Post Graduate Diploma Professional

Practice in Architecture (RIBA Part 3)

Module Handbook 2023-24:

7ARCH013W: Professional Case Study

Module Leaders:
Alastair Blyth: A.Blyth@westminster.ac.uk
Susanne Bauer: S.Bauer@westminster.ac.uk

Module 7ARCH013W: Professional Case Study. September 2023 1 of 23

Table of Contents
Module Overview and Aims ..............................................................................................3
Assessment methods ........................................................................................................3
Assessment criteria...........................................................................................................3
Assessment Criteria (AC) – Written report .........................................................................................................3

Assessment Criteria (AC) – Oral Examination .....................................................................................................3

Indicative syllabus content................................................................................................4

Module Leaders ................................................................................................................4
Guidance on writing the Part 3 Case Study ........................................................................5
Key requirements .............................................................................................................5
Key stages of the case study writing process .....................................................................6
Identifying the project ..............................................................................................................................................6

Meeting your professional tutor ..............................................................................................................................6

Preparing the draft case study .................................................................................................................................7

Submitting the draft case study ...............................................................................................................................7

Feedback on the draft ..............................................................................................................................................8

Self-deferral of Coursework......................................................................................................................................8

Final Coursework Submission ...................................................................................................................................8

General Guidance for Writing the Case Study ....................................................................9

Case study framework..............................................................................................................................................9

Reflective writing .....................................................................................................................................................9

Comparative analysis ...............................................................................................................................................9

Guidance on layout and structure ....................................................................................................................10

ANNEX 1: Case Study Framework ....................................................................................11

Principles for writing a case study .......................................................................................................................11
1. Describe the issue ..................................................................................................................................11

2. Describe best practice or a model for comparison .............................................................................11

3. Comparative analysis and reflection ....................................................................................................11

Case Study Framework .........................................................................................................................................12

ANNEX 2: Frequently Asked Questions ............................................................................14

ANNEX 3: 7ARCH013W Professional Case Study Marking Scheme 2023............................19

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Module Overview and Aims
The module aims to bring together the student’s knowledge and understanding of professionalism,
clients and the delivery of professional services, the legal framework for practice and management,
building procurement and contract administration and to explore these is the context of a
construction project (or projects) drawing substantially on their own experience in architectural
practice.
The module aims to develop the student’s analytical and evaluative skills and the ability to present
clearly complex data and events.
The module also aims to build on the theoretical models and practical examples studied in the
lecture-based modules and to facilitate students making connections between different areas of
study through their application in practice.
The module further aims to develop an understanding and of the key areas of professional practice,
design and construction and to provide an opportunity to make professional judgements and
recommendations for future practice.

Assessment methods
Assessment type Assessment name Weighting Minimum mark
required
Coursework Written report 70 50
Oral Oral exam 30 50

Assessment criteria
Assessment Criteria (AC) – Written report
AC1. Preparing a clear and comprehensive investigation addressing significant areas of
practice and undertake analysis of complex data (LO1 to LO11)
AC2. Critically evaluate improvements to performance from the application of ‘good/best
practice’ to professional experience (LO1 to LO11)
AC3. Demonstrate a high level of critical analysis and responses to existing practices (LO1 to
LO11)
AC4. Make detailed conclusions on existing practice and critically discuss new concepts and
approaches and generate transformative solutions (LO1 to LO11)
AC5. Show professional judgement and make connections between known and unknown areas
to allow for adaptation and change (LO1 to LO11)
AC6. Demonstrate personal reflection to analyse and critically evaluate professional workplace
experience (LO1 to LO11)
AC7. Demonstrate critical ethical dimension to professional practice (LO11)
AC8. Communicate complex information clearly and effectively (LO1 to LO11)
NOTE: LO refers to the learning outcomes

Assessment Criteria (AC) – Oral Examination

AC1. Demonstrate effective verbal communication (LO1 to LO11)
AC2. Demonstrate problem solving (LO1 to LO11)
AC3. Synthesise and build on current professional knowledge from different sources (LO1 –
LO11)
AC4. Evaluate improvements to performance drawing on innovative or best practice (LO1 to
LO11)
AC5. Demonstrate critical analysis (LO1 to LO11)
AC6. Express Professional Judgement (LO1 to LO11)
AC7. Demonstrate personal reflection (LO1 to LO11)

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Indicative syllabus content
The case study provides the central focus for the application and demonstration of knowledge and
understanding of a significant part of the Part 3 Criteria and provides a vehicle for practising the
professional skills of critical analysis, experiential learning and reflection. The module syllabus
includes direction in the structure and content of the Professional Case Study set out in more detail
below and in the module study material. In addition, students prepare a Professional Case Study
proposal for seminar presentation and discussion and explore the methods of critical appraisal,
making conclusions and recommendations for future practice using their professional judgement.
The module also reviews the skills required for effective discussion of their experience in the oral
examination. The content of the coursework submission includes the following topics: (References
to the Professional Criteria are in brackets)

1. The Practice (4.5)

2. The client (2.1)
3. Fee calculation, bidding and negotiation (4.6)
4. Architects’ appointment and scope of services (2.3)
5. Invoicing, payment of fees and financial management (2.8)
6. Briefing and programming of services (2.2)
7. Budgeting, cost monitoring or control (2.6)
8. Communication and progress reporting (2.5)
9. Coordination and integration of the design team (2.7)
10. Planning and Conservation Acts (3.2 & 3.9)
11. Building regulations and Approved Documents (3.3)
12. Health and safety legislation and regulations including fire and life safety(3.6)
13. Environmental and sustainability legislation (3.8)
14. Accessibility and inclusion legislation (3.10)
15. Procurement method (5.1)
16. Tendering methods, codes, procedures and project planning (5.4)
17. Application and use of contract documentation (5.6)
18. Roles of design/construction team members and their interaction (5.7)
19. Duties and powers of a lead consultant and contract administrator (5.8)
20. Site processes, quality monitoring, progress recording, payment and completion (5.9)

Module Leaders

Alastair Blyth: A.Blyth@westminster.ac.uk

Susanne Bauer: S.Bauer@westminster.ac.uk

You will be assigned a Professional Tutor who will guide you through the process of writing your case
study. Once you have been assigned to a tutor group and you have started your tutorials with the
case study tutor, in the first instance please address queries and concerns with them. Please do not
write separately to your tutor and the module leaders at the same time about the same issue.

