Unit Synopsis
In this unit, you will learn by combining workplace opportunities and a guided research methodology to produce a folio of logged experience, critical reflection and local and international project analyses to grow your intellectual capital. You will use the university’s graduate attributes to evaluate and report your professional interpersonal strengths and weaknesses using various modes of communication. Students who have successfully completed BLCN14036 or BLSV14014 should not enrol in this unit.
Details
| Level | Undergraduate |
|---|---|
| Unit Level | 4 |
| Credit Points | 6 |
| Student Contribution Band | SCA Band 2 |
| Fraction of Full-Time Student Load | 0.125 |
| Pre-requisites or Co-requisites |
Pre-requisite Condition: Successfully completed 108 units of credits in the Building Surveying (Honours) or Construction Management (Honours) course. Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework). |
| Class Timetable | View Unit Timetable |
| Residential School | No Residential School |
Unit Availabilities from Term 1 - 2026
Term 2 - 2026 Profile
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Assessment Tasks
| Assessment Task | Weighting |
|---|---|
| 1. Portfolio | 26% |
| 2. Portfolio | 36% |
| 3. Portfolio | 38% |
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%).
Past Exams
All University policies are available on the Policy web site, however you may wish to directly view the following policies below.
This list is not an exhaustive list of all University policies. The full list of policies are available on the Policy web site .
Term 2 - 2025 : The overall satisfaction for students in the last offering of this course was 88.89% (`Agree` and `Strongly Agree` responses), based on a 40.91% response rate.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Source: Student via MS Teams
Some of the unit's skills were useful, but as a whole, the unit was not very helpful.
The unit is to be aligned more strongly with industry codes of conduct.
The unit content has been reviewed and updated to ensure explicit alignment with relevant industry codes of conduct and professional standards within the built environment sector. Key principles from recognised bodies (e.g. ethical practice, professional responsibility, sustainability, and compliance) are now clearly embedded within lectures, tutorials, and assessment guidance. These expectations are also reinforced through case-based discussions, which allow students to examine professional behaviour and decision-making in real-world contexts critically.
Source: Student in final tutorial
The use of the units MS Team was very helpful.
MS Teams will continue to be actively used.
To enhance student engagement and accessibility, Moodle has been adopted as the primary learning platform, replacing MS Teams. This decision was based on the fact that students are already highly familiar with Moodle, ensuring a smooth transition with no additional training required. Moodle’s integrated features—such as structured weekly modules, discussion forums, quizzes, and assessment submission tools—have enabled more consistent communication, clearer organisation of learning materials, and improved student participation. MS Teams remains available for supplementary communication where appropriate, but Moodle now serves as the central hub for learning and engagement.
Source: Staff reflection
Review assessment design
A review of the assessment design and tasks will be undertaken to confirm their alignment with the expected learning outcomes and graduate capabilities.
A comprehensive review of assessment design and tasks was undertaken to confirm strong alignment with unit learning outcomes and graduate capabilities. Assessment briefs were refined to clearly articulate expectations, marking criteria, and links to professional skills such as critical thinking, communication, ethical awareness, and problem-solving. Formative assessment opportunities and clearer scaffolding were introduced to support student progression and enhance learning through assessment.
Source: Staff reflection
Include recently completed projects into tutorials
Recently completed and high-profile built environment projects will be incorporated into the tutorials and assessment tasks to enhance relevance and industry alignment.
Recently completed and high-profile fire safety engineering in built environment projects were systematically incorporated into tutorials and assessment tasks. These projects were used as case studies and applied learning activities, enabling students to analyse contemporary practices, design decisions, regulatory considerations, and sustainability outcomes. This approach has strengthened industry alignment, enhanced relevance to future professional practice, and helped students clearly see the connection between academic learning and real-world applications.
Source: SUTE UNIT COMMENTS REPORT - T2, 2025
Assessment tasks need an update.
The alignment between lecture content and assessment tasks needs to be improved considering an update to the unit materials.
In Progress
Source: SUTE UNIT COMMENTS REPORT - T2, 2025
Reflective practice in the built environment.
Recognition of Prior Learning (RPL) for students should be further explored, as building surveyors may enhance relevance for experienced professionals.
In Progress
On successful completion of this unit, you will be able to:
- Compile a professional quality folio of logged experience, critical reflections and local and international project analyses to grow your intellectual capital.
- Evaluate and report your professional interpersonal strengths and weaknesses.
- Discover solutions to routine and unfamiliar problems using the university’s graduate attributes.
- Use effectively a range of appropriate communication modes.
| Assessment Tasks | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Portfolio | • | • | • | • |
| 2 - Portfolio | • | • | • | • |
| 3 - Portfolio | • | • | • | • |
| Graduate Attributes | Learning Outcomes | |||
|---|---|---|---|---|
| 1 | 2 | 3 | 4 | |
| 1 - Communication | • | • | • | • |
| 2 - Problem Solving | • | • | • | • |
| 3 - Critical Thinking | • | • | • | |
| 4 - Information Literacy | • | • | • | • |
| 5 - Team Work | • | |||
| 6 - Information Technology Competence | • | • | • | • |
| 7 - Cross Cultural Competence | • | |||
| 8 - Ethical practice | • | • | • | • |
| Assessment Tasks | Graduate Attributes | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | 10 | |
| 1 - Portfolio | • | • | • | • | • | • | • | ||||
| 2 - Portfolio | • | • | • | • | • | • | • | • | |||
| 3 - Portfolio | • | • | • | • | • | • | • | • | |||