MSc Track Real Estate & Housing Coordination Dr.ir. Matthijs Prins E: m.prins@tudelft.

nl AR3R010 MSc Laboratory Housing Policy, Management & Sustainability Coordination Prof.dr.ir. Vincent Gruis E: v.h.gruis@tudelft.nl AR3R020 MSc Laboratory Design & Construction Management Coordination Ir. Rob Geraedts E: r.p.geraedts@tudelft.nl AR3R030 MSc Laboratory Real Estate Management Coordination Dr.ir. Theo van der Voordt E: d.j.m.vanderVoordt@tudelft.nl Coordination Special Group on Retail & Leisure: Dr.ir. Dion Kooijman E: d.c.kooijman@tudelft.nl AR3R040 MSc Laboratory Urban Area Development Coordination Dr.ir. Gerard Wigmans E: g.wigmans@tudelft.nl Student Assistant The student assistant acts under responsibility of the lab coordinator and assists all graduate students with questions, instructions and schedules. Important messages will be communicated through the blackboard site of the graduation lab. E: Onderwijs-REH-BK@tudelft.nl Secretariat Real Estate & Housing Faculty of Architecture T: +31 (0) 15 27 84159 E: REH-bk@tudelft.nl W: http://www.re-h.nl Useful lnformation E-point (open: Tue till Fri 12.30 till 13.30) Julianalaan 134 / BG.Midden.140 T: 015-27 84860 E: epoint@bk.tudelft.nl Digital study guide W: http://studiegids.tudelft.nl Master Track Real Estate & Housing W: http://home.tudelft.nl/index.php?id=5622&L=1

Contents
Preface 1. Graduation labs 1.1 Master Track in Real Estate & Housing 1.2.1 Graduation labs 1.2.2 Overview curriculum 1.3 MSc Semester 3 1.3.1 Quantitative Research Methods in Design and Engineering (6 ects) 1.3.2 Free Electives 1.4 MSc Semester 4 1.5 Starting levels MSc Laboratories RE&H 1.6 Achievement levels MSc RE&H 2. Guidance and Assessment 2.1 Lab coordinator and mentors 2.2 Selection of a research subject 2.3 Presentations P1 P5 2.3.1 P1: Draft Research Proposal 2.3.2 P2: Final Research proposal 2.3.3 P3: Interim Presentation of Research Results 2.3.4 P4: Go/No Go to Final Exam 2.3.5 P5: Final Public Presentation 2.4 Assessment 3. Research RE&H 3.1 Innovations in the Management of the Built Environment (IMBE) 3.1.1 Objectives and research area 3.1.2 Knowledge Centres 3.1.3 Quality and scientific relevance of the research 3.1.4 Societal relevance and quality 3.2 Housing Quality (HQ) 3.2.1 Objectives and research area 3.2.2 Quality and scientific relevance of the research 3.2.3 Societal relevance and quality 3.3 Research questions and research projects Appendices Appendix 1: Format of P1 report - Draft Research Proposal Appendix 2: Format of P2 Final Research Proposal Presentation, report and abstract - language Appendix 3: Requirements for your P3-P5 reports and presentations Appendix 4: Graduation Assessment Forms P1-P5 Appendix 5: Rules for Graduating at a Company Appendix 6: Graduation profile of student and project Appendix 7: Literature Survey 4 5 5 5 9 10 10 11 12 12 12 15 15 15 16 17 19 19 19 20 20 21 21 21 23 23 23 24 24 26 26 27 28 28 29 30 31 32 38 40 42

Preface
Master Programmes Masters programmes at TU Delft are taught in English. Master programmes can have separate MSc tracks. Each track is a complete masters programme. At TU Delft each MSc programme provides you with the knowledge, expertise and analytical skills to solve complex problems under all circumstances. Master Tracks of the Faculty of Architecture, Urbanism and Building Sciences Within the MSc Programme of the Faculty of Architecture, you can choose one of four tracks Architecture (A), Urbanism (U), Real Estate & Housing (RE&H), Building Technology (BT) and Landscape Architecture (LA). Each track is organised into a number of thematic master laboratories. These labs are linked to the research programmes of the departments, according to the concept of Research Based Education and in order to link students research to staff research. Master Track Real Estate & Housing This Master track is divided into four terms and lasts two years in total. After a general introduction to our complete range of training courses in the first MSc3 term, you will choose one out of four specialisations: 1. 2. 3. 4. MSc MSc MSc MSc Laboratory Laboratory Laboratory Laboratory Housing Policy, Management & Sustainability (H) Design & Construction Management (DCM) Real Estate Management (REM) Urban Area Development (UAD)

In the third term you start with preparing your proposal for your final thesis. In addition you follow an obligatory course in quantitative research methods plus some courses of your choice. The fourth and last term will be all about graduation. The thesis assignment will generally be formulated in consultation with a company. About this graduation guide Chapter 1 gives a general view of the RE&H graduation labs, the supporting Methodological Program and the electives. Chapter 2 describes the way students are supervised and assessed during MSc 3-4. Chapter 3 informs you about the Research Programme of RE&H. In the Appendices you will find a format for the set-up of your research proposal, the assessment criteria of the five so-called peilingen P1-P5 (formal steps in the supervision and assessment process, from preliminary presentations until your final thesis), some guidelines on how to cope with linking your thesis to a company, a graduation profile that you have to fill out and submit to your labcoordinator, and a brief description of how to write a review of literature. Research Themes Information about interesting research themes (linked to current staff research) can be found in separate Research Readers connected to one of the 4 specific laboratories of your choice or on the Black Board sites of the different labs, the research topics of the mentors concerned are published.

1.
1.1

Graduation labs
Master Track in Real Estate & Housing

Managing the built environment is a major challenge to be tackled in the 21st century. Addressing this challenge requires detailed knowledge of real estate supply and demand on different scale levels, and an understanding of how to coordinate building processes and building projects. In the Real Estate & Housing Master Track, students gain a broad array of skills required to shape and manage our future environments. The Real Estate & Housing Department of Delft University of Technologys Faculty of Architecture provides training and carries out scientific research into real estate supply and demand, and the coordination and management of building processes. Its field of study is concerned with the functional, cultural, technical, legal, economic, organizational and information technology aspects of initiating, design, construction and management of the built environment. RE&H concerns itself with the process of reconciling the dynamic demand for real estate with a relatively fixed supply. Its field of study derives its scientific material from areas such as business administration, public administration, technology, economics, law and design & decision systems. RE&H can be seen as a more processoriented specialisation designed to follow a broad architectural basic training. RE&H endorses the view that real estate processes are always a means of carrying out qualitative housing processes, public and private, and are never ends in themselves, and therefore pays a good deal of attention to the changing requirements of different individuals, organisations and social groups. RE&H is the only MSc track offered by the Faculty of Architecture that focuses on each phase of a building's life cycle: from initiation to proposed project to construction to its ultimate use. It is important to have this broad grasp of building processes to ensure that buildings and the built environment function properly and meet users expectations and needs, as well of those of all other stakeholders involved. One of the goals of the RE&H track is to raise awareness of the linkage between design and environment and to offer an academic perspective on important issues at all relevant levels from the local (or even site) level to the national and the international level. Once you have received your RE&H Master diploma, you will be aware of all players in the field, how to improve the match between demand and supply from different perspectives, and how to manage building processes in different phases of the real estate life cycle, with a sharp eye for end users and other stakeholders.

1.2.1 Graduation labs

The total duration of the RE&H Master programme is two years. The second year (MSc 3 and MSc 4) is filled in with the Graduation laboratories. We will briefly introduce the themes of the four graduation labs that are offered by the Department of Real Estate & Housing. 1. 2. 3. 4. MSc MSc MSc MSc Laboratory Laboratory Laboratory Laboratory Housing Policy, Management & Sustainability Design & Construction Management Real Estate Management Urban Area Development