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Guidance on writing the Part 3 Case Study
The Professional Case Study is a substantial undertaking and is by far the largest piece of work on the
course. Therefore, it is demanding of your time and preparation. This makes it all the more important
that you read this document carefully and take account of the information it contains when working
on your case study. Please keep in mind that the successful completion of this module requires that
you engage with the respective topic areas so that you can demonstrate your knowledge,
understanding and judgement. It also requires that you consider how the information you receive on
the other modules can contribute to what you are writing about in your study.
This is a work-based module where you are supported by lectures and tutorials. You will be allocated
a Professional Tutor who oversees your progression in both work-based modules.
You should discuss your preliminary Professional Case Study ideas in a group tutorial with your
Professional Tutor during the first meeting and in advance of this meeting prepare a Professional Case
Study feasibility proposal for discussion.
We encourage you to enter into a dialogue with your colleagues in the workplace and your mentor to
explore the suitability of your project experience for successful completion of the module.
Please remember that you are responsible for liaising with your office and carrying out research on
your chosen project. Your Professional Tutor will help you to reflect critically on your findings and
experiences, making reference to professional models and standards.
Your tutor will also advise on progression and will recommend deferral in the module if appropriate.
A final decision on deferral will be taken by the Course Leaders in consultation with you and your
tutor in the second semester.
You will receive a short series of lectures on writing a successful Professional Case Study which will
introduce you to the principles of using ideas of ‘professionalism’ and comparative analysis, the
professional regulatory requirements, the use of legal precedent, management principles and ‘best
practice’ models from the construction industry as ways of critically evaluating your particular
project. You will also be introduced to the theories of experiential learning and Reflective Practice.
The case study is an opportunity to both develop display your knowledge, understanding and
judgement. It is an analytical piece of work of 11,000 words. We ask you to analyse a project through
all the work stages – from when the project came into the office to what happens on site. For the
structure see the case study framework at the end of this document.
We are asking you to look at what happened at each stage and then analyse it against best practice, i.e.
what should have happened. You then reflect on that and draw conclusions from this process. This
means that you will need to get the facts of what happened sorted out, investigate best practice, and
draw conclusions about what you would do next time you meet a similar situation. As you get into
the case study you may find that there are a number of consistent themes that evolve for example poor
communication, poor decision making and so on. In your final conclusion you would draw these
together and make some recommendations about how to improve for the future.

Key requirements
The target word count for the Professional Case Study is 11,000 words. In the Marking Scheme
(ANNEX 3) at the back of this guidance you will see that if your work is substantially more than the
target word count given here your mark will not get all the credit that it would if it were kept within
the length guidelines.
The professional case study is a significant piece of work. It brings together a student’s professional
knowledge and understanding of professional, legal and project management issues in the context of
their professional office environment and applies it to the progression of a construction project from
inception to completion. It demonstrates and tests communication, analytical, judgemental and
reflective skills. It is a professional requirement that this piece of work is completed.

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Key stages of the case study writing process
Identifying the project
Identifying the project that you will write your case study on. Some of you will have identified a
project before they start the Part 3 course, others may not. You do not have to have a case study
project identified when you start Part 3.
This is something that you will need to discuss with your practice mentor and others in your practice.
In the FAQ section later in this guidance you will see what information on the kinds of projects you
can use which is very broad. Nevertheless, you need to keep in mind what you are trying to achieve
by writing the study. It is essentially a vehicle for demonstrating your understanding and judgement.
Remember also that since this is a Part 3 qualification you are trying to demonstrate what someone
would know and be able to do at a Part 3 level.
Meeting your professional tutor
You will meet your Professional Tutor (case study and professional development and experience
tutor) in late December or early January. We will be assigning you to a tutor group during the first
semester. The first tutorial is an opportunity to get to know your tutor, and as most tutors will hold the
first tutorial as a group tutorial, you will get to hear about what others are thinking of writing about.
It would be useful to take along to this first meeting a summary of your case study proposal:
Case Study Feasibility Proposal and Checklist
Negotiation and choice of project in the office
Getting common agreement with the practice to the aims - get the office to ‘buy in’ to your work.

Summary of case study proposal

Practice: name and background
Project: title
Project type (educational, domestic, etc.) and value
The client:
Procurement route and Construction contract type:
Project timetable and programme:
Your role on the project and issues and challenges:
The design (and construction) team: (the office team, consultants and contractors)
Town Planning Issues:
CDM Regulations:
Mobilisation - works on site
Areas of interest and specific contract events that might be used to illustrate areas of concern.

Background research
Summary of how projects normally move through the office: who does what and when, map this
against RIBA Plan of Work

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 Personal Programme
Negotiation and choice of project in the office
Getting common agreement with the practice to the aims - get the office to ‘buy in’ to your work.

