For these reasons the Department of Real Estate and Construction places great importance on
assessment of, and feedback on student work - essays, projects, oral presentations. Assessment
is both summative and formative. Summative assessment provides you with an overall mark for
your work. We all look for this mark first of all - inevitably. This is the summary of our
performance. But it is only a summary, a proxy for an evaluation of many variables in your work.
This is formative assessment: an indication of the strengths and weaknesses of your work, its
organisation, depth of understanding, critical and independent judgement. To reach both a
summative and a formative assessment of your work we use two sets of criteria.
1. Learning Outcomes. Each module/unit has a series of learning outcomes. These are
described in the module/unit outline in your course handbook and should also be in your
module/unit handbook as well. The assessment requirements usually indicate which
learning outcomes are being assessed for each piece of coursework. The mark and
feedback indicate how well you have understood the learning outcomes.
2. Marking Guidelines. In contrast the marking guidelines provide benchmarks for your
achievement against a set of generic academic indicators - quality of analysis, referencing,
critical awareness and so on. These benchmarks contrast with the outcomes assessment
in that they apply to broad academic capabilities not your understanding of the specific
content of a piece of coursework for a module/unit.
The following guidelines and the feedback on your work will assist you in understanding what your
marks mean so you can enhance your performance. You should realise that these guidelines
cannot cover all types of assignments; nor can all the points be apposite to all your
assignments.
Grades A/A+, mark 70% or more

(Equivalent to First Class honours at the end of the course). In addition to the B+ criteria listed below:
• Examples of creativity/ originality/ imagination/ insight.

• Offers analytical comment, critical evaluation and independent discussion
• Comprehensive coverage of content/ theory within the constraints of word limits
• Rigorous handling of evidence
• Own ideas developed and justified from theoretical frameworks
• Realistic evaluation of work, with appropriate rationale
• Critical apparatus (i.e. bibliography, references, notes) full and accurate
• Communicative skills of a very high order
Grades B/B+, mark 60-69%

(Equivalent to Upper Second at the end of the course)
• Information reasonably full and accurate

• Well presented
• Logical, coherent and lucid
• Appropriate selection of content/ theory/ style in key areas
• Clear identification of the issues
• Evidence of wide and relevant reading
• Appropriate application of theory
• Evidence of evaluation/ justification/ critical thought
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• Referencing relevant and accurate

• Clear evidence of understanding
• Grammar, spelling and punctuation accurate
• Good focus on module's aims and themes
• Conclusions well-argued and substantiated
Grade C/C+, mark 50-59%

(Equivalent to Lower Second at the end of the course)
• Generally competent thinking and presentation

• Thought given to selection of content
• Identification of main issues of the subject
• Evidence of reading around the subject
• Some application of theory
• Evidence of evaluation/ justification/ critical thought
• Mostly accurate referencing
• Reasonable level of understanding of the topic area
• Some focus on module's aims and themes
• Grammar, spelling and punctuation largely accurate
• Conclusions largely well argued and substantiated
Grade D/D+, mark 40-49%

(Equivalent to Third class honours at the end of the course)
• Shows an attempt to be logical, coherent and organised

• Appropriate selection of content/ theory but some key aspects may be missed
• Evidence of reading
• Superficial evaluation
• Referencing present
• General understanding of concepts
• Critical thought and rationale for work adequately demonstrated
• Written work is mainly focused on module’s aim and themes
• Meaning apparent, but language not always fluent
• Some inadequacies in grammar, spelling and punctuation
• Conclusions present
Grade Refer (RC, RE, RB), mark 30-39% and Fail (F) 29% or less
• Question asked is not addressed

• Thinking confused/ illogical
• Content/ theory inaccurate or inappropriate or disorganised
• Meaning unclear
• Significantly under/ over/ required length as specified in module handbook
• Absence of references
• Critical thought/ analysis/ theory lacking
• Value judgements/ generalisations unsupported
• Appropriate reading not very evident
• Written work does not address module’s aims and themes
• Not sufficiently literate
• Conclusions insubstantial/ invalid
• R grade indicates that these weaknesses can be corrected by further independent work and revision
and a re-sit will be awarded
• F grade indicates that the weaknesses are so serious that they may not be remedied by further
independent work and no re-sit will be awarded; the module must be retaken if a pass grade is to be
achieved
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Appendix D – Course Assessment Schedule

Assessment Submission/Feedback Week by Module Number
TO BE CONFIRMED - please refer to the respective Module Handbook or Moodle for latest revision
Semester Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13+
Module No
U35001 2
U35008 1
U35009 2
U35010 1
Yr1 U35011 2
U35012 1
U35013 1
1
U35014
2
1
U35020
2
U35024 1
U35025 2
Yr2 U35026 1
U35028 1
U35029 2
U35030 1
U35034 2
1
U35071
2
U35072 1
U35073 1
Yr3 U35074 2
U35094 2
U35097 2
1
U35099
2
SB – Assessment Submission
FB – Assessment Feedback
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Appendix E – Consideration of Mitigating Circumstances

