|Search for study unit:||ECTS||1||2||1A||1S||2A||1||2||3||4||5||1||2|
Planning for the Future
|Future Operating Environments||5|
|Research and Development Methods||5|
Construction Purchasing Competence
|Construction Procurement Expertise||5|
(Select 10 ECTS)
The Changing Environment of Construction
(Select 10 ECTS)
|New Solutions for Construction||5|
|Sustainable Development in Construction||5|
|ECTS credits per period / semester / academic year||40||20||20||20||20||10.5||10.5||7||7||7||10||10|
Due to the timing of optional and elective courses, credit accumulation per semester / academic year may vary.
The Master's Degree Programme in Construction is part of Turku University of Applied Sciences (TUAS) Master School. TUAS Master School brings together all TUAS Master’s degree programmes in the fields of Business, Culture, Healthcare and Social Services, and Technology. It gives the students an excellent opportunity to create new networks with other experts beyond fields, both in Finland and globally. The School of Leadership Excellence students study and acquire skills and competences needed as a business leader and manager, whereas in the School of Professional Excellence the focus is on developing into a specialist in the selected discipline.
During the studies, students deepen their skills in:
• understanding of the mathematical, natural sciences and design expertise in building engineering.
• different construction tasks - by deepening their skills, for example in managerial work, leadership, demanding expert tasks and corporate finance - in promoting their career development from the perspective of both the client and the contractor.
• understanding of the importance and role of their work in the industry and in the constantly changing society and development of a critical attitude towards new applications in the field.
• successful development of working life and the use of research data in product development and the development of functions based on the knowledge about theoretical concepts, work, research and development methods.
• understanding of principles for coordinating and managing the development of their work community.
· project expertise, especially the importance of understanding building processes as part of industry development.
More about the language of instruction:
The tuition language is primarily Finnish. The studies are also conducted in English and learning materials in English are used. The students can participate in international research, development and innovation projects (RDI), where the working language is English. Students of the English degree programmes and exchange students can also attend courses and projects.
The Master’s degree consists of core competences, complementary competences, and the Master’s thesis. Part of the mandatory core competence studies is common for all MBA programmes and part are specific for Construction. Complementary competence studies include elective studies that can be taken freely from the other TUAS Master’s programmes or from the Masters’ programmes of other universities. The Master’s thesis is in most cases done as a working life development project. At the beginning of the studies, the student creates an individual study plan (ISP) with the tutor teacher. The purpose of the plan is to help the student acquire the knowledge and skills, which support the personal career development of the student and, in addition, serve the needs of the employer. Studies include courses on the changing environment of construction and new solutions for construction.
Choosing a main subject or field of specialization:
Construction In their studies, the students deepen their know-how in construction and engineering. Elective studies provide an opportunity to expand or deepen their skills in accordance with their own and the required learning objectives.
Structure of studies:
The extent of the Master’s degree in Construction is 60 ECTS and the duration is 1.5 years. The degree title is a Master of Engineering.
The studies consist of
• advanced studies (core competence) 20 ECTS
• elective studies (complementary competence) 10 ECTS
• Master’s thesis 30 ECTS
Advanced studies extend the student’s previous studies and consist of methodological and professional studies. The scope of an advanced study course is 5 ECTS and it is typically accompanied by two contact days.
The thesis is implemented as a development project with a clear research approach and a tight connection to practical working life. In most cases, the thesis is carried out in the student's own organisation as an RDI or development or research project. If the student does not get the actual workplace development task that meets the needs of the degree programme or has no employment relationship, the research and development projects at Turku University of Applied Sciences offer different topics suitable for the thesis.
After graduating, the student has created new knowledge and reformed the working life with the Master's thesis. The student’s network has expanded both in Finland and globally. In addition, the student has developed his/her expertise and acquired tools to advance his/her career.
Graduated students are often employed as development engineers in positions requiring technical expertise or work in product management, product development, marketing or project management tasks and are responsible for organisational development activities.
Master's degree gives the same eligibility for public posts and positions as, for example, a university degree at a university.
According to the instructions of the Ministry of the Environment, the Master’s degree of a construction engineer equates to the Master of Science in Engineering. In both degrees, the studies leading to the degree must be such that the required engineering knowledge is generated.