Questions to ask yourself:

Your estimation of feasibility and programme – ‘Can this be done and within the time you have?’
Assessment of complexity –‘is it too complex for Part 3?’
Will you get or be given the time to write the case study? Will you have to shadow a project?’
What is your proposed Case Study writing work programme and how does it mesh with your
project work programme? Set out a personal programme with key dates – this should be
achievable
Will you have access to the information you need to write it: accessibility, quality, completeness
and co-operation from others in your practice and outside where relevant.
Consider what access you might need to the project when it is on site so that you can monitor
progress of the project? Will you have to make special arrangements? Who will you need to ask
permission from?
What to include in the draft study – to discuss and agree with your tutor.
Issues to raise at tutorials – progress and delay; personal workload.

Preparing the draft case study

You need to confirm with your tutor what to include in the draft. However, note that a draft needs to
give the tutor enough to comment upon and therefore we suggest completing in full one part of the
study and if possible that should be Part 4 i.e the post-mobilisation stage. The reason for this is that it
can be the most complex and often the section that people find harder to write. Therefore it gives your
tutor a good opportunity to help you earlier than if you left the section until the last minute. The less
that you write in your draft, the less feedback you will get or at least the less valuable it will be.

Getting the most out of your tutor

Your tutor is there to mentor you through the process of writing your case study and acts as your
PSA signing off your quarterly PEDRs.
You should see your tutor five times before the final submission of your coursework. This will be
in a mix of group and individual tutorials. Generally, these will be held on campus but there may
be occasions when you agree with your tutor to hold the tutorial online.
You should prepare specific questions to ask your tutor. At each tutorial you should review your
work plan and agree what exactly you should bring to the next meeting and when it should take
place, if you have not already been given a timetable. It is also helpful to make written notes and
agree the action points with your tutor at the end of each tutorial.

Submitting the draft case study

The draft coursework will be submitted via Blackboard – we will put a submission link for you. The
deadline is 13:00 on Tuesday 19th March 2024. Although this is not a formal submission, we insist

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that you follow this submission protocol as we have found it a valuable way of allowing people to get
used to our systems particularly as the final submission will be made in the same way.
Here is an outline of how you might approach the draft Case Study. Please discuss this with your tutor
before submitting the draft:
• As much as possible should be drafted for the hand-in;
• As a minimum a draft (in full with critical reflection) of two chapters. One of these must
be from either chapter 3 or 4;
• It is OK if the draft is not formatted but it needs to be structured, tidy and coherent;
• Diagrams are really useful. They can be WIP as long as they are clear. Please label
diagrams and images so your tutor knows what they are and their relevance;
• Please include page numbers;
• It may be worth including a page of questions in a separate colour that you would like
your tutor to answer, if there are specific things you would like feedback on;
• It is okay if you have not fully referenced things for the draft but please make it is clear in
some way where quotes and images have been sourced from elsewhere if they are not
your own;
• An overview of the project programme (in draft is OK) is very helpful, as are any other
drawings, plans, images that give an overview on the building you are discussing. Think
about the key information that the reader needs so they have the context to understand
your discussions;
• Please include a key facts overview page at the start of the study;
• You don't need to have the conclusion written yet, but you may wish to include some
initial thoughts on key themes that are emerging in your critical analysis;
• It's OK if there are bullet points left in the draft so long as there are two chapters written
in full without bullet points. Again please discuss this with your tutor in advance of
submission.
Feedback on the draft
You should receive feedback on the draft by Tuesday 16th April 2024. Your tutor may arrange a
tutorial at around that time, although the feedback on the draft will be written feedback. The aim of
the feedback is to pick up on how you are writing the study, carrying out your analysis and reflection.
Also, it may well pick up errors that you are making and give guidance on how to address these.
Tutors will not be picking up typographical, or grammatical errors although they may make a general
observation if appropriate.
Self-deferral of Coursework
The self-deferral process is one of the unique features of the University of Westminster Part 3 course.
You have the option to elect to defer the two coursework-based modules: Professional Case Study and
the Professional Development modules for work-based reasons. Often this happens because a project
gets delayed, but can be because someone leaves their job and so cannot use their original project as a
case study.
The deadline for deciding to self-defer is early May, and it is a decision taken with your tutor and
course team. No extra fees are attached to this. Your options will be to defer for either six or twelve
months. If you defer submission for six months you would submit the following January and go to
oral in February and the results go to the exam board end / February and assuming you pass the
modules you would then be awarded your Diploma for Part 3. If you choose to defer for twelve
months, you submit the following year.
Final Coursework Submission
The deadline is 13:00 20th June 2024. Please make sure that you leave plenty of time to submit and be
aware of the penalties for late submission. If you submit late but within 24 hours, Registry will deduct
10 marks from your coursework mark. If it is more than 24 hours late, you will get Zero. There is
nothing that the academic team can do about this. Registry makes this deduction when preparing the
Module 7ARCH013W: Professional Case Study. September 2023 8 of 23
marks for the assessment board in October. The provisional mark that your tutor will give you will not
take account the penalties. If you have reasonable adjustments because you have registered with the
Disability Learning support team, they you may have extra time within which to make your
submission. Please check the information that the DLS team give you. The University also has a
mitigating circumstances process which you can use if you have good reasons to not be able to submit
on time, please see the University intranet (via the Student Hub on the UoW webpage) for
information on this and access to the online mitigating circumstances form.