1. Housing Policy, Management & Sustainability (H) AR3R010 The specialisation in Housing focuses not only on the creation and management of housing stock, but also on housing policy and sustainability. Increasing the economic, social and environmental sustainability of the housing stock constitutes the largest investment challenge within the built environment. This is, however, not a simple matter. Housing transformation is hampered by

characteristics of existing building structures as well as a lack of innovative approaches within the construction sector. Furthermore, the possibility to stimulate housing management and development through central government regulation is limited. Non-profit and commercial housing organisations have become much more independent and are now major actors in determining housing policies for which they require new strategies, skills and resources. This specialization is focused on the highly relevant issue of management and (re-) development of the housing stock. At Housing, you can choose from two graduation profiles: Sustainable Housing Transformation: managing for a sustainable and feasible (re-) development of housing stock. Housing Management: strategically managing housing portfolios at various scale levels, working with corporations, investors, developers and other actors on the housing market. Students who are graduated in Housing can work in several fields and for a wide range of employers. They can work for the government, developers, housing associations, or they can even start their own consultancy firm. 2. Design & Construction Management (DCM) AR3R020 Design and Construction Management targets the development and management of design and construction at the level of buildings. Courses offered include Process Re-design, Project Management and High-rise Buildings. Since the complexity of building processes and buildings increases, there are shifts in organizational forms and market relationships. Building processes become more complex because an increasing number of parties are involved. Buildings are to meet increasingly strict technical, functional, sustainable and economical demands while also design complexity is rising. In addition, the desires of users constantly vary and are to be anticipated. This complexity has to be managed: that is the starting point of Design & Construction Management. The specialization deals with the possibilities of managing the design and construction processes. With Design & Construction Management, you learn to develop, critically appraise and apply theories, models, methods and instruments in the building process. At Design & Construction Management, you can choose from two graduation profiles: Construction Management and Process Innovation: developing innovations in the world of construction with the objective of realising sustainable improvements in quality and production. Architectural Design Management: strategically designing, organising and managing architectural design processes, with the aim of adding whole live value given the increasing complexity of the modern construction and building industry. After you graduate in Design & Construction Management, you can start working as, for example, a design manager, a consultant, a project developer, or you can make a career in research & development in a company or as a postgraduate student at a university. 3. Real Estate Management (REM) AR3R030 Real Estate Management is concerned with the best possible alignment between supply and demand for real estate. The demand for real estate relates to three levels of scale: society, organisation and individual. Supply also relates to various levels of scale: area, stock, building and space. In the Real Estate Management specialisation, you learn about planning and initiation of buildings or a portfolio of several buildings (start of the building process) and management of buildings-in-use and redevelopment, demolishment and new building (later phase of the life cycle). Real Estate Management is concerned with defining demand, developing a concept, preparing programmes of requirements (briefing), and managing and (re-) developing existing real estate. A key issue is how to match demand and supply, both quantitatively and qualitatively, on the short term and in the long run. Furthermore it is essential to have a sound balance between costs and benefits and to take account issues such as sustainability and constraints such as legislation, time and budget. For properly carrying out this work, you need to understand the real estate market. You will address issues such as

the distinction between private and corporate real estate, how to effectively deal with a huge range of stakeholders, and how to cope with a dynamic demand versus a quite static supply. Our society is constantly changing. Quite often, clients wishes and user preferences have already changed even before plans are implemented and buildings completed. As a consequence, clients, designers, consultants, users and managers have to decide in a context with many uncertainties. Scenario thinking helps to cope with uncertainties. At Real Estate Management, you can choose from two graduation profiles: Corporate Real Estate Management: developing and managing real estate for professional private real estate users such as higher education organisations, office users, health care organisations. Public Real Estate Management: developing and managing real estate for public authorities such as ministries and municipalities. After you graduate in Real Estate Management, you can start working as, for example, a real estate manager, an accommodation consultant, a process manager, a policy-making official with profit organisations or non-profit organisations or other positions in the construction and real estate sector where technology and management come together. 4. Urban Area Development (UAD) AR3R040 Urban interventions are vital to the city. These may involve renewal of inner city areas, transformation of port and industrial areas, industrial renewal, development of new residential areas, the rehabilitation of the historic centre of a town or the development of leisure areas in a city, just to list a few. These various interventions are also given different names, such as urban re-development, urban renewal, urban revitalisation and urban regeneration. In the Urban Area Development laboratory these different interventions can be subject for the final thesis. Within Urban Area Development is no distinction in graduation profiles. Due to the complexity of existing and future urban area development processes, various forms of knowledge, insights and skills is needed who strives for an integral approach and recognises there is a coherence between the physical-spatial, economic and socio-cultural aspects, while having an eye for their effects from an urban perspective. The area developer is to learn new ways of thinking and working, be able to get to the bottom of problems in their mutual coherence and be able to provide creative solutions. In this context, the capabilities to integrate diverse knowledge and skills as well as strategic and process-oriented acting are central. Given this diversity of knowledge and skills required the UAD laboratory will use intensively the knowledge and expertise of the postgraduate Master City Developer (www.mastercitydeveloper.nl). This includes curriculum materials, thesis and guidance opportunities. After you graduate in Urban Area Development you can work for government, private organizations and development companies as employee or consultant. Fundamentals Furthermore two so-called fundamentals deliver knowledge and tools to all labs: Building Law Building Economics Study concept The education at RE&H is based upon the so-called Problem Driven Learning Model. Students work in teams on thematic research and design projects. The Problem Driven Learning concept is meant to stimulate and support independent-study. At least twenty hours a week is allocated for independentstudy. The schedule contains several hours of contact time for support and various forms of work, including lecture programmes, thematic exercises and project education. A lecture programme can be stretched out over several education units and offers a connected, systematically build up body of knowledge. Thematic training is especially concerned with skills. Project education is particularly directed at a synthesis of design and research.

Relation with Research programme There exists a strong relationship between education and research. The relationship is mutual. The interaction consists of people, subjects and products. On the one hand the education at the Faculty of Architecture generates particular research questions, on the other hand research results can arise which are presented and discussed in lectures and workshops. So the education is partially steering the research programme and partially a result of the research programme. Students are involved in the RE&H research in several ways: in execution of the research, in discussions around phrasing research questions and half way results, and in implementation of the results in their own graduation research and vice versa. 1. Housing 2. Design & Construction Management Architectural Design Management Construction Process innovation 3. Real Estate Management Corporate Real estate Management Public Real Estate Management Urban Area Development Area Development

Housing Management

Sustainable Housing Transformation

Regional Development

Supply of fundamental knowledge & tools Building economics Building Law

Figure 1.1: Structure of the Research Programme of Real Estate & Housing, related to the four Graduation Labs

Figure 1.2: The 2010/2011 MSc curriculum of RE&H

1.2.2 Overview curriculum

The semesters MSc 1 and 2 of the RE&H MSc curriculum will be offered only once a year, while aiming at providing in depth knowledge acquisition with the contents of semester one as a pre-requisite for semester two. For students who like to start their studies in February we have designed a special route through the curriculum. The semesters MSc 3 and 4 will be offered twice a year. Efficiency constraints of the new curriculum As the first semester provides essential knowledge to be able to follow the second semester successfully, it is not possible to subscribe to the second semester without having followed the first. For students who are not able to start the RE&H program in September, a sub-optimal alternative is offered. Students might want to consider following courses abroad or fulfilling a period in practice before starting studying at RE&H. Alternative individual studying routes can be discussed with the responsible RE&H MSc Coordinator.

1.3

MSc Semester 3

In the third semester much attention is given to the formulation of the research proposal for the graduation project. First students present a preliminary version (P1-report) and second a more definitive version (P2-report). This proposal forms the basis of the graduation thesis in semester 4. After choosing one of three specialisations in the second semester the RE&H student makes a definitive choice in the third semester. This choice is further refined in the individual research proposal in semester 3. Work is carried out in a thesis laboratory, which is related to one of the four chosen specializations. In MSc3 the preparation of the thesis proposal is carried out individually and in group meetings. As a rule, connection to actual business problems is sought out. Many students conduct their thesis research within a company in the real estate sector, the construction sector or with a housing association. Students who carry out a more fundamental research may be offered a working space in the department of Real Estate & Housing. Apart from the formulation of the research proposal for a graduation project, the third semester consists of a course called Quantitative Research; Methods in Design and Engineering of 6 ECTS and Free Electives of 15 ECTS in total.

1.3.1 Quantitative Research Methods in Design and Engineering (6 ects) Course code: AR3R055 Course coordinator: Dr. C.J. (Clarine) van Oel Instructors: Dr. Ir. D.J.M. (Theo) van der Voordt, Dr. Ir. P.P. (Peter Paul) van Loon The mission of this course is to teach methodological concepts, research methods and problem solving methodology that can be applied by Real Estate & Housing students in their final year project (master thesis). A distinction will be made between description-driven methodologies, with a focus on generating knowledge to understand, explain and predict (theoretical empirical, probabilistic) and prescription-driven methodologies, with a focus on generating knowledge to be used to design solutions to solve problems (theoretical formal, deterministic). The course will start with an introduction to the domain of problem solving methodology in science, both in the technological sciences as well as in the social sciences, including for instance mathematical models, operations research, simulation, logical argumentation and mathematical-formal logical systems (software supported) and a critical appraisal of applied methods. The differences and similarities between design and engineering methods and empirical research methods will be explained using examples from graduation theses and professional projects in the fields of design and construction management, real estate management and housing. On the basis of case study methodology, comparative analysis and the systems approach (system thinking and system theory) methodological difficulties concerning practical application and integration of knowledge, theories, methods and techniques will be analysed. Then, there will be lectures and exercises regarding basic concepts, research and problem solving strategies and methods, research (project) design and operationalization as input to getting started with the graduation thesis. Finally, there will be a series of lectures and exercises regarding quantitative empirical research methodology, including parametric and non-parametric statistics, data-collection (for instance with NetQ; web-based questionnaires), data-analysis with SPSS, and a critical appraisal of one or more scientific journal papers.