There may be occasions during your studies, where you feel circumstances outside of your
control have affected or have the potential to affect your studies . The University has policies
and processes in place to support you and further detail is given below:
Introduction to the Regulations for the Consideration of Mitigating Circumstances
What are mitigating circumstances?
Mitigating circumstances are circumstances which were beyond your control and which could
not be reasonably accommodated by you and which seriously impaired your performance in
assessment. All three parts of this definition must be met for the University to agree you were
affected by mitigating circumstances. For example, these circumstances could be medical or
personal. In all cases you will be required to provide satisfactory documentary evidence to
support your claim – if you fail to supply satisfactory documentary evidence your request will
be turned down. The only exception is for very short extensions to an assessment deadline
(up to one week), where you may be allowed to self-certify yourself.
When should I submit my evidence of mitigating circumstances?
In all cases, you should submit your claim and your evidence as soon as possible and in any
case always before an assessment deadline or exam. If you miss a deadline you will not only
need to demonstrate that you were affected by mitigating circumstances but you will need to
provide evidence that you were unable to submit your claim by the deadline. So don’t delay if
you wish to claim mitigating circumstances!
How should I submit my claim for mitigating circumstances?
There is a specific form you should use - you will find the link for guidance and the form on
your PIP Page.
What if I miss a deadline without mitigating circumstances?
If you miss an assessment deadline or an exam without approval for valid mitigating
circumstances you will receive zero for that assessment. You must not miss deadlines!
How is my claim for mitigating circumstances considered?
If you are requesting an extension up to one week, it is considered by the Module Leader(s).
Otherwise, within your Faculty, a cross-department panel meets frequently to review
individual applications. Decisions are returned to students usually within 48 hours of each
panel meeting. We recognise that at times of stress you may need help and advice. It is
always useful to speak to your Module Leader or Subject Coordinator who can give you
guidance on what form of compensation / re-assessment arrangements may be practically
possible to organise, subject to the panel agreeing that you have legitimate and proven
mitigating circumstances. In addition, your Student Support Coordinator will also help you to
manage the application process.
If mitigating circumstances are approved, what will happen?
If your claim for mitigating circumstances is approved then you can be granted an extension
to your submission deadline of up to five weeks or be allowed to re-sit your examination (or,
in certain situations only, re-take an entire module). The University does not increase marks
on the basis of mitigating circumstances. This is because the University wants you to
demonstrate your full potential in assessments – if it is agreed you were affected by
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mitigating circumstances then we will give you an extension or a re-sit so you can
demonstrate your potential unaffected by such circumstances.
Where can I find out more?
Formal Regulations:
http://www.brookes.ac.uk/regulations/current/core/a3/a3-5/
A Student Guide can be found at: http://www.brookes.ac.uk/students/your-studies/mitigating-

circumstances/
FOR FURTHER DETAILS ABOUT HOW TO SUBMIT A CLAIM FOR MITIGATING

CIRCUMSTANCES PLEASE CONTACT THE FACULTY STUDENT SUPPORT
COORDINATORS
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Appendix F – Cheating
The University has strict rules to ensure that students' work for assessment is actually the result
of their individual effort, skills and knowledge and has not been produced by means that will
give an unfair advantage over other students. Full details of the regulations together with a
definition of “Cheating” are in the following link
http://www.brookes.ac.uk/uniregulations/current/core/assessment/cheating
Students suspected of breaking the University regulations regarding plagiarism and collusion
will be referred to a Faculty Academic Conduct Officer who will investigate the case thoroughly
before deciding on the most appropriate way to resolve the situation within the University
regulations.
The University defines a number of different forms of cheating, although any form of cheating is
strictly forbidden not only those listed below. These are:
• Submitting other people's work as your own – either with or without their knowledge.
This includes copying in examinations; using notes or unauthorised materials in
examinations; submitting work you have paid for as your own; impersonation – taking an
assessment on behalf of or pretending to be another student, or allowing another person
to take an assessment on your behalf or pretend to be you.
• Plagiarism – taking or using another person's thoughts, writings or inventions as your