General Guidance for Writing the Case Study

You will need to research your project in depth especially if you have not been involved in the earlier
stages, and relate it to your knowledge and understanding of the processes that a project would
conventionally follow. Although you are telling the story of the project, you shouldn’t write it as a
diary of events. You need to analyse who did what, when and why, and how it relates to what you
would expect from your understanding of good practice.
Case study framework
Annex 1 sets out a framework which identifies the topic areas that you should address in the case
study and offers a structure which you may follow, although you may find that a different structure is
more suitable to your specific case study. However, please remember that the topic areas should still
be addressed.
Reflective writing
Reflexivity is key! Reflexivity is the process of self-reflection to enable more effective and more
credible analysis. This includes examining and consciously acknowledging the assumptions and
biases that one brings to the writing and that may influence the outcome. Reflective writing is
evidence of reflective thinking.
In a professional context, it normally (but not always) includes:
• Description, i.e. documenting/looking back at something (e.g. an event, experience etc.)
• Interpretation, i.e. thinking in depth and from different perspectives, and trying to
explain, often with reference to a model or theory from your subject)
• Outcome (‘now what?’), i.e. thinking carefully about what the event/experience means
for you and your ongoing progress as a learner and/or practising professional.
Comparative analysis
‘Best Practice’ or
The issue ‘Model’ Comparative Analysis
Describe what happened Identify what you think best How does best practice / model
practice might be and where it compare with your experience
Set out the facts (be concise)
might be indicated of what happened?
What did we do?
or What are the issues this raises?
Why did we do it?
A model / another way of What other approaches might
How did we do it? doing it that you might be better or more appropriate
compare the situation with, and in the context?
When did we do it?
why the particular model?
How would you do it
differently next time?
Fig 1: A model for comparative analysis

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Guidance on layout and structure
All assignments must meet a high standard of presentation, particularly in the use of written English,
the inclusion of illustrative material and in referencing. Please note the guidelines on layout and
referencing. Care should also be taken to avoid grammatical errors and some guides on good practice
are recommended below.
Each submission should have a front cover, abstract, contents page and a list of illustrations, figures
or any tables used, a glossary of terms used, as well as a list of any appendices. Number the pages. If
you make use of acronyms, include a list of these and do ensure that you write the term in full the first
time you introduce the acronym into the text.
Within the body of the text, the source of tables or statistical information should always be given and
photos, diagrams, etc should always have captions/legends explaining what they show, the source and
be discussed in the text. Avoid the use of copious appendices containing information which is not
clearly explained in the text. Do not leave it to the reader to interpret the data as they may come to
different views from you.
The structure of your submission may depend on the kind of project that you are writing about in
your case study. Final case study reports should include an introduction, main body of the work, and
conclusions with recommendations for future practice. The introduction should set out a clear
direction of the study objectives clearly identified, and context with a coherent overview.
The main body of the work divided into parts that address the project and office, the regulatory
framework, procurement, mobilisation and post mobilization (what happens on site). We are looking
for a comprehensive investigation of high-quality showing evidence of a deep and sophisticated
understanding of, and insight into the full range of ideas, principles and themes in the case study. It
needs to include professional judgement which comes through the critical analysis and reflection
being informed by best practice. It should identify transformative solutions i.e. how might you do
something better or differently next time? We also want to see a comprehensive analysis of the
range of ethical issues raised by project.

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ANNEX 1: Case Study Framework

Principles for writing a case study

1. Describe the issue
• Describe what happened
• What did we do?
• Why did we do it?
• How did we do it?
• When did we do it?
• Set out the facts
2. Describe best practice or a model for comparison
• Identify what you think best practice might be and where it might be
indicated
or
• A model / another way of doing it that you might compare the situation
with, and why the particular model?
3. Comparative analysis and reflection
• How does best practice / model compare with your experience of what
happened?
• What are the issues this raises?
• What other approaches might be better or more appropriate in the
context?
• How would you do it differently next time?

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Case Study Framework
The following framework identifies the topic areas that you should address in the case
study and offers a structure which you may follow , although you may find that a
different structure is more suitable to your specific case study. However, please
remember that the topic areas should still be addressed.
TITLE
CONTENTS
GLOSSARY OF TERMS (if needed)
INTRODUCTION

Briefly summarise the project and describe its key features: When did the project
come into the office? What is the building type and nature of the work? What are
the key milestone dates?

PART 1: The Project

1.1 The office
1.2 Your role in the project
1.3 The client
1.4 The design and construction team
1.5 The appointment and design team appointments
1.6 Fees
1.7 Design Development: key issues
1.8 Sustainability

PART 2: The Regulatory Framework

2.1 Town Planning Consents
2.2 Building Regulations
2.3 CDM Regulations
2.4 Building Safety Act
2.5 Fire and Life Safety
2.6 Equality Act
2.6 Party Walls, Rights to Light and Land Law issues (where relevant)

PART 3 Procurement
3.1 Procurement
3.2 Contract choice
3.3 Tendering process
3.4 Mobilisation phase
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 PART 4 Post-mobilisation
4.1 Contract administration
4.2 The architect’s role
4.3 Variations and change control
4.4 Valuations and payment to contractor
4.5 Quality Control: the architect’s role
4.6 Certification process
4.7 Completion of the project on site