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When you have completed this course you will be able to: Characterize different types of management problems in the fields of architecture, urbanism and building science Understand the complexities and subtleties of these problems, from a descriptive point of view as well as a prescriptive point of view Describe the overall process of formulating, analysing and re-structuring a management problem in a solvable and researchable way Understand the various theoretical perspectives and quantitative methods in management science and research Operationalize theoretical/methodical concepts into quantitative terms and indicate which analyses and syntheses fit the questions to be solved on the relevant level of scale Select one or more methods applicable to the problem situation at hand Use and elaborate the method(s) chosen to generate knowledge and/or solve the problem Make a critical methodological appraisal of one or more scientific quantitative studies in empirical design and engineering research, published within the domain of RE&H.
For more information about this course please check the study guide and the blackboard site of AR3R055 2011-2012.

1.3.2 Free Electives

In the third semester of the Master Real Estate & Housing, you can obtain 15 ECTS with elective subjects, irrespective of the specialization degree program you have chosen. Elective subjects can be used for widening or deepening of knowledge for the benefit of the students own graduation project. Elective course have to be offered on MSc level. You can decide yourself whether these are elective subjects offered by RE&H, other degree programs within Building and Architecture, other faculties of Delft University of Technology or elective subjects offered by other universities in the Netherlands. Elective courses offered outside the Delft University need to be formally approved by the responsible MSc coordinator of the laboratory, and the Board of Examiners of the Faculty of Architecture. Students need to sign in for all courses at E-point, including the elective courses.

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1.4

MSc Semester 4

In the fourth semester the student focuses completely on his or her individual graduation project. A main tutor and a second tutor supervise the student. Halfway the student presents his or her progress in a meeting with both tutors (P3-report). At the end the research set up and the research findings have to be presented in a so-called Go/NO GO meeting (P4-report). If the results are assessed as sufficient, after 3-4 weeks the P4 is followed up by the final presentation (P5-report).

1.5

Starting levels MSc Laboratories RE&H

Students that are to follow one of the MSc laboratories of RE&H are expected to have, in addition to their general architectural competences, a comprehensive know-how of building and housing problems and relating policy and management processes, the mutual relationships between phases of the life cycle of real estate and the parties and stakeholders operating within those phases. Other conditions include an elementary know-how of business administration, organizational science and project management applied within an architectural context. Transfer students that fail to meet the faculty conditions to enter the MSc graduation laboratories are individually assessed. Based on the assessment, students may be accepted, rejected, or accepted with additional obligations to correct deficiencies from the BSc program of the faculty of Architecture of Delft University of Technology or the MSc RE&H program in semesters 1 and 2. Incidentally, deficiencies may be corrected with units of study of other institutions.

1.6

Achievement levels MSc RE&H

Below, you will find the generic achievement levels for the integral curriculum of the MSc track of RE&H. They are a supplement to/subdivision of the achievement levels of the faculty. 1. Academic contribution The ability to make an inspiring and innovative contribution at an academic level to the development of the domains of project management, real estate management and housing, and to academic research in this area. 2. Academic methods and techniques Knowledge, understanding and skills in the field of academic research, methods and techniques, generally and more specifically focusing on the life cycle of real estate on an urban area level, location level, stock level and object level in the building sector, real estate sector and public housing sector, and applying those qualities when preparing and executing building processes, housing processes and management processes. 3. Integrating disciplines The ability to integrate within one project the work of varying disciplines in building processes, housing processes and management processes. 4. Markets, actors, processes and procedures Knowledge and understanding of the building market, real estate market and housing market, the existing stock and the positions and roles of various parties in this context, the decision-making processes and decision-making procedures, joint ventures, forms of contract, provision of land, funding, briefing, development, design, determination of costs, execution and management of buildings and the built environment, and the professional practice of the architectural line of work in the broadest sense.

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5. History and relationship with other disciplines Knowledge and understanding of the history and the theory of building and housing and the relating administrative and management processes, as well as the accompanying architectural, urban, structural and management developments within their social, cultural, ethical and commercial context. 6. The future in an international context Knowledge and understanding of national and international developments in the real estate market and building market, futures approaches in these areas, as well as social, organisational, management and technological developments. 7. Quality within requirements and preconditions Knowledge and understanding of the relationship between people and the built environment and the ability to match the architectonic, functional, technical and environmental quality of the built environment with human needs and standards, combined with the ability to translate the wishes and requirements of clients into management factors, such as money, time and risk. 8. Designs, processes and methods Knowledge, understanding and skills with respect to designing objects and processes in the area of building, renewing and managing the built environment and the ability to integrate design methods and design results into decision-making processes and evaluation processes in these areas. 9. Social developments Knowledge and understanding of building projects and housing projects as social processes in a demand-and-supply market, in which housing services are adapted, in their environment, to changing requirements and needs. 10. Economy and sustainability Knowledge, understanding and skills in the area of general economics, business economics, construction economics and real-estate economics; financial, economic and cost management, valuation and depreciation methods, the economic, technical, functional and social expected life of constructions and their components, the relating environmental agents, the various technological problems and the ability to create an optimal mutual coordination. 11. Life cycle of real estate and management Knowledge and understanding of the life cycle of real estate on the level of objects and stocks and the ability to strategically give shape to the relating processes, as well as to actually organise and manage these processes. 12. Life cycle of real estate and relationship with other disciplines Knowledge and understanding of the disciplines involved in building and housing processes and relating -management- processes, such as urban planning, architecture, constructional engineering, electrical and mechanical engineering, building technology, economics, law, legislation, information, the environment, business administration, organisational science, sociology, and public administration. 13. Life cycle of real estate and various levels of scale Knowledge and understanding in the area of decision-making, defining, briefing, site analysis, designing, constructing, budgeting, financing, contracting, executing, producing and operating constructions on the various possible levels of scale. 14. Communication skills The ability to set out to others clearly and logically the design process, planning process, policy process, management process and decision-making process by making use of pictures, texts, figures and the spoken word.

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15. Presentation skills, communication skills and computer skills Knowledge, understanding and skills in the area of cooperation, communication, negotiation, meetings, reporting orally and in writing and computer use for modelling, simulation, planning, optimisation and visualisation. 16. Professional practice The ability to work as a design manager, construction manager, real-estate manager and publichousing expert, or as a consultant or policy-maker in these areas, or to work at an operational level within these professions, based on a comprehensive knowledge and understanding of the professional practice of a graduate building engineer and of his role in society, combined with an expert knowledge and understanding with respect to the domains of Design and Construction Management, Real Estate Management and Housing.

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2.

Guidance and Assessment

This chapter takes care of subjects like who is supervising the graduate students, which research topics are important in the RE&H labs and especially how to select an individual topic, and finally some outlined information about the assessment procedure for evaluating the progress of your graduation research project.

2.1

Lab coordinator and mentors

At the start of the project, the lab coordinator carries out supervision. Halfway through the third semester, the student should hand in his or her draft research proposal to the lab coordinator, including a proposal for the chief mentor, if possible for the second mentor as well, and his chosen free electives. It is on the basis of this proposal that the lab coordinator nominates the mentor or mentors. In general, each graduate will be assigned two mentors, although in exceptional cases it may be considered desirable for a third mentor to be appointed or for a tutor or researcher to be consulted. The chief mentor should be from the lab where the student is carrying out his or her work. The second mentor can be from the RE&H-wide fundamental research groups: Building Law, Building Economics, or from the other RE&H labs: the Design and Construction lab, the Housing lab, The Real Estate Management lab or the Urban Area Development lab. Students that specifically want to stand out across the fields of RE&H may prefer to have a second mentor from the staff of one of the other Departments of the TU Delft Faculty of Architecture who is authorised to mark examinations, i.e. Architecture, Urbanism, or Building Technology. It is not allowed to select the second mentor from the staff as the same section of the main mentor. As a rule, the graduation project is conducted in consultation with a graduation company, provided that the theme of the project corresponds with the MSc Laboratories of RE&H. The company supervisor supervises students in their graduation but does not have the power to examine the student. See also appendix 5.

2.2

Selection of a research subject

To propose a good research project, the knowledge of a subject is a must. The following criteria are important to make a choice of a good subject:

1. Fit within the research programme of Real Estate & Housing. And more especially within the MSc laboratory you have chosen. The Delft University is strengthening the relation between education and research. The board of the university is heading for Research Driven Education. The choice for a specific research subject therefore has to fit within the present research program. More detailed information can be found in chapter 3 of this Guide, on the website of RE&H: www.re-h.nl, as well as in the thematic overview of the labs and graduation topics that will be provided to you by the respective labs. You are expected to start your graduation project with one of the topics listed. Preferably you main mentor belongs to the employees who are participating with their own research in this topic. 2. The research subject must have a personal appeal to the student. An important criterion is that, as a student, you choose a subject that appeals to you personally, within the boundaries as specified above. You may find inspiration for refinement of your graduation project in various sources, for instance, a teachers lecture you have attended, a staff members scientific production on a research project listed in this reader, one of the annual BOSS construction company day (BOSS 'Bedrijvendag') or an article in a newspaper or weekly magazine.