own. To avoid plagiarism you must make sure that quotations from whatever source are
clearly identified and attributed at the point where they occur in the text of your work by
using one of the standard conventions for referencing. The Library has a leaflet about
how to reference your work correctly and your tutor can also help you. It is not enough
just to list sources in a bibliography at the end of your essay or dissertation if you do not
acknowledge the actual quotations in the text. Neither is it acceptable to change some of
the words or the order of sentences if, by failing to acknowledge the source properly, you
give the impression that it is your own work.
• Collusion – except where written instructions specify that work for assessment may be
produced jointly and submitted as the work of more than one student, you must not
collude with others to produce a piece of work jointly, copy or share another student's
work or lend your work to another student in the reasonable knowledge that some or all of
it will be copied.
• Duplication – submitting work for assessment that is the same as, or broadly similar to,
work submitted earlier for academic credit, without acknowledgement of the previous
submission.
• Falsification – the invention of data, its alteration, its copying from any other source, or
otherwise obtaining it by unfair means, or inventing quotations and/or references.
• Custom Writing Services – this includes the use of any service which produces custom
materials for a fee or other benefit. The University may consider any request placed with
any form of custom writing service to be a form of cheating, whatever use is then made of
the material produced, and therefore to be an offence under the Student Conduct
Regulations. This extends to include any request for any piece of work (either formative
or summative assessment or work which is not linked to any form of assessment or credit-
bearing element of your programme) including, but not limited to, essays and
dissertations (including outlines and guides), reports, exam notes, proposals, posters,
presentations, the editing or improvement of existing work, statistical services and
computing services including programme and code development.
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Appendix G – Citing Your Sources

The reference of sources is an essential aspect of academic writing. You should reference your
sources for information for the following reasons:
Arguments must be supported by evidence from reliable and credible sources. Without
evidence from either primary or secondary sources (backed up by reference) your assertions
will carry little or no weight;
Credit must be given for other people's work; if there is no reference you are in effect claiming
the work is your own. If it isn't, you will be guilty of plagiarism (intellectual theft) for which there
are severe penalties.
Remember that assessors are looking for evidence of a wide and thorough literature search.
Your references and bibliography will be evidence of this, and therefore it is in your interest to
provide full and complete references. You will gain no credit for making things up, or using
anecdotal or impressionistic evidence.
There are a number of referencing conventions, which vary across subject disciplines and from
publication to publication. You will, for example, notice considerable differences in the way
quotations and references are presented in different books and journals.
Harvard Referencing System
The Department recommends the Harvard Referencing System.
Referencing in the text
Cited documents are referred to by inserting the author's surname and the year of publication in the
text at the point of reference. Initials are not used except where two authors with the same
surname are cited. For example:
"It has been shown that …(Brown 2001)"

"Brown (2001) has shown that…"
Where a specific reference is made to a particular piece of work, or when using a direct quotation,
the page number or numbers should be included. For example:
(Brown 2001: 27)

(Brown 2001: 27-32)
When there are more than two authors, the first entry should list all the authors, but subsequent
references may be abbreviated. For example:
(Smith et al. 1992)
When referencing more than one work by the same author in the same year, you should
distinguish between them as follows:
(Brown 2001a)
(Brown 2001b)
This system must be consistent with entries in the bibliography.

Bibliography
With the Harvard system it is not necessary to provide a list of references and a bibliography; only
a bibliography should be included. This bibliography should list all the relevant sources used, both
generally and specifically referenced in the text. Entries should be included in alphabetical order by
surname. If there is more than one entry for the author they are listed in chronological order. Where
authors have the same surname, they are listed in alphabetical order of their first name.
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Book entries
An entry for a book should include the following:
Author, Initials (Year) Title of book, Place of publication: Publisher.
For Example:
Waltz, K. (1979) Theory of International Politics, Reading, MA.: Addison-Wesley.
For a particular chapter in an edited book the entry should be as follows:
Smith, H. (1994) ‘Marxism and International Relations’, in A. J. R. Groom and M. Light (eds),
Contemporary International Relations: A Guide to Theory, London: Pinter.
Where several different chapters from the same edited book are referenced, it is only necessary to
write out the full details of the book once for its main entry. Other references to the book then use
the abbreviation op. cit. (opere citato meaning 'in the work cited') as shown below:
Hoffman, M. (1994), ‘Normative International Theory: approaches and issues’, in A. J. R. Groom