PART 5: Conclusions and Recommendations

5.1 Case study themes
5.2 Key ethical questions
5.3 Summary of critical analysis
5.4 Recommendations for future practice

REFERENCES

APPENDICES
Only put critical additional information in the appendices

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ANNEX 2: Frequently Asked Questions
1. What is my aim?
You have got to be able to convince the oral examiners of your knowledge, understanding and
judgement. In one sense at least this is the end game, although we want you to hang on to that
understanding and knowledge once you have finished Part 3 and indeed we want you to leave
with lots of other useful skills that you will need in your professional lives, such as
communication, the ability to analyse and draw together complex information, articulate an
argument, weigh up ethical dilemmas and so on. The case study is the mechanism which most
helps you develop that through analysis and reflection. The course is designed as a set of
‘building blocks’. It starts with the Law module, and then the Architectural Practice Management
module both of which give you raw material and abstract concepts which you can then use to
help your write the case study. That scholarship and your experience both on other projects and
in other practices as well as your case study project are brought together to inform your analysis
in the case study. Exploring the somewhat abstract concepts covered in the first two modules
and applying them to a real scenario that you have been involved with, at least in part, helps
deepen your knowledge and understanding, and develop your judgement. Your knowledge,
understanding and judgment underpin the oral which is what you are working towards.
2. How does the case study module work, timings etc?
Students are introduced to the case study early in the first semester. They will be put into
tutorial groups and will meet their tutor first sometime during January. They will be able to
discuss their thoughts on what the project is that they intend to write up, and or discuss
whether another project may be more appropriate. There is a draft coursework submission in
mid-March, after which the students receive written feedback, although this is not an assessed
piece of work. The final coursework submission is in mid-June. The written work is given a mark
and feedback is given to help prepare for the oral in September. The final module marks are
released after the October exam board along with the final course result. If the student defers
the coursework submission by six months, then the coursework submission will be in January
with the oral in February, and the exam board is at the end of February/early March.
3. What is the role of the professional tutor?
The professional tutor mentor’s students through the case study and career appraisal, and acts
as the Professional Studies Advisor for the period that the student is on the course. Tutors will
meet their tutees five times between December and the final submission of the coursework. The
professional tutor’s role only applies to the coursework, they do not get involved with the two
exam-based modules (English law, regulations, construction procurement and contracts; and
Architectural Practice Management Modules).
4. What help should I ask my practice for to help me write the case study?
The support you get from your practice when writing a case study is down to your negotiation
with them. We cannot dictate to practices what they should give you. However, to write a
successful case study you will need access to documents about the project, information about
how the practices is run, access to people who can tell you why certain decisions were made, at
the site stage access to site although this can be difficult where the practice is pretty much
excluded from the site.

5. My practice has signed a confidentiality agreement with the client, will the University also
sign one?
The University will not sign non-disclosure agreements (NDA), confidentiality undertakings or
similar.

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 Where the issue is commercial sensitivity it is generally possible to deal with this by not
including the sensitive information in the case study, and only include information that is in the
public domain which we do understand and allow for. We do get very good case studies where
students cannot for example name the client, the exact location of the project or show images
of the totality of the building.
Employees of the University including the course team and the professional tutors have a
confidentiality clause in their employment contracts. Also, it is a condition of employment by us
for examining that oral examiners treat all information they receive from the University
confidentially.
You MUST check with your employer whether the practice is or is likely to be bound by an NDA
on your case study project.
6. Do I have to have a project for a case study when I start the course?
No you don’t. It is a good idea to start having discussions with your practice as soon as you can
so that you can be given access to a project, but we know that things can change. If you have
difficulties in finding a suitable project, this is something that we and your tutor would discuss
with you to explore options. One option may be to defer the coursework submission, but that
decision doesn’t have to be taken until May.
7. What type of project would work for a case study?
The case study framework draws on all the areas of the ARB’s Professional Criteria and these are
the things that you will have to satisfy us and the oral examiners about. The model project on
which the case study framework is based suggests construction of some form of building and an
engagement with the regulatory processes of planning, building regulations, and CDM etc.
Ideally a conventionally understood building, large or small, extension, renovation or
refurbishment. However, we know that architects work on a range of project types in some
quite innovative ways. Indeed, we are interested in innovative forms of practice. So, case studies
have in the past looked at demolition and we have had case studies on projects where the
architect was a sub-consultant responsible for the prefabricated cladding in an underground
station. Also, interiors projects. The issue on all of these is how you tackle those parts of the case
study framework such as Planning where for an interiors project you might not need to make a
planning application. Sometimes people have written this speculatively, or if the interiors project
was part of a new building, but another made the planning application then the student
investigated that. You can see the further away it gets from the conventional, the more creative
you will need to be. Landscape projects on their own really do not provide enough material to
get your teeth into.
8. Does size or procurement type matter?
We have case studies on all sorts of sized projects from domestic extensions to airports. This
would be something to discuss with your tutor. Procurement type doesn’t matter we see al
manner of procurement types and hybrids. What is important is that you understand the role of
the architect and that you can consider what you see against what you might expect to see if
another procurement approach was used.
9. Does the project have to be in the UK?
No, it doesn’t although the practice you are working for must be UK based. We have had very
successful case studies written on projects outside the UK. The main difficulty is access to
information about what is happening on site, so you should keep this in mind.
10. Does the case study project have to be about a current project?
No. The project can be one that has already been completed but not too long ago. A project
completed say three years ago is probably as far back as you can realistically go before you run
into problems with accessing information and other people. However, for this to work it would