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3. Scientific and practical relevance The students subject has to contribute to further exploration and testing of theories and tools in the domain of Real Estate and the current RE&H research programme. Questions that are raised by practice e.g. by consultancy firms, project developers or municipalities are good subjects for research too, provided that these questions fit with the RE&H topics listed, the researcher keeps an independent position, and the subject is of sufficient scientific relevance and worth to study in-depth. In general each semester the lab coordinators will provide a series of practice related graduation topics as an appendix to the more durable list of graduation topics derived from staff researchers of RE&H. 4. Research ability Time and means to study are limited. It is intended to finish the final project within two semesters. So an important criterion for selection and refinement of your graduation project is its research ability within the available time budget (both with regard to student time as well as time for supervision of the project). Prerequisites are for instance: availability of data, availability of the required methodological skills and willingness of practice to co-operate and to be open about whats going on.
Graduating at a company An ideal situation would be one where you were able to determine, in consultation with your mentor, the company at which you could do your graduation project. The risk exists that the involvement of the company selected could result in subjects that are not really suitable for a scientific approach due to the company being more interested in short-term solutions to present-day problems. You will therefore need to prepare yourself for a robust discussion with your mentor before deciding on your final curriculum. Fortunately, most companies are flexible enough to accept that their problems can be reformulated in a more scientific manner, so that it is still possible to graduate satisfactorily at such a company. See also appendix 5 (Rules for Graduating at a Company). Drawing up a curriculum that fulfils the above requirements is no easy task and takes a fair amount of time, but ultimately you will gain time, as having a proper curriculum will enable you to start your research much more quickly.

2.3

Presentations P1 P5

In the course of the graduation process two obligatory progress reviews (P1 and P3) and three formal assessments (P2, P4 and P5) take place. The P1 and the P2 are part of the Master 3 programme and P3, P4 and P5 take place within the master 4. All evaluations will be held in the incorporated periods, according to academic graduation calendar. For more information see also the Manual Master Graduation, Master Architecture, Urbanism & Building Sciences.

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Figure 1.3: Programme MSc semester 3 and 4 with schedule P1 P5

2.3.1 P1: Draft Research Proposal

Once you have chosen a specific graduation topic, you are advised to make an inventory of reports and other literature that are available on the subject or perhaps there is an MSc thesis on a similar subject that has been prepared by a former graduate student at Real Estate & Housing. If this is the case, read the sources, make summaries, note down definitions and solutions used and/or the conclusions and recommendations at the end of the reports. You may also use the University Library to get acquainted with people who have dealt with the same or similar subjects and read their reports. Production Once you have decided on the graduation topic of your research proposal, you need to look into the subject in more detail. You may proceed to write a P1 proposal if: 1. You have read the most relevant literature on your specific subject; 2. You can formulate a brief and concise title and subtitle for your proposal; 3. You can define the final definition of your major research question in approx. 2-3 lines; 4. You can define several detailed research questions; 5. You can formulate the final result or outcome of your research project; 6. You have a detailed book list of the literature available, showing your teachers you have collected the most relevant literature; 7. You have formulated your personal study targets; 8. You have prepared a realistic schedule for your research project. Personal Learning Objectives Personal learning objectives are an addition to or more detailed versions of the final attainment levels of the programme. The final attainment levels are formulated in such a way that when you have graduated, it can be assumed by REH that you are able in principle to fulfil them in terms of your

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knowledge and skills. However, it is quite conceivable that you yourself may feel you have certain gaps in your knowledge and that you would like to fill them during your time as a student. A realisation of this kind is a useful impetus for formulating your personal learning objectives. It is also possible that you have other study targets you would like to aim for that are quite separate from your final attainment levels. These, too, should be considered for inclusion on your list of personal learning objectives. It is important to plan ahead, in order to see how your study schedule can be adapted to the schedule and sequence of the evaluation moments of the Faculty (P1 and P2 in Semester 3, P3, P4 and P5 in Semester 4) and holiday periods of the faculty. Discussion and evaluation The development of the learning objectives is being discussed with the lab coordinators and your fellow students during plenary sessions (check your lab time schedule). Attendance at these discussions is compulsory. The details of the curriculum will be covered, and a possible graduation team will be formed. The P1 report will be submitted in week 7 to the lab coordinator and your chief mentor (if already available also to the second mentor), followed in week 8 by a joint evaluation and presentation for your graduate team and your fellow students. You will then be able to make an appointment with a second graduation mentor for orientation purposes, who will be definitively assigned before the plenary presentation of the P2 report at the end of the semester in week 20. Completion of the P1 report 1. Make a real report: Provide the report with a separate and appealing cover with the necessary personal data; Use a table of contents with page numbers; Make you report more appealing to read by paying attention to the layout. See what other reports you like or do not like. See the examples provided on the Blackboard site. 2. In addition to the contents referred to earlier in this document, make a clear distinction between: An extensive analysis of the main problems; A concisely phrased main problem to be solved; The final result(s) to be aimed at and a description of the actor(s) to whom the result will be useful.

3. Scientific basis Formulate scientific bases for the statements in your report by, among others, referring to the existing literature and using references in accordance with international standards (Harvard Reference Style) 4. Scheduling Hand in your P1 report for evaluation and assessment at the end of the first quarter (week 7). Prepare a PowerPoint presentation to present your P1 research proposal in the laboratory in week 8. For details, check the schedule published on the REM Lab site on Blackboard. For a format for your P1-report see Appendix 1 (Format of P1 report Draft Research Proposal). For more information about a literature survey see the Appendix 7 (Literature Survey).

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2.3.2 P2: Final Research proposal

The final curriculum marks the conclusion of the introductory phase before individual graduation in MSc semester 4. The purpose of the report is twofold: to describe the findings that have been made up to that point, and to give an insight into the consequences of the graduation research. Clear agreements about the problems under discussion, the objective, the method of approach, the end product that is aimed for, and the timetable help both the student and the mentors know where they stand. It can be seen as a kind of contract between students and their supervisors. This does not mean that you are being forced into a straitjacket: a certain degree of flexibility will be inevitable as a result of changing insights in the formation of theories, the nature of the problems and research issues being tackled, the extent of the research activities, and the availability (or not) of data, etc. Practicalities The documents to be evaluated are to be handed in printed form unless otherwise agreed after mutual consultation between the student and mentors. In addition, you are to pay attention to the formal procedures of the student administration in the prospectus and student charter. Follow the notifications on the websites of Building and Architecture and RE&H and on Blackboard. Communication by e-mail with students who are enrolled is conducted only through the official TU accounts of students. Please check Appendix 2 for a setup of the final research proposal.

2.3.3 P3: Interim Presentation of Research Results

The idea behind P3 in MSc 4 is to show how far the research has progressed and what the likelihood is of the conclusion and presentation being ready at P4 and P5, in accordance with the graduation timetable of the student. P3 involves an assessment of what has been done to answer the problems that have been formulated in the light of the questions set out in the project, the deductions (provisional or otherwise) that can be drawn, and what still remains to be done in order to reach a satisfactory conclusion in the time that is still available. It may be necessary at this stage to amend the questions set out in the project. No complete report is required for P3 an interim report will instead suffice, covering the progress made since the second evaluation, and details of the activities to be carried out during the period following P3. No external examiner will be present at the P3. Each lab coordinator organises P3 in a different way. Some may leave the mentors and the student to get on with it individually, while others may organise a joint P3 presentation. Sometimes the student will be asked to give a brief explanation, to be followed by a discussion about the current state of play and what the student will be doing in the next period. It could equally be that the student will be asked to give a short PowerPoint presentation. Ask your main mentor about what he or she believes you should expect.

2.3.4 P4: Go/No Go to Final Exam

The P4 is an exam to determine whether and if so, when, you can proceed to the final evaluation. The P4 will be scheduled by O&S. The student must first consult with his or her mentors as to whether the research is at a sufficiently advanced stage for a Go/No Go before proposing a date (in principle) with the mentors and external examiner. An external examiner will be present at P4. Generally speaking, the report should be ready in terms of being your final MSc graduation thesis, as the period between P4 and P5 is not much longer than three weeks. The period is intended for the inclusion of comments made at P4, for making the conclusions more concise, for making the layout of the final MSc graduation thesis, and for the preparation of the final public presentation. As a guideline, it can be taken that a P4 report that is given a GO is worth at least a 6 and is therefore a guarantee that the final presentation will be awarded a pass. However, the student should really be aiming to use the period between P4 and P5 to enhance the quality of the report and to improve it on the basis of the suggestions and comments made during P4.

