UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications
Postgraduate (PG) Built Environment education provides higher level skills, yet, concerns of losing such provision exist, as UK universities are experiencing financial challenges from systemic governmental underfunding. This article presents survey findings evaluating three areas in PG Built Environ...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2504245 |
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| author | Alan M. Forster Laurent Galbrun Nick Pilcher Stuart Tennant Nigel Craig Mike Murray |
| author_facet | Alan M. Forster Laurent Galbrun Nick Pilcher Stuart Tennant Nigel Craig Mike Murray |
| author_sort | Alan M. Forster |
| collection | DOAJ |
| description | Postgraduate (PG) Built Environment education provides higher level skills, yet, concerns of losing such provision exist, as UK universities are experiencing financial challenges from systemic governmental underfunding. This article presents survey findings evaluating three areas in PG Built Environment provision: (i) Institutional context and programmes offerings; (ii) Programme viability and institutional decision making; and (iii) Implications of change in programme offerings. Collectively, these support an understanding of ‘What is offered?’ ‘What is viable?’ and ‘What is the result of change in provision?’ Participants included Senior academics from a range of UK universities and disciplines. Results suggest more PG programmes are being opened (72%) than closed (35%), reflecting institutional aspirations to grow numbers via new offerings. No consensus exists regarding numbers for financial viability, although 10 to 30 students was commonly noted. Decisions to open and close programmes are largely ‘top-down’, from University Executive or Head of School, whilst arguments for retaining programmes with low student numbers typically come from staff at programme level. Regarding implications of change, policy makers are encouraged to engage with universities, employers and professional bodies, as findings point towards more online PG degrees, Continuing Professional Development activities and inhouse specialist training. |
| format | Article |
| id | doaj-art-5dd50e5bbe1e42e4aceb82670b785856 |
| institution | OA Journals |
| issn | 2331-186X |
| language | English |
| publishDate | 2025-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj-art-5dd50e5bbe1e42e4aceb82670b7858562025-08-20T02:23:56ZengTaylor & Francis GroupCogent Education2331-186X2025-12-0112110.1080/2331186X.2025.2504245UK Built Environment postgraduate programme provision: sectoral context, viability and educational implicationsAlan M. Forster0Laurent Galbrun1Nick Pilcher2Stuart Tennant3Nigel Craig4Mike Murray5School of Energy, Geoscience, Infrastructure & Society, Heriot-Watt University, Edinburgh, UKSchool of Energy, Geoscience, Infrastructure & Society, Heriot-Watt University, Edinburgh, UKThe Business School, Edinburgh Napier University, UKSchool of Computing, Engineering and Physical Sciences (CEPS), University of the West of Scotland (UWS), Paisley, UKSchool of Computing, Engineering and Built Environment, Glasgow Caledonian University, Glasgow, Scotland, UKDepartment of Civil & Environmental Engineering, University of Strathclyde, Glasgow, Scotland, UKPostgraduate (PG) Built Environment education provides higher level skills, yet, concerns of losing such provision exist, as UK universities are experiencing financial challenges from systemic governmental underfunding. This article presents survey findings evaluating three areas in PG Built Environment provision: (i) Institutional context and programmes offerings; (ii) Programme viability and institutional decision making; and (iii) Implications of change in programme offerings. Collectively, these support an understanding of ‘What is offered?’ ‘What is viable?’ and ‘What is the result of change in provision?’ Participants included Senior academics from a range of UK universities and disciplines. Results suggest more PG programmes are being opened (72%) than closed (35%), reflecting institutional aspirations to grow numbers via new offerings. No consensus exists regarding numbers for financial viability, although 10 to 30 students was commonly noted. Decisions to open and close programmes are largely ‘top-down’, from University Executive or Head of School, whilst arguments for retaining programmes with low student numbers typically come from staff at programme level. Regarding implications of change, policy makers are encouraged to engage with universities, employers and professional bodies, as findings point towards more online PG degrees, Continuing Professional Development activities and inhouse specialist training.https://www.tandfonline.com/doi/10.1080/2331186X.2025.2504245Built environmentpostgraduate educationviabilityprofessional bodiesEngineering EducationBuilding and Construction |
| spellingShingle | Alan M. Forster Laurent Galbrun Nick Pilcher Stuart Tennant Nigel Craig Mike Murray UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications Cogent Education Built environment postgraduate education viability professional bodies Engineering Education Building and Construction |
| title | UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications |
| title_full | UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications |
| title_fullStr | UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications |
| title_full_unstemmed | UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications |
| title_short | UK Built Environment postgraduate programme provision: sectoral context, viability and educational implications |
| title_sort | uk built environment postgraduate programme provision sectoral context viability and educational implications |
| topic | Built environment postgraduate education viability professional bodies Engineering Education Building and Construction |
| url | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2504245 |
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