Module 7ARCH013W: Professional Case Study. September 2023 15 of 23

 have to be a project you worked on otherwise you simply would not have been close enough to
the action to be able to write knowledgeably.
11. Do I have to have been working on the project from the beginning?
No, you don’t. Most people join it some way down the line, although this depends often on the
size of project and practice.
12. Do I have to have worked on all stages of the project?
No, you don’t. People in large practices working on large projects rarely get to see the whole
project through from start to finish. It is true to say that the more people are involved in the
projects that they write about often the better informed they are about them because they will
have had longer to think about the project and picked up a lot of information on the way.
If you haven’t worked on all stages of the project you will need to look back at the earlier stages
for example look into how it came into the office, how the appointment was set up, what form
of appointment, fees and resources etc. In terms of not being on a project while it is on site then
you should try to find a way of keeping engaged with it so that you can understand what is
happening and why.
13. What project stages should the case study cover?
You are looking at the architect’s role on a project throughout the project life-cycle.
The study should look at how the project came into the office, the form of client architect
appointment (contract). The regulatory context, procurement and construction contract, and
the contract administration process on site e.g. variations, quality control, payments and so on.
(See Table 1: Case Study Framework below).
Above we have noted that you do not have to have worked on all stages of the project and it
may be that the project you are writing about has not yet reached site. It is possible to write
speculatively about what you anticipate would happen during the on-site stage (See Note 21
below). It is easier to write about a project where there has already been some site-based
activity to get your teeth into. Remember that you are trying to demonstrate your
understanding, knowledge and judgement. If your project is not on site, then other than writing
speculatively, the other options discussed below are to defer the submission by 6 or 12 months
(see Note 20 below), or choose a second project that has been or is on site that you can follow
(See Note 17 below).
14. Can I write a case study on a project from my previous practice?
Yes, you can write a case study on a project you worked on when you were at another practice.
The issue with this will be access to information for you to be able to write the account of the
project, and indeed access to other people who worked on it where you need to investigate why
certain decisions were made. Also, if the project is still on site, you will need to get access to
that, so you will need to talk to the practice about writing the case study on their project. Don’t
underestimate the information you will need access to.
15. Can I write about a project in another practice in which I have never worked?
This is really not going to give you enough and anyway you would have to get access to
information and people, as well as get relevant permissions particularly if you are using material
to illustrate your project that is not yours.
16. What if I am working for myself, or I have run a private project for my parents?
While these can provide a lot of valuable experiences, you will have to analyse your decisions
and question yourself to a degree that can become very uncomfortable. You would need to have
a mentor (an architect) and be able to show that you have been talking with your mentor about
the project and the decisions you made. You need to be able to demonstrate that you were
professional in how you undertook it for example did you have professional indemnity
Module 7ARCH013W: Professional Case Study. September 2023 16 of 23
 insurance, did you have the technical competence to undertake it and so on. While people can
learn from such projects, if it was set up badly and run badly, and there was no reflection back
on that during any stage of the project, then examiners would question competence.
17. Can I write about a project when working for an organisation that was (or is) not an
architectural practice?
We have students who are working for clients, developers, project managers, construction
companies, retailers who have an estates department. So, yes you can. You still have to explore
all the areas in the case study framework, so you will need to find a way to address the
architect’s appointment which you can do in various ways.
18. Can I write the case study using more than one project?
Yes. Some people write their case study on two projects (not more) with the split being around
the discussion on Tender (see the framework). This may involve more work because you also
have to introduce the second project with enough information that the sections on say
procurement and post-mobilisation make sense to the reader, but you are still constrained by
the same word count. You will have already covered the appointment, regulatory framework etc
on the first project, so you wouldn’t repeat it when you talk about the second project. People
write on two projects when they have worked on one that has stopped or been delayed and
need a second to make up the rest of the study. Where someone has worked on both projects, I
would advise them to write on just one of the projects.
19. Can I write the case study on a project that I am shadowing?
Far from ideal but yes you can. It is very much the harder option because you have to become
very familiar with it to write about it. It involves much more work and you have to make up for
not experiencing much of it. You need to be able to explain your role on the project, therefore
the closer you are to the action the more informed your writing and analysis will be. To even be
a workable solution, shadowing should involve some form of engagement for example
accompanying the project architect to meetings and taking notes for them. The less engagement
people have had, the less able they are to answer questions at oral about it. We and your
Professional tutor would need to discuss this with you.
20. Does the construction stage have to be completed when I write my case study?
No. It is unusual for someone to see a large project through to completion unless they join it
near the end, or they are working in small practices on small projects when the chances are that
they can see projects through from beginning to the end. However, it is important if you can to
get some exposure to the project on site - much can be gained if the project has been on site for
a few months before the case study submission. It gives you a chance to witness at least some
cycles of typical contract events such as payment, variations (if your project has them),
certification etc.
21. What happens if my project gets delayed?
The course has a self-deferral process where for work-based reasons students can delay the
submission of their coursework by six or twelve months. This affects the coursework only (i.e.
the Professional Case Study and Professional Development Modules), so you would carry on
with the exam modules. If it gets delayed again, we have another mechanism to allow you to
defer submission. Whether or not you decide to use the self-deferral process would follow a
discussion with both your case study tutor (the Professional Tutor) and the course team.
22. What happens if the project is stopped before the construction contract is signed, or it
gets delayed and I don’t have another project at construction stage that I can write about?
If you have been involved in the project for at least part of the time before the construction
stage, then it is possible to speculate about what might happen during construction. This is not
ideal and we would want to discuss this with you before adopting this strategy. It is much easier

Module 7ARCH013W: Professional Case Study. September 2023 17 of 23

 to write speculatively when you have had experience on other projects that have been on site. It
is also easier if you have other projects in the office that are say of the same type (e.g housing
developments) following the same procurement (e.g. D&B) and even better with the same client
and contractor as your project. You would need to be able to say what you would expect to
happen at each stage given the context of the procurement, role of the architect, client type and
possible procurement and construction contract. Identify the sorts of contract events that might
emerge and how these would be dealt with and the role of the architect in that.
23. When do we submit the coursework?
The main submission point is mid-June unless you have self-deferred by six months when it will
be the following January. If you defer for 12 months, then submission will be the following June.
24. What happens after submission?
The coursework is marked by the course team, you are given a provisional mark and feedback
which aims to also prepare you for the orals in September (or February if you have submitted in
January). The mark is provisional because it is part of a composite mark which goes to make up
the Module mark. The oral mark is the other composite mark. The marks for the coursework are
ratified at the October university exam Board (or Feb board) when they are confirmed.
The coursework for both the Professional Case Study and Professional Development modules
are examined at oral. Therefore, it is important to recognise that while you are submitting in
June, your eye should be on the September orals.