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2.3.5 P5: Final Public Presentation

The P5 constitutes a substantive presentation that is also open to third parties (family). Students are given half an hour to hold their presentation. Subsequently, the Board of Examiners (= mentors and second examiners) has 15 minutes to ask questions and make observations. The practical supervisor usually speaks a few words as well and if time permits there may be questions from the audience. Subsequently, the Board of Examiners withdraws to discuss the final evaluation. Following the discussion, the head mentor announces the evaluation to the student and audience. Uploading report and poster In order to give other students and other interested people access to your final thesis, your thesis and a poster summarizing your problem statement, research questions, research objectives, research design, findings and conclusions/recommendations have to be uploaded to the TU Delft repository: http://repository.tudelft.nl. For more information see the Black Board site of your graduation lab.

2.4

Assessment

The evaluation of the draft curriculum (P1) is performed by the lab coordinator and the chief mentor, appointed by him or her (if this appointment has already been made). The evaluation of the definitive curriculum (P2) is carried out by the lab coordinator, the chief mentor and the second mentor. At the same time, an external examiner appointed by the Board of Examiners is present during the evaluation, and has the task of overseeing the process and the academic relevance and quality. After the first quarter of the fourth semester, the student will be given an interim evaluation (P3) by the chief mentor and the second mentor. The evaluation of the Go/No Go report and presentation is done by the chief mentor, second mentor and the external examiner, as is the final evaluation. The lab coordinator, chief mentor or the external examiner chair the evaluation meetings. Graduating without undue assistance and in good time will very much count in your favour. Without undue assistance means actively moving the research project forward yourself, taking initiative in seeking out help from supervisors when necessary, asking the right questions, and being able to deal critically with comments and suggestions. In good time means adhering to the standard timetable (2 semesters). These two factors play a part in determining the final mark. For a list of assessment criteria see Appendix 4 (Graduation Assessment Forms P1 P5).

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3.

Research RE&H

All research projects of the Department of Real Estate & Housing are clustered within two research programs: 1. 2. Innovations in the Management of the Built Environment (IMBE) Housing Quality (HQ)

3.1

Innovations in the Management of the Built Environment (IMBE)

3.1.1 Objectives and research area

Vision, mission and objectives Vision: In order to attain a built environment that performs well in terms of spatial, functional and technical quality, cost effectiveness and sustain- ability, it is necessary to incorporate the interests, requirements and constraints of the various stake- holders in all phases of the lifecycle (from initiation to use) and at different levels of scale (buildings, real estate portfolios and urban areas see figure 3.1). The Innovations in Management of the Built Environment research group (IMBE) therefore combines knowledge from public administration, strategic management, economics, law, mathematics, sociology and psychology with insights from the field of design and engineering mainly architecture, urbanism, and building technology.

Figure 3.1: Managing the process of accommodating people, activities and connections
Mission: The IMBE research group aims to encourage and evaluate innovations in the management of the built environment and contribute to the best possible alignment between supply and demand by developing and testing evidence-based knowledge on a) performance requirements and constraints, adding value through real estate, and successful and sustainable real estate strategies (productoriented research); and b) the planning, briefing, design, construction, management and redevelopment of the built environment (process- oriented research). Objectives: We aim to stimulate innovative and evidence-based decision making on the part of clients, developers, investors, architects, engineers, consultants, policy makers, product developers, contractors and users involved in the initiation, design, construction and the development or redevelopment of the built environment:

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1. 2.

To contribute to the best possible alignment between the supply of relatively static real estate and the dynamic market demand for up-to-date buildings, infrastructure and public space; To promote and facilitate cooperation, innovation and integration in planning, design and construction processes of buildings and urban areas.

We aim to become a recognised key academic player in this field by delivering theories, conceptual frameworks, (benchmark) data, key performance indicators, guidelines, process models and decisionsupport systems based on empirical research and research-by-design. Societal concerns and issues The research of the IMBE group focuses primarily on utilities such as offices, educational institutions, retail and leisure facilities, healthcare facilities and urban infrastructure. A substantial proportion of this stock is vacant (currently about 15%) and/or is in need of transformation, renovation or demolition. The research includes post-occupancy evaluations, case studies into briefing, designing and construction of real estate and urban area development strategies, the analysis and forecasting of market trends, scenario analyses, feasibility studies, valuation research and stakeholder analyses. Research questions include, for instance: Which choices should policy makers, clients, investors, developers and designers make in order to provide enduring high-quality performance of the built environment? What are the main performance requirements with regard to sustainability, affordability, accessibility, satisfaction, health and well being in order to add value for society? How can integration and collaboration be man- aged during design and construction to attain the best possible quality with respect to time, money, information and other constraints?

Position The particular contribution of our group to the field is its integrated and multidisciplinary approach to the design, development and maintenance of buildings and urban areas. In order to achieve the optimum connection between the process of planning, design and construction and the quality of the product, we conduct in-depth studies of the phases prior to design (initiation and briefing, exploring performance criteria, stakeholder analysis) and after construction (maintenance, renovation, transformation) and of the processes of partnership and innovation during the design and construction phase, with particular regard to spatial quality, utility value, stakeholder needs and constraints, legal issues and decision making.

Figure 3.2: Development and testing of new ways of organizing building processes

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3.1.2 Knowledge Centres

In order to improve our connections with practitioners (demand and supply side), extend our research capacity, and support the multidisciplinary research approach, we have founded three knowledge centres together with external parties: 1. 2. 3. The Centre for People & Buildings (CfPB) was founded with the Governmental Building Agency and ABN AMRO Bank in 2001. Its research focuses on the relationships between people, working processes and places of work. The Centre for Process Innovation in Building and Construction (CPI) was founded in 2002 with the Faculty of Civil Engineering and Geosciences and TNO. The centres objective is to promote innovation in the area of building processes throughout the building industry. The Knowledge Centre for Urban Area Development (SKG) was founded in 2006 with the Ministry of Spatial Planning (VROM), TU Delft and other public and private partners. The research focuses on the formation of partner- ships between public and private partners and interaction between different knowledge fields such as real estate, design, process management and finance.

3.1.3 Quality and scientific relevance of the research

The quality that distinguishes us is our multidisciplinary approach, which integrates the interests and constraints of various stakeholders over the whole life cycle in order to achieve a high-quality built environment from the social, cultural, functional, technological, legal and economic perspectives. We constantly seek to combine our fundamental research themes with issues that arise from the field in practice. Before 2003, we focused mainly on successful real estate strategies in the office and retail sectors, on design management, and on market analysis and forecasting. This was due to the academic and societal debates and demand for knowledge. The particular themes that we currently focus on are integrated urban area development, supply chain integration, information management systems, strategies to reduce and prevent vacancy, willingness to pay, and real estate strategies for higher education on a campus level. Future priorities will include the alignment of organisations and cities, integrated contracts, SMEs in construction, valuation studies, designing for flexible demand, real estate strategies of health care organisations and municipalities, and sustainability by transformation.

3.1.4 Societal relevance and quality

Socio-cultural, technical and/or economic quality The social relevance of the research is evidenced by the research projects commissioned and by the knowledge centres affiliated with the department of Real Estate and Housing. Professors from IMBE are involved in the management teams of the re- search centres. Both junior and senior researchers are involved in the management and implementation of projects. The problem statements and aims of the projects are being discussed with public and private partners. Preliminary findings, conclusions and recommendations are discussed in workshops and at national and international conferences and usually attract positive feedback. Clients and related organisations are often involved in follow- up activities. This indicates that the research issues have a high level of societal relevance and are useful to the stakeholders. Key results/highlights Our research activities resulted in, among other things, a tool with which to assess the potential for transformation of office buildings and the risks involved (Transformation Potential Meter, Vacancy Risk Meter), PaPer (a past performance tool), WODI (a toolkit to measure the performance of office workers), IGOMOD and PARAP (cost modelling systems), the Urban Decision Room (a multi-actor decision support tool), and the development of partnership models for PPP projects. A particular example of the valorisation of our research is our extensive involvement in realising a new building for

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the Faculty of Architecture after the fire of 13 May 2008 (Ideas Competition, Thinktank, Campus vision), the TU Delft campus strategy and real estate portfolio development. Key knowledge contributions to practices and policies The research contributes to the development and testing of new strategies and tools for successful and sustainable management of the built environment, both now and in the future, by amassing a body of knowledge on themes such as: The impact of real estate strategies on attaining organisational goals and objectives, Managing the campus of the future in connection with the Knowledge City Implications of new policies and legislation on cooperation in construction. The effects of complex multi-actor decision making processes on time, quality and costs.

