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John Pearson and Mr. The RICS competency documents set the requirements for candidates ready to sit the Assessment of Professional Competence APC but do not state the level of competency expected of a graduate. As such, it is a matter of interpretation open for dispute and debate.
A detailed case study exercise was carried out based upon 4 RICS accredited quantity surveying programmes offered by 4 leading universities in the UK to map the RICS QS competencies to the individual module specifications of the respective QS programmes. In effect, a scoring system and competency mapping matrix was devised to carry out a systematic numerical evaluation of the extent of competency mapping to curricula.
The study revealed that different universities aim to achieve competencies at different levels based on their interpretations as there is no threshold standard or benchmark for level of competencies to be achieved by QS graduates completing a RICS accredited programme.
In addition, a competency mapping framework that describes the process of the mapping of competencies to QS programme curricula should be developed to form the basis of identifying whether a programme seeking accreditation will have the necessary mapping levels to produce a graduate that will achieve this threshold benchmark.
Tel 0Fax 0 2 can straight away contribute both to the daily functions of business activity and to its growth. Hence, there is a tripartite pull on the development needs of the Quantity Surveyor. The present education system of the Quantity Surveyor does not recognise these multi-directional needs and hence often produces a graduate whom the industry sees as not fulfilling their requirements.
This leads to many problems, with greater levels of employer and graduate dissatisfaction and obstacles to early career development of the QS graduate. Key Stakeholders Influence on Quantity Surveying Education These conflicting concerns have long fuelled the education versus training debate and some conflict between Educators and Employers through which the RICS steers a sometimes difficult path.
For its own part, the RICS has created a set of Core Competencies which, if they are to be fully achieved by candidates for membership, requires active cooperation between the academic sector providers of basic subject knowledge and certain academic skills and the industrial sector providers of practical skills training through the operation of their business.
Both the RICS and the educational sector appear to lack appreciation of the specific requirements industry may have of its newly graduated student members.
At the same time the industry does not seem to appreciate that a graduate is a person with good level of intellectual capacity to rapidly further develop their professional skills and technical knowledge once in employment. This conflict and lack of alignment of industry, academic and professional perspectives create a barrier to the development of the profession as well as the career development of the graduate Quantity Surveyor.
Added to this is a more fundamental failure on the part of all parties to appreciate the dynamics of the market sector.
The majority of new graduates appear to be entering more non-traditional quantity surveying routes. It has been shown both through research Perera, and through records of 1st destination Surveys UNN Returns, that a large majority of new graduates find employment not in Private Consultancy Practice PQS or the Public Sector, as was the case until the mid s, but with Main Contracting and specialised subcontracting organisations.
The situation is very similar at Northumbria University and in other universities in the UK. Feedback from Assessment of Professional Competence APC workshops has noted a certain Private Practice bias within student presentations and, indeed feedback at university level suggests this.
Both much of the academic content and the structure of the RICS would seem 3 directed at those employed in the PQS and Government Sector, paying less attention to the skills inherent in the role of the Contractor s Surveyor.
For their part, those engaged in developing Quantity Surveying within the construction sector may see this as another barrier to cooperating with the RICS when required. This is evident from the fact that RICS membership does not grow in the same proportion to the growth in QS student numbers Perera, The emergence of Commercial Management Lowe and Leiringer, ; Walker and Wilkie, as a distinct discipline encompassing the role of the contractor QS is a fact that RICS should consider in detail in its future development of career paths for the QS.
Leading Quantity Surveying professional bodies the world over have already begun to recognise these developments and trends. It is suggested that the present UK education system of the QS does not recognise the multidirectional needs of the QS and hence often produces a graduate whom the industry sees as not fulfilling their requirements.
A further factor in the willingness on the part of the Industry to accept and train new graduates must be born of the financial insecurity being experienced by existing Members who might otherwise be more willing to accept the risk of employing and training new recruits.
The problem is compounded and exacerbated by the resource constraints born of the severe economic recession being experienced by the construction industry in particular. It is possible that through its most recent initiative, aimed at measuring the level of transferable skills within degree programmes, there will be the roots of some agreement between the RICS, Academia and Industry RICS 1.
However, this process is a part of developing an effective understanding of the issues referred to above.
In summary, the education and training of graduate Quantity Surveyors are highly influenced by academic institutions which produce them and professional bodies such as RICS which set competencies that guide both academic and industrial learning.
The RICS competency documents set the requirements for candidates ready to sit the Assessment of Professional Competence known as the APC but do not state the level of competency required upon graduation.
As such, this is a matter of interpretation open for dispute and debate. This paper therefore aims to provide a full picture of the extent of coverage of RICS QS competencies in the programmes accredited by the RICS and to establish the views of the academic providers in respect of graduate QS competency level.
These are referred to as mapping case studies. In most cases there is an element of choice The RICS distinguish between three possible levels of attainment in each of a range of competences when setting its requirements of those seeking membership.
Briefly, these are as follows; 4 Level 1: Knowledge theoretical knowledge Level 2: Knowledge and practical experience putting it into practice Level 3: Knowledge, practical experience and capacity to advise explaining and advising There are 10 Mandatory competencies, 7 Core competencies and 7 Optional competencies two only of these last to be selected by the candidate.
Each competency was subdivided in to the three Levels 1 to 3.
Figure 2 illustrates an example of this mapping matrix created as a protected spreadsheet form. A detailed map scoring system Figure 2: Competency Mapping Matrix Form Table 1 was devised to enable indication of perceived levels of achievement of competencies through the evaluation of the individual module specifications pertaining to a programme.RICS is the world's leading professional body for qualifications and standards in land, property, infrastructure and construction.
Published by the Royal Institution of Chartered Surveyors (RICS) Surveyor Court Westwood Business Park Coventry CV4 8JE UK nationwidesecretarial.com 5 Practice planning: developing a business plan 14 Common components 14 Budgeting basics 15 The people side of planning RICS/SCSI Education and Qualification Standards.
Assessment of Professional Competence Requirements and competencies Contents RICS/SCSI has drawn up the technical competencies in a Business planning (M) or Communicatio n and negotiation (M) (the . Leadership & Management.
Leadership Programmes; Developed in response to global industry demand, RICS Leadership and Management Programmes are specific and progressive professional development for the built environment.
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