CEM330: International Construction Labour and Construction Sector Transition

Module code: CEM330

Module provider: School of Construction Management and Engineering, School of Built Environment

Credits: 20

Level: Postgraduate Masters

When you'll be taught: Semester 1

Module convenor: Dr Shu-Ling Lu, email: s.lu@reading.ac.uk

Module co-convenor: Dr Dylan Tutt, email: d.e.tutt@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 11 November 2024

Overview

Module aims and purpose

This module consists of two elements: international construction labour and construction sector transition.

International construction labour

This module will help students develop and broaden perspectives on construction labour markets and the recruitment and management of migrant workers in emerging economies. The ‘emerging economies’ represent wide economic, social and political disparities, but can often share common construction opportunities and challenges. The module will therefore involve social, cultural and political economic analysis, rather than remaining within a particular construction management sub-discipline. We will consult and critically examine a range of texts and sources including government, industry and NGO reports, documentary film, and ethnography.

Construction sector transition element

This module equips students with knowledge on transition management approaches to successful construction sector reform. The module demonstrates how construction sector policies, company strategies and new technologies are closely interconnected and the challenges these complex interactions create. Throughout the module detailed cases studies are used. The cases are drawn from research projects being undertaken by members of the module delivery team.

The construction sector has a powerful catalytic role in enhancing wealth generation and quality of life. However, construction sector characteristics, particularly in emerging economies, often significantly constrain this potential. These characteristics may include deeply entrenched structures, practices and workforce capabilities which work against innovation and change, especially uncertain government construction sector policies and regulations, unskilled workforces, low productivity, poor infrastructure, fraudulent practices and inadequate contract law provision and enforcement.

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Consider and evaluate the impact of globalisation on construction employment relations in specific contexts, and discover ways major construction companies can operate in emerging economies
2. Analyse employment relations at different levels and to connect the workings of states and companies with labour markets and real working lives, and examine and contrast characteristics of migrant labour in different emerging economies
3. Critically evaluate the principal characteristics of construction sectors which constrain effective reform, and the nature and role of transition management approaches in managing the multi-level, multi-phase, multi-actor dimensions to successful construction sector reform
4. Critically evaluate case studies of sectorial and technological transitions drawn from a variety of industry sectors

Module content

International construction labour

A particular focus will be placed on learning to critically deconstruct accepted concepts, practices and principles. The module content will be highly research informed, drawing on and engaging with contemporary and ongoing research for the ILO, EPSRC, NGOs etc., and drawing on research and industry case study material.

The module will cover the following topics:

• ‘Emerging economies’ in flux: diverse definitions and shifting workforces.
• Key labour force challenges in emerging markets and informal economies.
• Employment relations and labour rights.
• Occupational health & safety management in emerging economies.

Construction sector transition element

The module is designed to develop understanding and knowledge through a structured series of topics:

• Introduction and module overview
• Theory: principal characteristics of construction sectors
• Case study: selected countries
• Theory: transition management
• Case study: construction sector reform in selected countries
• Theory: sustainable urban future
• Case study: urban transition
• Theory: community engagement during the transition
• Case study: importance and challenges of engaging local / community during the transition

Structure

Teaching and learning methods

Lectures, guest speakers and guided reading. Some sessions will involve selected practitioners and specialist experts.

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 50% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The below information applies toall full time and flexible modularstudents on taught PGT programmes in SBE

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

There will be a range of formative assessment methods embedded within the module delivery. Principally, the formative assessment feedback will take place during lecture and tutorial interaction.  

Reassessment

Additional costs