Module 7ARCH013W: Professional Case Study. September 2023 18 of 23

ANNEX 3: 7ARCH013W Professional Case Study Marking Scheme 2023
Marking range 80% plus
Please Note:
Target word count*
is 11,000 words
(AC1 to AC8)***
Component Wgt
Introduction 5% Excellent introduction and
and Executive executive summary.
Summary
Discussion 75% An outstanding piece of
and analysis work: All assessment
within the criteria have been met at
an exceptionally high
main body of
standard. (AC1-8)
the study
Work demonstrates
exemplary standard of
critical analysis and/or
originality and creativity.
Exemplary in its use of
ideas, concepts and
theory. Exemplary
analysis of data.
Exemplary level of self-
reflection.
Conforms to the highest
standard that can be
reasonably expected from
a Case Study.
Module 7ARCH013W: Professional Case Study. September 2023
70-79%
Sets out clear direction of
and context with a
coherent overview.
Objectives clearly
identified.
A comprehensive
investigation (AC1) of high
quality showing evidence
of a deep and
sophisticated
understanding of and
insight into the full range
of ideas, principles and
themes in the case study;
including professional
judgement (AC5) critical
analysis (AC3) and
reflection (AC6) informed
by best practice. Identifies
transformative solutions
with insightful arguments
(AC2). Clear insights on all
main themes.
Comprehensive analysis
of the range of ethical
issues raised by project(s).
(AC1 & AC7)
Work demonstrates a high
standard of critical
analysis and/or originality
and creativity. Employs
ideas, concepts and
theories to good effect.
High level of self-
reflection. (AC6)
60-69%
NB: A case study that is
between 10% and 20%
above the target word
count will NOT get a mark
of more than 69%. (AC8)
Sets out clear direction of
and context with a
coherent overview.
Objectives clearly
identified.
Demonstrates breadth
and/or depth of
understanding of the
main ideas, principles and
themes in the case study
(AC1), including process,
professional judgement
(AC5), critical analysis
(AC3) and reflection
informed by best practice
(AC2). Detailed analysis of
range of ethical issues
raised by study project(s)
(AC7). Identifies some
transformative solutions
(AC2).
While the work contains
some very good examples
of critical analysis there is
limited originality and
creativity in use of ideas
and concepts. Very good
level of self-reflection
though some scope for
development. (AC6)
Critical approach lacks the
sophistication required
for a distinction. (AC2 &
AC3)
55-59% 50-54% (Narrow Pass) 40-49% 39% and less
NB: A case study that is NB: A case study that is NB: A case study that is NB: A case study that is
between 20% and 30% between 30% and 40% more than 40% above the more than 40% above the
above the target word above the target word target word count will target word count will
count will NOT get a mark count will NOT get a NOT pass. (AC8) NOT pass. (AC8)
of more than 59%. (AC8) markof more than 54%.
(AC8)
Main objectives of the Main objectives of the No clear focus to the Little understanding of
case study covered to a case study covered to a introduction and poorly what was required.
competent standard. competent standard. developed contextual Limited or no
description. introduction.
Shows evidence of a Shows evidence of some Little to no analysis, All aspects of the study
sound grasp of the main understanding of the significant area(s) not have been handled
ideas, principles and main ideas, principles and covered including in insufficiently with no
themes (AC1) in the case themes (AC1) in the case particular fire and life understanding and/or
study including study including safety, and sustainability confusion of techniques
professional judgement professional judgement (AC1). Little evidence of used. Key area(s) are not
(AC5) critical analysis (AC5) critical analysis critical thought (AC3) or addressed. (AC1 to AC8)
(AC3) and reflection (AC3) and reflection reflection (AC6), or
informed by best practice. informed by best practice. professional judgement
Some indications of Some indication of (AC5); little evidence of The treatment is
transformative solutions understanding of best application of best predominantly
that could be applied to practice that could be practice. (AC2) descriptive. Whilst the
improve practice (AC2). applied (AC2). Some work contains some
Some consideration of consideration of ethical evidence of criticality or
ethical issues raised by issues raised by study Poor articulation of analysis, it is too limited
study (AC7). (AC7). processes involved in or partial or lacking in
design and construction of depth to justify a pass
the project in its particular (AC3, AC5 & AC6).
Conscientious work and Balanced more towards a context. Little or no
attentive to subject descriptive rather than a demonstration of an
matter and/or task set, critical, analytical understanding of the
but balanced more treatment. ethical issues raised by
towards a descriptive the case study. (AC7)
rather than a critical,
analytical treatment. Contains some useful
observations (AC6), but Work shows some
insights offered are very understanding of the
Contains some useful limited in scope and topic and some relevant
observations (AC6), but sophistication. knowledge, but its
insights offered are very treatment is superficial
limited in scope and and construction of
sophistication. arguments lacks the
sophistication. (AC3)
Grasp of key concepts is
weak.
19 of 23
 Conclusions 10% Excellent and succinctly Concrete points that have Concrete points and Conclusion provides Conclusion provides Conclusion provides little Conclusions and
and Recom- written conclusion. the potential to make a recommendations generic points that lack generic points that lack evidence of thought given recommendations absent
mendations Action-oriented significant contribution to supported in the clear focus. Picks up some clear focus. Picks up some to what was learned from or unformed. (AC4)
recommendations practice. Clear set of discussion and analysis, ethical issues. Some ethical issues. Some the case study and what
demonstrating a deep action-oriented including critical ethical recommendations for recommendations for the recommendations
understanding of issues recommendations setting issues. Clear set of action- improved performance improved performance might be. (AC4)
raised. (AC4) out transformative oriented but unclear in their focus. but unclear in their focus.
solutions. (AC4) recommendations. (AC4) (AC4) (AC4)