and M. Light, op. cit..
Periodicals
For a paper or article from a periodical (journal, trade press, magazine) the entry should be as
follows:
Author, Initials (Year) ‘Title of paper/article’, Title of periodical, Volume number: Page numbers.
For example:
Strange, S. (1994) ‘Wake up Krasner! The World Has Changed’, Review of International
Political Economy, 1: 209-219.
Conference Proceedings
The proceedings of a conference should be referred to as for a book:
Hataley, T. and K. Nossal (2003) ‘Putting People at Risk: The Crisis in East Timor and Canada’s
Human Security Agenda’, paper presented to the annual meeting of the Canadian Political
Science Association, Halifax, NS, 31 May.
Newspaper Articles
A newspaper article where the author is identified should be entered as follows, but where no
author is identified, the article should be attributed to the newspaper:
Elliott, L. (2004) ‘Brain drain must stop if poor countries are to be helped’, The Guardian, 6
December.
The Guardian (2004) ‘Brain drain must stop if poor countries are to be helped’, 6 December.
Other Items
Items of personal communication or interviews:
Spence, J. (1996) Personal Communication, 15 May.
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You should remember, however, that unpublished material is less likely to be available for others to
research, and tends to be viewed as less authoritative than published work.
Web References
Smith, A. (2003) ‘Open statement on steps to democratize the World Bank and IMF’, retrieved
on 10 June 2004 from http://www.brettonwooodsproject.org
Please list an author for websites wherever possible. If this is not available then think carefully
about whether the source is valid and authoritative.
Quotations
When actually quoting material and the quotation is two lines or shorter it can be placed within the
text as follows:
Writing on the cusp on the new millennium, Bayart correctly noted that, ‘More than ever, the
discourse on Africa’s marginality is a nonsense’ (2000: 267).
Quotations that are more than two lines long should be indented and spaced as following:
According to one analysis, these networks can be understood as part of a broader phenomenon of
transboundary formations that
link global, regional, national, and local forces through structures, networks, and
discourses that have wide-ranging impact, both benign and malign, on Africa, as well as
on the international community itself. Above all, they play a major role in creating,
transforming, and destroying forms of order and authority. (Latham et al. 2001: 5)
123
Student Handbook
Appendix H – Turnitin
During your programme you will be asked to use the TURNITIN System.
Turnitin is a web-based tool that supports students in the development of good academic
practice when preparing written work for assessment. This text-matching tool allows academic
staff to check students' work for improper use of sources or potential plagiarism by comparing it
against continuously up-dated databases (including web-pages and student work). Turnitin
produces an 'Originality Report' for each submitted piece of work which indicates all the
matches in the student assignment to the web-based sources on its database, and thus can
provide academic staff with the opportunity to help students develop proper citation methods as
well as to safeguard students' academic integrity.
At Oxford Brookes University, all students on the undergraduate modular programme will
normally use Turnitin on a minimum of three compulsory occasions: once during a compulsory
module in Stage I, once again in a compulsory module in Stage II and finally during the
dissertation or project module.
In addition, Turnitin may be used optionally on other modules for one or all pieces of
assessment in that module as decided by the Module Leader. Turnitin may be used as part of
an investigation into an alleged case of plagiarism but its primary use is to support students'
academic development and enhance good academic practice.
In addition to the use of Turnitin in some module formative assessments, we encourage you to
