Links
Some of the important links are listed below.
Centre for Education in the Built Environment (CEBE)
CEBE is the UK Centre for Education in the Built Environment. It aims to assist educational practioners and stakeholders in the UK Higher Education Built Environment community to improve educational and training quality. CEBE's broad overall mission is to ensure that the UK continues to remain innovative in the provision of world class education and training in the Built Environment.
CEBE is one of 24 subject centres, which comprise the Higher Education Academy. The network was established to promote high quality learning, teaching and assessment practices in UK Higher Education. The primary purpose of CEBE is to provide discipline based support for learning and teaching in the built environment subject communities.
Construction Knowledge Exchange (CKE) North West
CKE NW is a small team of action-learning facilitators and researchers who have been working with the School of the Built Environment at the University of Salford, with companies, and with members of the business support community to promote knowledge exchange within the construction industry. Since its inception in 2005, it has worked with over 200 companies of all sizes and from all areas of the construction industry, including contractors and consultants.
ACBEE (Accelerating Change in Built Environment Education)
ACBEE exists to foster collaboration and dialogue between industry, higher education and professional bodies, thus encouraging the provision of more relevant training and education for the future and improving the quality of UK student output. ACBEE also aims to measure the benefits this brings to consultants, contractors and clients across all aspects of the built environment.
TECHTRANSFER
The aim of the Technology Transfer project was to develop a postgraduate curriculum for Construction Management across number EU partner countries.
An initial comparison of skills and knowledge areas was made and the views of both industry, academia and recent graduates sought on perceived priority areas. Addressing the skills gaps that were identified the project also focused upon the capacity to up-skill graduates regarding innovation.
Is this possible? How much value do employers place on a graduate's capacity to innovate? The project addressed these questions by producing a flexible curriculum model that focusing on innovation and technology transfer. Its development has been in conjunction with professional institutions, industry representation and academic advisors from across the six partner states. The model allows for full-time, part-time, single module and accreditation of existing provision pathways.