Subjects addressed in our research include the evaluation of new workplace concepts, the legal and societal impact of integrated contracting, collaborative design, sustainable urban redevelopment, the redevelopment of obsolete urban areas, the reduction of failure costs through supply-chain management, past performance measurements by contractors, and the changing role of the architect.

3.2

Housing Quality (HQ)

3.2.1 Objectives and research area

Vision, mission and objectives Vision: The quality of the housing stock is of major importance to the occupants quality of life, to the ecological footprint in urban areas and to economical assets. This quality has to be maintained and improved considerably in coming decades to support the increasing demands of occupants, to reduce the ecological burden and to contribute to CO2 reductions. These major challenges require innovative, multidisciplinary scientific research, in which technical engineering approaches are combined with social sciences. Mission: Our aim is to develop knowledge that will be used to support practices in the building, regeneration and maintenance of housing in the decades to come. Societal demands require a functional and environmental transformation of the current housing stock quality. The Housing Quality (HQ) programme uses multidisciplinary approaches to provide new scientific insights through a combination of four perspectives: technical knowledge of the health and sustainability of dwellings; organisational knowledge for the management of housing providers; knowledge of effective policy instruments and enforcement procedures and innovation of building and maintenance processes. Objectives: The objectives include fundamental contributions to the scientific fields that relate to the improvement of housing quality; contributions to the innovation of the educational curricula; and insights that can be utilised for improving the actual quality of the housing stock. The programme aims to be a frontrunner at national level and to be a key player in specific niches of the international research arena, particularly in the areas of assessment methods for energy efficient housing, building regulations, and strategic management of social landlords. Societal concerns and issues Increasing the environmental and socio-economic sustainability of the housing stock constitutes the largest investment challenge within the built environment. Climate change is one of the major global challenges of our time. It has, and will continue to have in the coming decades, a huge impact on how we think about the physical quality of housing in all its dimensions: technique, management, governance and processes. It has recently become clear that the need for a dramatic reduction of CO2 emissions will, now more than ever, have a major impact on the direction taken with respect to newly built houses as well as existing housing stock. The building stock in the European Union

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accounts for about 40% of total EU energy consumption. Energy saving in the built environment has been rated so highly by the European Union that it has opted for a communal approach. In 2000, the European Committee adopted an action plan in line with this to improve energy efficiency, stating that the use of energy in the Union should be reduced by 1% annually until 2010. This was the precursor to the slogan 20% in 2020. Although crucial to society, transformation of the housing stock is not a simple matter. It is hampered by the characteristics of existing building structures as well as a lack of innovative approaches within the construction sector. The cost of failures in the Dutch building industry amounts for more than 10% of its turnover. Total investment costs in homes were 46 billion euros in 2007, which means an annual wastage of 4.6 billion euros. In recent years there have been many problems with construction safety and building physics. In many cases, the faults are not due to a lack of technical knowledge but to carelessness in the building process. Furthermore, the possibility to stimulate sustainable housing management and development through central government regulation is limited. Non-profit and commercial housing organisations have become much more independent and are now major actors in determining housing policies, for which they require new strategies, skills and resources. Thus, the need for higher performance with respect to energy and other quality issues in dwellings, in combination with the evidence on poor performance in the building industry, demands strong policy, management and process innovations. Position The academic discipline of Housing studies the way in which society meets the accommodation needs of households. The position of the academic discipline of Housing within the wider field of architecture is to contribute to the realisation of a sustainable housing stock. In doing so, HQ focuses not so much on the aesthetical quality, but on the quality of housing in terms of safety, comfort, health, energy saving, environmental and socioeconomic sustainability as well as the processes that can improve this quality.

Figure 3.3: Four perspectives of Housing Quality

Research area Within HQ, research questions address the task of improving housing quality. Firstly, in relation to the product: what constitutes sustainable housing stock and how can the sustainability of the existing housing stock be improved? Secondly, in relation to the processes, organisation and governance: how can the actors involved in the housing market contribute to the realisation of sustainable housing, and

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how can the transformation process of the existing housing stock be improved, for example, by ensuring adequate organisation, cooperation and policy instruments? These questions form the basis of the research being carried out within four themed groups: Sustainable and Healthy Housing (product), Housing Management (organisation), Policy Instruments and Enforcement Procedures (governance) and Innovation of Building and Maintenance Processes (processes - see Figure 3.3).

3.2.2 Quality and scientific relevance of the research

HQ concentrates on academic fields that are rap- idly developing at an international level. This can be seen by the number of new academic journals and their increased impact in these academic fields. In addition, national and European budgets for scientific research are paying more and more attention to the development of fundamental knowledge on energy and the environment, as well as the processes and policies required for the implementation of new approaches in society. The HQ group is unique within this field in the sense that it has a relatively large group of researchers focusing on one key societal and academic issue. The size and multidisciplinary approach of the group allows us to develop a holistic vision to the question of how to achieve a sustainable housing stock. It also enables us to develop knowledge on specific issues such as available and necessary building legislation, assessment methods for energy efficiency of housing, and methods for strategic asset management in support of a sustainable housing stock.

3.2.3 Societal relevance and quality

Socio-cultural, technical and/or economic quality Our research is highly valued by the building industry and the housing and management sector. This can be seen in the continuing stream of research projects commissioned by the various stakeholders. These projects result in research reports, books and professional papers. The resulting insights are used for the development of policies and process innovations by the stakeholders. They also serve as input for national and international conferences and seminars. For many years, the group has given courses and master classes for professionals, mainly from housing associations. Key results/highlights Criteria for performance-based maintenance contracting Formulation of an assessment guideline for a certification scheme for private building control Harmonisation protocol for LCA databases and calculation methods Assessment method for a healthy indoor climate Development of a decision-making model for heat and cold networks for housing associations

Key knowledge contributions to practices and policies Knowledge has been generated within HQ that can be used to improve the design of new dwellings as well as the refurbishment and maintenance of existing dwellings, in particular, in the energy efficiency of housing. This knowledge will be incorporated in design and maintenance regulations, standards, codes and guidelines.

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3.3

Research questions and research projects

Interesting research questions linked to the current REH research program can be found on the Blackboard sites of the different graduation labs. For more detailed information about the several research projects of staff members of D&CM you are advised to look into the separate Research Readers, connected to one of the four Graduation laboratories. For a recent overview of both programs (IMBE and HQ) please check the website of the Research Assessment 2010: http://www.bk.tudelft.nl/onderzoek/onderzoeksgroepen/rae/research-assessment-2010 For further information about different projects please check the website of Real Estate & Housing research programmes: http://re-h.tudelft.nl/en/about-faculty/departments/real-estate-and-housing/research/researchprogrammes

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Appendices
Appendix 1: Format of P1 report - Draft Research Proposal
1. 2. Report cover with personal data Title research project Name of student Photo of student Student number Address Phone E-mail address Date proposal Name MSc Laboratory Introduction with personal aspects Motivation for choosing this research subject Vision about the research subject Profile for the future role in the construction industry Study targets for the research project: general and personal

Personal learning objectives are additional to the final requirements according to Chapter 1 (RE&H). Challenge yourself to think about omissions in your knowledge and skills and use your final project to fill in the gaps as much as possible. 3. Research proposal Kind of research project (kind of research, modelling, designing, etc.) Problem analysis (who, where, when, how, why; more practical or more scientific Main Problem to be solved Main research question to be answered Detailed research questions to be answered Final result(s) to be aimed at, and suited for who Research methods to be used during the project Literature found to be used (national and international) Relation with specific research theme or project within Design & Construction Management. Proposed 1st mentor What is the main question that needs to be answered in the graduation research project? What are the most relevant research questions? What is / are the final result(s) to be aimed at and for which actor in the construction process are they effective or appropriate? Which research methods are used to answer the given research questions? Which literature is used for the time being (look for diversity and depth; concerning content, scientific, Dutch and international, books, (graduation) reports, magazines)? What is the relation between your research proposal and the research programme of RE&H?

Problem Analysis Research questions Research result(s) Research methods Literature Research programme
4.

Research Organisation Scientific domains (at least two) Mentors (1st mentor, 2nd mentor) Scheduling the different phases in the research project, leading to the final result. Construction company where the research project is accomplished.