access resources to support and develop your academic writing skills to help you to avoid
plagiarism. You might find it beneficial to sign up for an online tutorial on PLATO, a Brookes
Virtual self-registration course that helps you learn how to develop these skills. Instructions on
how to access this online tutorial can be found at:
http://www.brookes.ac.uk/library/skill/plagiarism.html
124
Student Handbook
Appendix I – Departmental Staff Contact List
Department of Real Estate and Construction Academic (FT and PT) and Admin Staff
ABANDA, Henry (Dr) AB1.13 3475 Lecturer in Real Estate and fabanda@brookes.ac.uk
Construction
AUSTIN, Mark (Dr) AB1.08 3369 Principal Lecturer in CM, Subject maustin@brookes.ac.uk
Co-ordinator for CPM and PG
Programme Lead
BLUMBERG, George (Dr) AB1.09 3454 Senior Lecturer in CM/REM gblumberg@brookes.ac.uk
BROWNING, Charlotte AB2.21 3342 Programme Administrator (PG cbrowning@brookes.ac.uk
(Miss) PMBE)
CAO, Albert (Dr) AB1.08 3473 Senior Lecturer in Valuation jcao@brookes.ac.uk
CHEUNG, Franco (Dr) AB1.12 3356 Senior Lecturer in CM kcheung@brookes.ac.uk
CHO, Youngha (Dr) AB1.12 3941 Senior Lecturer in REM ycho@brookes.ac.uk
COLLINS, Ruth (Ms) AB2.02 4310 Programme Portfolio Manager ruthcollins@brookes.ac.uk
DALTON, Gina (Ms) AB1.07 4142 Principal Lecturer for Quality and gdalton@brookes.ac.uk
Validations
DENT, Peter (Mr) AB1.10 3481 Principal Lecturer in REM (PT) prdent@brookes.ac.uk
DIXON, Rachel (Mrs) AB1.10 3396 Programme Administrator (Special rdixon@brookes.ac.uk
Projects)
DUDLEY, Suzie (Miss) AB1.20 3315 Executive Office Administrator for s.dudley@brookes.ac.uk
Departments of Planning and
Real Estate & Construction
FRENCH, Nick (Prof) AB1.05 3486 Prof in REM & SC for REM PG nick.french@brookes.ac.uk
Studies (REM/IRE)
GEE, Rebecca (Mrs) AB1.04 4090 Senior Lecturer in REM and rgee@brookes.ac.uk
Subject Coordinator for UG REM
GROVER, Richard (Mr) AB1.10 3488 Principal Lecturer in Economics rgrover@brookes.ac.uk
and Investment Appraisal (PT)
HILL, Michael (Mr) AB1.07 3351 Programme Lead UG & SC for UG mnhill@brookes.ac.uk
QM/QS
JACOBS, Michelle (Ms) AB3.16 3357 Student Support Co-Ordinator mjacobs@brookes.ac.uk
KEIVANI, Ramin (Dr) B2.18 3409 Reader & Research Manager rkeivani@brookes.ac.uk
KURUL, Esra (Dr) AB1.12 4322 Senior Lecturer in CM, Subject ekurul@brookes.ac.uk
Coordinator for PMBE
KENTH, Suki (Ms) AB2.21 3904 Programme Administrator (PG RE) sukikenth@brookes.ac.uk
NASE, Ilir (Dr) AB1.13 Early Career Research Fellow inase@brookes.ac.uk
OTI, Henry (Mr) AB1.13 2822 Post-Doctoral Research Assistant aoti@brookes.a.cuk
PATRICK, Mike (Mr) AB1.10 3275 Senior Lecturer in REM mpatrick@brookes.ac.uk
ROBERTS, Claire (Dr) AB1.11 3852 Senior Lecturer in Real Estate croberts@brookes.ac.uk
(returning Jan 2015) Valuation And/Or Investment
SALTER, Ray (Mr) JPG.05 3364 Lab Manager rsalter@brookes.ac.uk
SAMES, Dan (Mr) AB2.02 3202 Programme Portfolio Manager dsames@brookes.ac.uk
SHIERS, David (Mr) AB1.04 3962 Reader in Sustainable Property davidshiers@brookes.ac.uk
SIMS, Sally (Dr) AB1.04 3459 Senior Lecturer in REM ssims@brookes.ac.uk
SOLSONA, MARTA (MS) AB3.16 3531 Student Support Co-Ordinator msolsona@brookes.ac.uk
STRINGER, Joanne (Miss) AB1.09 2834 Senior Lecturer in Real Estate and jstringer@brookes.ac.uk
Property Law
STUBBS, Michael (Dr) AB1.10 3487 Senior Lecturer in REM (PT) mdstubbs@brookes.ac.uk
TAH, Joe (Prof) AB1.06 3919 Head of Department of Real jtah@brookes.ac.uk
Estate and Construction
TURNER, Philip (Mr) AB1.11 3917 Senior Lecturer in REM pjturner@brookes.ac.uk
VICARS, DANIEL (MR) AB2.21 3909 Programme Administrator (UG dvicars@brookes.ac.uk
REM & QM/QS)
VIDALAKIS, Christos (DR) AB1.08 3359 Senior Lecturer in CM christos.vidalakis@brookes.ac.uk
XU, Ye (Dr) AB1.11 3534 Senior Lecturer in REM yexu@brookes.ac.uk
125
Student Handbook
Appendix J – Support Services Contact Details
First Floor
Accommodation Tel: (01865) 484660
Helena Kennedy
Office accomm@brookes.ac.uk
Student Centre
http://www.brookes.ac.uk/students/accommodation
Ground Floor Tel: (01865) 484670