Possible jobtitles after graduation:
Production manager, Site manager, Technical director
Working students have very limited opportunities for international studies. However, they can complete international studies through exchange programmes. The publications used as material and sources are international. The working groups often include many people who travel a lot for work and thus add their individual experience to the group’s expertise.
Co-operation with other parties:
The working life connection is primarily built between the student, the student's workplace and the degree programme. The interaction between students working in different positions plays an important role in the development of professional skills and the creation of collaborative networks. The most important element of the degree is the development task that serves the working life and is carried out as part of the Master’s thesis. The thesis increases the student's professional skills and competence and serves the development needs of working life. Construction Industry has been closely involved in the definition of the educational content.
Postgraduate study opportunities:
A Master’s degree awarded by a university of applied sciences provides eligibility for further academic studies (Licentiate, Doctor) as well as for applying for professional teacher education. However, the receiving faculty always determines its own admission criteria and may require e.g. supplementary studies. Their purpose is to ensure that the student's starting level meets the requirements specifically from the point of view of academic research.
After completing the programme, the student is able to:
• Develop own leadership identity towards motivating and capable executive/manager
• Lead result-orientedly and ethically people as well as change processes
• Renew and develop the organisation and its functions by applying appropriate methods based on facts
• act in different construction tasks - by deepening, expanding and upgrading their skills, for example in areas such as managerial work, leadership, demanding expert assignments, and corporate finance - to promote career development from both the subscriber's and the contractor's perspective.
• to set the importance of their work and position in the industry and in a modern, ever-changing society and to react critically to new applications in the industry.
• respond to the successful development of working life and the use of research data in the development of products and activities by knowing, for example, theoretical concepts, work technologies, research and development methods.
• principles for coordinating and managing the development of their work community.
• deepen its expertise in project expertise, especially the importance of understanding building processes as part of industry development
The pedagogical approach applied in the studies is Innovation pedagogy that refers to an approach of constructivist and problem-based learning. Master´s students' study alongside their work and want to broaden and deepen their theoretical knowledge and get models to apply theory in their own work.
Studying is part-time (or full time) and involves both contact and distant learning. In addition to individual learning, collaborative learning in teams is applied to meet the needs of working life. Integration between studies and applied RDI activities and working life orientation play an important role in the studies. Learning takes place partly in virtual and in multi-disciplinary environments.
On average, there are two consecutive contact teaching days in a month. The student creates an individual study plan (ISP) at the beginning of his/her studies, where he/she selects studies offered in Masters programmes related to, among others, the completion of the master´s thesis. A central part of Construction studies is the master´s thesis in which the student will not only develop the knowledge and skills in a certain study field and specific topic but will also have the possibility to develop his/her work and workplace.
The planned length of the studies is 1,5 years and the studies are designed to be completed while working full-time. The studies are based on blended learning. There will be two contact days per month. The studies emphasize collaboration and teamwork. At the beginning of the studies, the students also prepare an individual study plan (ISP) that is closely related to the implementation of the thesis.
Thesis: The scope of the master’s thesis is 30 ECTS credits, corresponding to six (6) months of full-time work. However, most theses are completed while working full-time. A thesis is usually a tangible development project related to the student’s work duties and has the aim of improving the operations, products or processes of the work community. The project usually includes a written report that forms an important component in the assessment process. The students’ work is regularly supervised through thesis seminars and supervisor meetings. The thesis project is a crucial part of the studies and learning process and an important demonstration of expertise.
The objectives for skill levels in a Master’s Degree are based on the legislation on universities of applied sciences and the European Qualification Framework (EQF). The level corresponding to a Master’s Degree is level 7.
The assessment criteria for each course are described in its implementation plan. Performance requirements vary depending on objectives, content and the method of implementation. The courses and the thesis are assessed on a scale of 0 to 5. The assessment focuses on competence and its development. The course assessment methods vary according to the objectives of the study module. Assessment may focus on the outcome (for instance, a report or a seminar presentation), on the process (the student’s own activity and actions during the course) or on both. Students receive regular feedback on their performance from their teachers. Peer- and self-assessment, as well as client company feedback on performance, are also utilized. The degree assessment framework is used as the basis for the assessment. The Degree Programme will be developed according to the principles of continuous improvement. In the development work, feedback from the students and working life as well as their initiatives have a key role. Feedback is collected with, for instance, student questionnaires and group-specific development discussions.