Overall 10% Write-up Write-up Write-up Write-up Write-up Write-up Write-up

quality and Exemplary standard of Excellent write-up – A Well written with clear Writing is not fully Writing is not fully Writing is poor, Very poorly written, poor
ability to written English. high standard of written logical structure and good coherent, rushed, and coherent, rushed, and unstructured, some parts readability. Significant
communicate Outstanding write-up with English, structure, presentation of data with contains some errors or contains some errors or missing, contains some typographical errors.
complex no faults. grammar and references – good and accurate use of irrelevant material. A irrelevant material. A typographical errors, Unsatisfactory standard of
information with only minor faults, reference material. A very reasonable standard of reasonable standard of writing needing significant written English; too many
Written communication, highly readable, good standard of written written English. written English. improvement. serious errors present.
effectively including use of subject- extremely clear with English, with only minor Weaknesses undermine
specific language, is of excellent structure. errors present. Lacks the clarity of meaning. Text
highest standard that can sophistication required occasionally
be reasonably expected at for a distinction. incomprehensible.
this level.

Presentation Presentation Presentation Presentation Presentation Presentation Presentation

Exemplary presentation: A high standard of A very good standard of A satisfactory standard A satisfactory standard Submission fails to meet Poor standard, lacking
including diagrams, presentation: including presentation: including achieved: mostly clear, achieved: mostly clear, the presentational sufficient clarity, and a
images; clear, logical, diagrams, images; clear, diagrams, images; clear, some evidence of logical some evidence of logical standard required for a logical progression, with
imaginative, creative and logical and errors are mostly logical, and errors progression. Some progression. Some Pass at this level. Some serious errors/
original. Conforms to the mostly minor. (AC8) are mostly minor. Lacks diagrams, images included diagrams, images included errors may be of a more inaccuracies. Very poor
highest standard that can the presentational but more could have been but more could have been serious nature. Work presentation of
be reasonably expected sophistication required used; Some minor used; Some minor rushed to completion. diagrammatic material
from a this level. (AC8) for a distinction. (AC8) inaccuracies. There may be inaccuracies. There may be (AC8) (diagrams/ images). (AC8)
a number of flaws in a number of flaws in
structure, some of them structure, some of them
serious. (AC8) serious. (AC8)

NOTE:
Weighting of sections (Wgt):
• Introduction and Executive Summary: represents 5% of the written coursework mark.
• Discussion and analysis within the main body of the study (i.e. Parts 1 to 4 in the case study framework): represents 75% of the written coursework mark.
• Conclusions and Recommendations: represents 10% of the written coursework mark.
• Overall quality and ability to communicate complex information effectively: represents 10% of the written coursework mark.
*The word count (11,000 words) covers the main text but does not include: picture captions (no longer than 75 words); tables; footnotes; references; bibliography; and
appendices.
Please remember that footnotes and appendices may not be read so don't put key information that you want people to read in these.
***AC1; AC2; AC3; etc refers to Assessment Criteria

Module 7ARCH013W: Professional Case Study. September 2023 20 of 23

7ARCH013W Professional Case Study

Assessment Criteria (AC) – Written report

AC8. Preparing a clear and comprehensive investigation addressing significant areas of practice and
undertake analysis of complex data (LO1 to LO11)
AC9. Critically evaluate improvements to performance from the application of ‘good/best practice’ to
professional experience (LO1 to LO11)
AC10. Demonstrate a high level of critical analysis and responses to existing practices (LO1 to LO11)
AC11. Make detailed conclusions on existing practice and critically discuss new concepts and approaches
and generate transformative solutions (LO1 to LO11)
AC12. Show professional judgement and make connections between known and unknown areas to allow
for adaptation and change (LO1 to LO11)
AC13. Demonstrate personal reflection to analyse and critically evaluate professional workplace experience
(LO1 to LO11)
AC14. Demonstrate critical ethical dimension to professional practice (LO11)
AC15. Communicate complex information clearly and effectively (LO1 to LO11)

Module Learning Outcomes

On successful completion of the module a candidate will be able to analyse and evaluate complex, incomplete or
contradictory data and make judgements including arguing for alternative approaches relating to architectural
practice relating to the: (Note: References to the ARB Professional Criteria are in brackets)

LO 1: Range of services offered by architects and delivery of those services in a manner prioritising the
interests of the client and other stakeholders. (PC2)
LO 2: Forms and terms of appointment, the means of professional remuneration, relevant legislation, the
execution of appropriate programmed and co-ordinated project tasks. (PC2)
LO 3: Methodological approaches to establishing client needs and the briefing process, appropriate
communication, programming, coordination and competent delivery. (PC2)
LO 4: Business priorities, management processes required and risks of running an architectural practice
(PC4)
LO 5: Nature of legal business entities, office systems, administration procedures and the relevant
legislation. (PC4)
LO 6: Methodological approaches to the processes undertaken to ensure compliance with legal
requirements or standards. (PC3)
LO 7: Interaction with statutory and private bodies or individuals to competently deliver projects within
diverse legislative frameworks. (PC3)
LO 8: UK construction and contract law, construction procurement processes and the roles of built
environment professionals. (PC5)
LO 9: Planning of project-related tasks, co-ordinating and engaging in design team interaction, executing
effective contract communication and resolving construction-related challenges and disputes. (PC5)
LO 10: Contractual relationships, the obligations upon an architect acting as contract administrator, job-
related administrative systems and the management of projects in the context of the candidate’s
professional experience. (PC5)
LO 11: Ethical dimension to architectural practice and managing the implications of ethical dilemmas. (PC1)

Module 7ARCH013W: Professional Case Study. September 2023 21 of 23