Careers Services
John Henry careers@brookes.ac.uk
Brookes Building http://www.brookescareerscentre.co.uk
Ground Floor Tel: (01865) 484690

Chaplaincy
Helena Kennedy chaplaincy@brookes.ac.uk or chaplain@brookes.ac.uk
Student Centre http://www.brookes.ac.uk/student/services/chaplaincy/
First Floor Tel: (01865) 484650

Counselling
Helena Kennedy wellbeing-recpt@brookes.ac.uk
Services Student Centre http://www.brookes.ac.uk/student/services/counselling/
First Floor Tel: (01865) 484651 disabilitysupport@brookes.ac.uk

Student Disability
Helena Kennedy Tel: (01865) 484653 dyslex.sup@brookes.ac.uk
and Dyslexia Service Student Centre http://www.brookes.ac.uk/student/services/disability
Student Central Tel: (01865) 483850

Financial Aid Office
Ground Floor finaid@brookes.ac.uk
John Henry http://www.brookes.ac.uk/studying-at-brookes/finance/hardship
Brookes Building funding/
Induction
Helena Kennedy http://www.brookes.ac.uk/new-students/
Programme Student Centre
Student Central Tel: (01865) 484681
International
Ground Floor isat@brookes.ac.uk
Students Advisory John Henry http://www.brookes.ac.uk/student/services/isas/
Service Brookes Building
Mature Students
Advisory Service Helena Kennedy dldean@brookes.ac.uk
Student Centre http://www.brookes.ac.uk/studying-at-brookes/student-life/mature-
students-guide/
Tel: (01865) 484770
Students’ Union John Henry
suadvice@brookes.ac.uk
Advice Centre Brookes Building
http://www.brookes.ac.uk/studying-at-brookes/student-life/
(SUAC)
Tel: (01865) 873653
Upgrade Ground Floor
John Henry upgrade@brookes.ac.uk
Brookes Building http://www.brookes.ac.uk/services/upgrade/
ICELS reception Enquiries and advice:

Academic English
http://www.brookes.ac.uk/international/support-and-advice/english-
For International language-support/
Students For undergraduates
AcademicEnglishUG@brookes.ac.uk
For postgraduates
AcademicEnglishPG@brookes.ac.uk
126
Student Handbook
Appendix K - Rooms
The University room numbering system might at first sight appear to be confusing – here’s how
it works:
The University room numbering system might at first sight appear to be confusing – here is the
key to the buildings that you are likely to will be using during your course:
AB Abercrombie Building: Department of Real Estate and Construction

BU Buckley Building
C Clerici Building: Blackwell Bookshop; Board Rooms; Enquiry Centre, Main
Lecture Theatre MLT); Student Finance
F Fuller Building: Brookes Restaurant
G Gibbs Building (Social Sciences)
HKSC Helena Kennedy Student Centre
IC ICELS Building: International Centre for English Language Studies
JHB John Henry Brookes Building: Student Union, Café Central, Careers
Centre, IT Services, JHB Lecture Theatre, Library, Main Reception, Student
Central
JPG John Payne Building Ground Floor: Technology Laboratory
MC Media Centre: Creative Services, Graphics Workshop, Media Workshop,
Public Relations, Reprographics Unit (print room)
MH Main Hall
RO Red Oak: Teaching Rooms
S Sinclair Building: Biological & Molecular Sciences, Examination &
Conferment Unit; Postgraduate Research Centre
SC Sports Centre
TO Tonge Building: (Humanities)
WB Willow Building: Teaching Rooms
Full details of the services in each building are provided on the campus maps in Appendix L.
127
Student Handbook
Appendix L – Headington Campus Maps
128
Student Handbook
129
Student Handbook
Appendix M – Health and Safety Regulations: Guide for Students

The Faculty of Technology, Design & Environment is committed to ensuring the health,
safety and welfare of the Faculty’s staff, students and visitors. This is achieved through the
co-operation of all personnel within the Faculty in implementing the University Health and
Safety Policy, this is detailed in the Oxford Brookes University Safety Manual.
This leaflet is provided to help guide you towards the relevant information, regarding your
responsibilities, and advise you on where to get help and assistance.
STUDENT SAFETY ((http://www.brookes.ac.uk/uniregulations/current/other)

This web-page contains information posted by the University and should be read by all
students and gives a basic overview of safety within the University.
FACULTY SAFETY POLICY (currently on the Faculty share drive N. Students who would like
a copy should e-mail School Safety Advisor who will provide an electronic copy –
acglass@brookes.ac.uk) This is the Faculty’s Health and Safety Policy, it contains school
policy, structure and reporting details as well as a brief overview of safety information
available for both staff and students.
HEALTH & SAFETY - Directorate of Human Resources

(http://www.brookes.ac.uk/services/hr/health_safety/)
This provides useful on-line information for all members of the University, including the
University Safety Manual and the Smoking Policy.
UNIVERSITY SAFETY MANUAL

(http://www.brookes.ac.uk/services/hr/health_safety/docs/index.html)
This is made up of detailed Safety Notes on specific topics, the index also makes clear the
contents and sections which should be read by staff and students.
130
Student Handbook
Contacts
Location Name Reason Contact