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Appendix 2: Format of P2 Final Research Proposal

An efficient set-up of the definitive research proposal may be as follows: 1. Title page stating the title of the graduation project and, if required, an explanatory subtitle, the name of the person graduating (including student number, address, postal code, place of residence, telephone number, e-mail address), the RE&H MSc laboratory in which you are studying, the date of the evaluation and the supervisors names and fields of expertise (including those of the company supervisor). Optionally, a concise foreword. An abstract. Table of contents of the curriculum report (do not yet include that of the final report here!) An introductory chapter 1 that includes: A concise reflection on: The scientific relevance and originality: the relationship with related and/or overlapping research (including that of RE&H), substantiated with sources (literature, own experiences, conversations) explicitly addressing whats the added value of your research. The societal relevance: which societal problems are related to your research, what are the potential/intended effects that the outcomes of your research proposal might have for (specific groups within) society. The utilisation potential: who, or what instance directly- can make use of the outcome of your research, and to what extend does it contribute to their work, live or processes, are the outcomes directly applicable or are additional steps needed, whats the economical valorisation. Personal motivation: whats your personal interest, in terms of learning aims and ambitions to study the subject chosen. The study question and research questions (sub-questions), introduced by a concise problem analysis. The objective and intended end product (result) plus application possibilities (what will you deliver, for whom, in what form, e.g. a checklist of attention points, policy recommendations, a process model, a computer model, a calculation model). The research design: a concise reflection on the research methods to be used (method of data collection and data analysis) as well as the phasing, linked to the research questions. Preferably juxtaposed and visualised in a block diagram. The diagram clarifies the research structure at a glance and shows what steps are parallel and what steps are sequential, as well as the extent to which the output of one phase or activity constitutes the input for another part of the research. A readers guide. Optionally, an explanation of the limited accessibility of data, if so required by the company or your respondents. Every graduation project is open to the public, although details of costs or data linked to a person or company, for example, may constitute sensitive information. It is customary to include such data in an appendix that is open to your supervisors only and to include in the report only the conclusions based on such data. Chapter 2, further identifying the research field, including the results of the source study. Although you may integrate this into chapter 1, it is advisable to keep chapter 1 short in order to keep the report going (allowing the reader to know the ins and outs of the research after several pages) and to not go into more detail until chapter 2. In fact, chapter 2 constitutes the theoretical framework of your study. Provisional table of contents of the final report Preparing an annotated table of contents (a concise description of the intended contents per chapter) at an early stage will structure your way of thinking and force you to think about the

2. 3. 4. 5.

6.

7.

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way in which to present the research activities and results consistently, logically and coherently. In addition, as the research process progresses, it allows you to regularly check whether you are still on the right track and do not deviate too much. Obviously, you do not commit yourself to this and you will adjust the table of contents more than once due to advancing insights. 8. Planning This chapter (or appendix) includes the start date of graduation, the expected length of time for the entire project and its separate components, and the compulsory evaluation dates at the middle and end of the semester. As far as applicable your free electives, and possible exams that have to be re-taken must be included. Your P2 as your graduation contract might be rejected if the planning is unrealistic. Literature and other sources (e.g. interviews, conferences, websites) Any appendices

9. 10.

Explanation In chapter 1, you work out your draft curriculum. Chapter 2 is mostly a reflection of an exploratory study of the literature: major findings and conclusions for your problem analysis, research questions, research approach and intended end product. You may consider a literature search that is prepared within the framework of free choice as an appendix to the curriculum. It is frequently unclear what the scope of the definitive curriculum should be, particularly with regard to methodology. You will understand that it will not suffice to state that you will conduct interviews and case studies in addition to a literature search. It is also important to provide an idea of the interview protocol or questionnaire and if there are case studies to indicate how many cases you intend to study, how you will select the cases (selection criteria, both collectively and per case) and how you intend to approach one and other. It would be even better if you can already identify the cases. Reflecting on data collection as well as the method of data analysis deserve attention! As stated earlier, the definitive curriculum more or less constitutes a contract between the student and the supervisor, but it has a certain level of flexibility as to adjustments due to advancing insights. This may even mean the study question and research questions are further refined in the course of the research. However, it obviously does not mean that previously made hypotheses are adjusted! For it is interesting to discover that presuppositions do not turn out to match empirical research material. In this case, it is best to critically discuss the original hypotheses at the end of your study and to put them into perspective or formulate new ones.

Presentation, report and abstract - language

The choice of language for the graduation research project is free (Dutch or English) in principle, unless one of the guiding mentors is foreign. In that case the choice has to be English, for the report and the presentation as well. In case of the choice for the Dutch language of report and presentation, it is obliged to use the English language for the abstract of the final research report. This abstract needs to be at least 10 pages. At the P2 the mentors together with the student decide whether the project (reports and presentations) continues in Dutch or English.

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Appendix 3: Requirements for your P3-P5 reports and presentations

The P3 and P4 and P5 report are structured reports on the results and outcomes of your research proposal. They are presenting the research activities and results consistently, logically and coherently. In case of the P4 and the P5 a poster with a concise summary of your research is obliged. Although there is no strict format for the interim (P3) and final (P4-P5) research report at least the following items are required. Preferably your final research report the MSc. Graduation Thesis is maximally 90- 100 pages, excluding summary and appendices. 1. Title page stating the title of the graduation project and, if required, an explanatory subtitle, the name of the person graduating, the date of the evaluation and the supervisors names and fields of expertise (including those of the company supervisor). A concise foreword. An abstract in Dutch as well as an abstract in English. The English abstract at least is 10 pages (5000 words). A table of contents. Chapters including at least the following topics: A readers guide. The results of the literature survey done. A main problem state followed by an extended problem analysis in which the research questions (sub-questions) are made explicit. The objective and the end product intended to be delivered. The research design: a description of the research methods used (for instance the method of data collection and data analysis) as well as the phasing, linked to the research questions. Preferably juxtaposed and visualised in a block diagram. The diagram clarifies the research structure at a glance and shows what steps are executed parallel and what steps are done sequential, as well as the extent the output of one phase or activity constituted the input for another part of the research. Theoretical and paradigmatic viewpoint, axiomatic assumptions, theoretical propositions, research hypotheses and key-terminology related to the state of the art as surveyed in the literature study. The research findings and the end product delivered plus application possibilities (what have you delivered, for whom, in what form, e.g. a checklist of attention points, policy recommendations, a process model, a computer model, a calculation model). Main conclusions and recommendations for further research. Reflection and discussion on scientific relevance and validity of the results, societal relevance and utilisation potential especially referring to the expected relevance as stated in the P2 report. Literature and other sources (e.g. interviews, conferences, websites Any appendices Optionally, an explanation of the limited accessibility of data, if so required by the company or your respondents. Every graduation project is open to the public, although details of costs or data linked to a person or company, for example, may constitute sensitive information. It is customary to include such data in an appendix that is open to your supervisors only and to include in the report only the conclusions based on such data.

2. 3. 4. 5.

The A0 research poster accomplishing your P4 and P5 report must be written in English and must be made using the template delivered on Black Board. It contains the research objective, the problem state, the research questions, methodology followed and the main research findings, illustrated by instructive figures.

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Appendix 4: Graduation Assessment Forms P1-P5 Graduation assessment form P1/P2

Student: Student enrolment number: Assessment criteria for the research plan Criteria 1 2 The problem is clearly formulated and described in the hypothesis, objective and questions Literature and other sources of information have been processed to the required academic standard, and used to outline the problem area and the theoretical framework The theoretical framework is consistent and meets the required standard (including the concept framework and conceptual model) It is clear which questions are to be answered using which methods (design, case study, experiment, etc.). The choice and motives for a particular research method have been satisfactorily explained, and are adequate for tackling the problem The intended end product (design, policy plan, model, recommendations) will provide a genuine social and academic contribution to the resolution of a practical or empirical problem Interim and end products of the graduation work are described in clear terms The report is structured logically and clearly The content of the report only contains information that is relevant to attaining the objective, or to answering the questions The research timetable and the acquiring of data and other material, for interim and end products, is realistic and feasible in the time remaining The concise reflection on scientific relevance and originality, the societal relevance, the utilisation potential and the personal motivation is well thought and adequately made. Remarks
pass/fail

Date: ___/___/_____

Graduation laboratory: Assessor:

P1

P2

5 6

6 7 8

10

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Assessment of the oral contribution and of the written and verbal presentation of the student Assessment criteria The report is well presented, and in an engaging way (lay-out, correct use of language, style, imagery) The student conveys his or her intentions clearly during the presentation The student shows an ability to discuss during presentations and is capable of providing wellfounded responses to questions from fellow students and tutors Remarks P1 P2

I II III

General remarks:

Final assessment P1 Pass Fail, retake recommended in around three weeks Fail, retake recommended in three months Other remarks

Mark P2

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Graduation assessment form P3

Student: Student enrolment number: Assessment of current progress: Criterion The comments made at P2 have been taken on board Sufficient progress has been made Description of problem Literature survey Field survey Movement towards conclusions Theory development Development of model The progress suggests that the end result will be achieved in the allotted time Remarks

Date: ___/___/_____

Graduation laboratory: Assessor (1st mentor):

pass/fail

1. 2. a b c d e f 3.