Gipsy Lane Andy Glass Safety Advisor for Faculty Departments based at x3343
Site Faculty Safety Gipsy Lane and First point of contact for Safety GIP - AB120
Advisor Advice within the Faculty.
Headington Elaine Le Corre X4956
Hill Site Safety Advisor for School of Arts HDH –
RHG.05a
Wheatley Ashley Rowles Safety Advisor for Department of Computing & X3512
Site Communication Technologies and Department WHE – R2.27a
of Mechanical Engineering and Mathematical
Sciences
Faculty Paul Inman Responsible for Health and Safety within the x3350
PVC/Dean of Faculty Faculty. GIP - AB120
Programme Lead Your Programme Lead will be able to help you

with guidance regarding health and safety
requirements for various activities and projects
University Tim McGill University Safety Officer x5744
WHE - A1.06
Christie Rainbird Senior Occupational Health Nurse X5531
WHE-A1.03
Angela Pullinger Occupational Health Nurse x5773
WHE - A1.02
Alison Porat Occupational Health Administrator x5772
WHE - A1.01
Security Control Staffed 24 hrs ever day x3060
Office GIP – CG.19
Accidents
ALL accidents, incidents or near misses are reportable thus you must read and understand
University procedure, this is detailed in Safety Note No. 11 of the University Safety Manual.
Following an accident:
Seek assistance from person(s) present at the scene.
If present inform a member of staff.
If necessary call emergency services 222 during working hours, 999 at other times.
Inform Security internal x3060 external 01865 483060.
If a person is injured and sent to hospital the Safety Officer must be informed immediately, do this
via the Security Office.
ALL accidents/incidents occurring OFF-SITE must be reported to Security Office immediately.
Complete an Accident report form, send this to the Faculty Safety Advisor – Andy Glass.
Fire
Fire and Evacuation Procedures are detailed in Safety Note No. 9 you must read and
understand this notice.
On discovering a fire:
Sound the alarm at the nearest fire alarm point.
Telephone Security Control Office, x222 from an internal phone or 999/112 from a public line.
131
Student Handbook
When the alarm bell rings you must:

Evacuate the building, Fire Notices posted in rooms detail safe routes and assembly points.
DO NOT use lifts.
WALK, DO NOT run.
GET WELL CLEAR OF BUILDINGS AND ACCESS ROUTES.
Inform a member of staff or Fire Fighter of any disabled personnel or anyone who may be
trapped.
Do not attempt to leave by any vehicle.
Do not re-enter the building until instructed to do so by a responsible member of staff.
Please note NO naked lights are permitted in any building without permission from the University
Safety Officer.
Projects - Risk Assessments ON-SITE

All activities, projects, etc. where there may be a potential hazard must be the subject of a Risk
Assessment before materials are brought on site or work begins.
A HAZARD is the potential to cause harm and present in every work activity.
A RISK is the likelihood of that potential being realised.
A standard form is available in Departmental Offices, Safety Note No. 36 details the assessment
required. If you require help please contact the Faculty Safety Advisor – Andy Glass.
NOTE: A Risk Assessment is a mandatory for any activity that may be hazardous, i.e. building a
structure, performing a test.
When a potentially hazardous activity, structure etc. is discovered without a previously agreed
risk assessment work will be stopped immediately and if necessary action will be taken to
reduce risks.
Off-Site
All off-site activities, fieldwork, etc. are also the subject of Risk Assessments. Please contact the
Faculty Safety Advisor – Andy Glass for assistance.
COSHH – is the Control of Substances Hazardous to Health.

The University is required, under the H&SWA 1974, to carry out an assessment for both
substance and activity where the substance is deemed to be hazardous.
If you want to use hazardous substance or embark on a process using a hazardous substance
you first need to complete a COSHH Assessment. Please contact the Faculty Safety Advisor –
Andy Glass for assistance.
NOTE: Most hazardous substances are labelled as such and detailed handling and user
information is available. If in doubt ask, do not expose yourself or others to hazards, this
includes activities such as spray painting, activities which create dust, etc.
First Aid
In the event that you require a first aider you should find a list of your nearest qualified person,
with phone number, displayed in the corridors or on the internal phone book available on
networked PC’s.
If none are available and the injury is serious either call emergency services or take the person
to the Casualty Department at the JR hospital.
132
Student Handbook
Other
If you need help, advice, see anything you consider dangerous etc. please contact one of the
staff listed at the beginning of this Appendix under Contacts.
Please remember our safety, each and every one of us, relies upon the commitment from all
staff, students and visitors who surround us.
This information will also be sent to you via e-mail, please would you reply to acknowledge
receipt and confirmation you have read it.
Andy Glass
Faculty Safety Advisor
5/9/2012
133
Student Handbook
Appendix N – Alumni: Keeping in Touch

After you have left the University, we hope you will keep in touch with us, and tell us your
news. We will certainly be pleased to tell you OUR news! When you leave the University your
name and current address will be entered on our database of past students in the Alumni Office.
At least once a year you will receive a copy of the Alumni Magazine, which will give you news of
other alumni, the University, its staff and students. This is edited by the Alumni Officer
(alumni@brookes.ac.uk), who would welcome contributions of news articles about your career or
any unusual activities you undertake. Please keep us up to date with your address: or, if you are
moving about frequently, give us a forwarding address such as your parents' or relatives' home
address. With the alumni magazine once a year you will receive an "alumni up-date" form that will
show you the data we hold about you on the computer. We will ask you to correct or update this
as necessary. Please keep in touch with the Alumni Office by returning this postage paid
form each year.
The Alumni Relations Programme involves arranging events and reunions each year, which we
hope will be of interest to particular groups of past students. Many of these will take place on the
campus, such as Reunion Dinners or Open Days when you will be welcome to return to Oxford,
but others will be planned in London and, hopefully, some events in regions of the UK and even in
overseas countries. If enough alumni express an interest in getting together in a particular region,
then we will do our best to put them in touch with each other and help them arrange a suitable
meeting or event.
As a past student of the University you become an Associate Member of Oxford Brookes
University Alumni Association, and become eligible for certain benefits which we have
negotiated on your behalf, such as applying for our VISA card, which has no annual fee and offers
a very competitive rate of interest. Other financial services will also be available to Oxford Brookes
alumni, and you will be kept fully informed through the alumni magazine. The Alumni Association (a
registered charity) offers certain additional benefits to those who wish to join as full members:
Members can continue to use facilities on campus, and enjoy certain discounts on meals, weekend
breaks, theatre tickets, Outward Bound courses, and so on. For further details of Oxford Brookes
University Alumni Association please write to the Alumni Officer.
Remember too that the University runs many short courses that may be useful to you in
updating your own knowledge in certain areas. You may also develop your own expertise in
areas that we would be pleased to make use of in planning our courses. Communication is a
two-way process, and we will be delighted if you continue to make the most of your links with
Oxford Brookes University. If you are interested, please visit the website:
http://www.brookes.ac.uk/alumni
At the time of enrolment you completed a card giving both home address and your address in
Oxford. It is particularly important that if either of these changes during your time at Oxford, that
Student Central are notified immediately. It also helps to let your Academic Adviser know as
well.
The Alumni Relations Service at Brookes allows graduates to:
• Look for an old classmate through the ‘Find a Friend’ service.

• Sign up to be a mentor to a Brookes Student.
• Tell others about happenings in your life with our message board.
• Send a virtual postcard.
• Keep us up to date with your contact and career details.
• Hear what’s going on at Oxford Brookes.
134

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Faculty of Technology, Design and Environment

Department of Real Estate

BSc (Hons) Real Estate Management

The Faculty of Technology, Design and Environment

Our programmes endeavour to deliver a teaching and

The details in the handbook were correct at the time of going

If you have any difficulty accessing the information

Telephone: (01865) 483909

APPENDICES: .................................................................................................. 102

Appendix B – Brookes Assessment Compact ........................................... 113

Appendix E – Consideration of Mitigating Circumstances ......................... 118

Grade Point Average

Basic (Level 4) Module

Advanced (Level 5) Module

Honours (Level 6) Module

BSc (Hons) Real Estate Management (EM)

Acceptable Modules (Maximum of 2)

U61500 French A1 U63500 Spanish A1 U63010 Japanese 1A

U62000 German A1 U62700 Mandarin Chinese 1A

4. Subject Diagram – BSc (Hons) Real Estate Management

U 35074 U 35072 U6xxxxx

5. Teaching, Learning and Assessment Strategies

The Department pursues its aims through:

• course structure, which is designed to meet the requirements of the relevant

For each module this includes:

Assessment and Feedback

diagnostic: that which provides information about the individual

Feedback comes in many different forms including

6. Student Guidance – Teaching, Learning and Assessment

Allowing Time for Study

Cheating and Plagiarism

Percentage Grade Grade Pass /

RC 30-39% (resit coursework)

Generic assessment criteria for the grades above is given in Appendix C

7. Student Participation and Representation

The Subject Committee usually meets once each semester.

8. Student Feedback and Review of the Course

9. Supporting Students at Oxford Brookes University

Student Support Framework

B. Student Support Co-ordinators - who respond to students who have personal or

The framework is represented in the diagram below:

Student Programme-based Academic Experience

Induction, Academic and Professional Development, Careers

Student Issues Student Issues

Student Support Coordinators

Referrals Referrals Referrals

Academic Student Counselling Student Union Head/Deputy of

Upgrade – Study Advice Centre

Careers and Employability

• medical evidence has not been considered by the committee

10. Module Description

U35001: Economics of Built Environment

Module Leader: Mrs Claire Roberts croberts@brookes.ac.uk 01865 483852

Originating School: The Built Environment

1. Knowledge and Understanding

Having completed this module successfully, students Taught Practiced Assessed

Teaching and Learning Experience

Notional Learning Time

The main criteria for assessment are:

• Use of key economic concepts.

Indicative Reading List

U35008: Introduction to Spatial Planning

Module Leader: Dr Michael Stubbs mdstubbs@brookes.ac.uk 01865 483487