General remarks

Assessment P3 0 Go 0 No Go

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Graduation assessment form P4/P5

Student: Student enrolment number: Assessment of the report Criterion

Date: ___/___/_____ Graduation laboratory: Assessor (1st mentor):

Remarks

Pass/ fail P4 P5

1. The research/design (description of problem, method and results) is adequately articulated in the summary 2. The problem is clearly formulated and detailed in the hypothesis, objective and questions 3. Literature and other sources of information have been processed to the required academic standard, and used to explain the problem area and the theoretical framework in greater depth 4. The methodology of the research /design has been carried out well (acquisition and processing of information) and is relevant to the research questions 5 Models and theories have been applied adequately and appropriately

Criterion

Remarks

Pass/ fail P4 P5

The conclusions refer to the hypothesis, and highlight clearly and logically which research questions have been answered 7 The conclusions state whether or not the problem has been solved and whether or not extra research is needed 8 The recommendations are clear, concrete, and supported by the results from the research 9 The graduation work gives a picture of the generic relevance of the research/design and what the research has produced in terms of fresh insights and contributed to the subject field 10 The graduation work provides fresh insights into and/or concrete application opportunities for the subject field (social relevance) 11 The graduation work is critically reflected upon its utility potential in terms of applicability in the industry, society or the academic world, and the eventual steps needed for further development of the results. 12 A personal reflection on the research process is given in an epilogue (note: what advice would be useful for other students?)

Assessment of the graduation process Criterion Remarks Pass/ fail P4 P5

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1. 1 Efficiency 1 2. Indepen dence

The student graduated in the allotted time (in 2 semesters = +; in 2 semesters = -; longer = --) The student worked independently: Little (+) or a great deal (-) of supervision was needed Little (+) or a great deal (-) of substantial guidance was needed

Assessment of the verbal and written presentation of the student Criterion Remarks Pass/ fail
P4 P5

I II

III

IV

The student conveys his or her intentions clearly during the presentation The student shows an ability to discuss during presentations and is capable of providing wellfounded responses to questions from fellow students and tutors The report is well presented and in an engaging way (lay-out, correct use of language, style, imagery) The drawings (if shown) are clear, well designed, and provide a good insight into the proposed design The English summary is well written and provides an adequate insight in the graduation work done. If it might serve as a basis for a paper of journal publication according to the mentors judgment, the final mark might be 8 or higher. The poster is adequately summarizing the graduation work done in clear and concise text and figures.

VI

P4 P5

P4 provides a good launch towards criteria 6 11 and is a good representation of the draft final report; (max. 90-100 pages, excluding appendices) Definitive final report (max. 90-100 pages, excluding appendices) Assessment P4 0 Pass (go) 0 Fail (no go) 0 deferment (deferment: make arrangements on when and under what conditions the deferment will be lifted) Mark P5

General remarks

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Appendix 5: Rules for Graduating at a Company

1. The graduation project is the final stage of the Architecture degree course at TU Delft and takes up the last the fifth - year of the course. Tutors from the Faculty supervise the project. Information about the rules for graduating is in the prospectus and the student charter, new versions of which are published every academic year. 2. Students of the Real Estate & Housing (RE&H) Masters track often carry out their graduation project in a company, known as the graduation company that facilitates the graduation research project. The student is able to use the information and secondary source material that is often found at the companys disposal. The graduation company receives a structured report in return for its contribution. The overall effect is that graduating within a company leads to benefits for the student and company alike. 3. Students are not obliged to complete their graduation within a company, but it is strongly recommended. 4. A graduation company is not an internship company. An internship is where the student takes part in the work process of the company attends meetings, carries out tasks, etc. Students on their graduation projects do not participate in activities of this kind. 5. A graduation company may put forward a subject for the graduation project. However, the student retains full responsibility for the structure of the research project; the objective, questions, theoretical justification, method of acquiring data, conducting fieldwork, etc. are all part of the project. Students receive supervision from mentors or tutors from the Architecture Faculty. 6. A graduation company is not a commissioning party for the purpose of the research. The student and nobody else should set up his or her graduation project and follow it through entirely independently. 7. Any confidential information that is contained in the graduation project should be included in a separate appendix to the graduation report. The appendix will not be made public for a period of maximum 1 year after graduation, but it will count towards the assessment of the content of the report by the mentors and external examiners of the Architecture Faculty. The status of a confidential appendix is exceptional and will only be allowed in extraordinary cases (such as those concerning the privacy of interviewees or sensitive commercial information), although the student will have to justify the reasons for keeping the relevant section confidential. This justification will itself form an integral part of the main report, and will be composed following consultations between the student, mentors and the graduation company. 8. The copyright for the graduation report belongs to the student. In exceptional cases, other arrangements with the internship supervisor or TU Delft may apply (copyright transfer). Because of the input of the mentors, in case of publications e.g. of an article based on the thesis, it is strongly recommended to inform your tutors and to involve them as a co-author. 9. The graduation report should be in a neutral format. Using the house-style of the graduation company is not allowed, nor is a logo, including that of TU Delft. A graduation report is a special product. It is not the work of a TU Delft employee, but of a student. 10. The conditions under paragraph 9 also apply to the verbal presentations. Logos and the house style of the Graduation Company and TU Delft may not be used in the PowerPoint presentations. 11. The foreword of the graduation report should include a mention of the relationship with the graduation company and of the name of the contact person in the graduation company. A useful means of highlighting the separate roles of both the graduate and the graduation company is to

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include a sentence to the effect that only the author/student is responsible for the content of the report. 12. If he or she so requests, the contact person from the graduation company may attend the consultations that follow the final presentation by the student, during which the mentors decide in the presence of the external examiner the marks to be awarded for the various fields and the presentation, as well as the final mark. The contact person may not award any marks.

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Appendix 6: Graduation profile of student and project

Name of student E-mail Address Phone : : : : 0 no

Higher Technological Education (HTO): 0 yes Graduation subject: first choice Research theme

Draft title of the project:

Main research question:

Goal of the project:

Interesting literature / relevant sources:

Empirical research object (area, portfolio, building etc.)

Focus points: Actors 0 Public actors 0 Private actors 0 Both Product or Process 0 Process oriented 0 Product oriented 0 Both Target group 0 Clients 0 Consultants 0 Designers 0 Government 0 Others: .......................................

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Relationship with specific RE&H research programme (theme)? Elective courses ..................................................................................................................................................... ........................................................................................................... Graduation Company ..................................................................................................................................................... ..................................................................................................................................................... ...... Course components from previous semesters that have not yet been completed ..................................................................................................................................................... ........................................................................................................... In case of a second research subject fill out the same items:

Graduation subject : second choice Research theme

Draft title of the project:

Main research question:

Goal of the project:

Interesting literature / relevant sources:

Empirical research object (area, portfolio, building etc.)

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Appendix 7: Literature Survey

Following consultations with the graduation project supervisor, an important part of the start-up of a graduation research project is a literature study based on the domain of the graduation laboratory. The way you conduct your literature study and its findings can be a separate chapter in your P1 and P2 report. During the first quarter in semester 3 the lab coordinator or chief mentor will supervise the student. Starting and finishing the literature survey in good time will mean the results make a substantial contribution to drawing up the students definite research proposal. Students are strongly urged to include a brief summary of the findings from the literature survey in their definitive research proposal and in their final graduation report, and to use the survey itself as an appendix. Bibliography The bibliography may consist of book titles, articles from journals, graduation reports, titles from items on the Internet (the website and date of viewing should be mentioned), etc. The emphasis should be on books and articles in journals: no secondary empirical material should be used, and although the use of graduation reports is fine, it should not be excessive, and the reports should not be too dated. Research methodology literature is not allowed at all. State the type of source: the tutor does not know everything and will want to know whether the source is a book, an article in a journal, or graduation report. Use the Harvard Reference Style as much as possible for the layout of the bibliography. The on Blackboard, the REH research programme and from graduation research projects can be used to locate literature (see the database of graduation reports on the RE&H website (www.re-h.nl)). Another option is to search using key words in digital and other catalogues. Content The literature survey involves a widening and deepening of knowledge for the benefit of the students own graduation project. Noteworthy aspects of the task include learning to deal critically with source material at an academic level, building up a systematic, cohesive and logical conceptual framework adapted to the graduation research project, its hypothesis and objective, and the setting up of a theoretical model. Although it is important to summarise the literature that has been read, a literature survey is not the same as a collection of summaries. The main purpose is to actively read, in a critical and reflective way, material that is relevant to the students own research, with the result being a state of the art report highlighting conclusions for problem definition, gaps in existing knowledge, research questions, and the hoped-for research outcome. The hypothesis and questions raised should be relevant to the graduation research project hypothesis. It is about exploring literature and gaining insights with which the research topic can be shaped and, to a degree, developed further. An exploratory literature study in the field of one of the 4 RE&H graduation laboratories, in which answers are given to a relatively general set of questions determined by the student. The most important aspect is to become familiar with the lab domain and to obtain an insight into state of the art knowledge in relation to the domains research field. An in-depth literature study is to a greater extent primarily about building up a systemic conceptual framework, combined with critical reflection using ones own theories and models, and where the ability to explain in detail the academic and social relevance and usefulness plays an important role.

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