Course syllabus for Values in built environment

Course syllabus adopted 2026-02-16 by Head of Programme (or corresponding).

Overview

  • Swedish nameDen byggda miljöns värde
  • CodeARK660
  • Credits15 Credits
  • OwnerTAFFS
  • Education cycleFirst-cycle
  • Main field of studyCivil and Environmental Engineering
  • DepartmentARCHITECTURE AND CIVIL ENGINEERING
  • GradingTH - Pass with distinction (5), Pass with credit (4), Pass (3), Fail

Course round 1

  • Teaching language Swedish
  • Application code 60121
  • Maximum participants60
  • Open for exchange studentsNo
  • Only students with the course round in the programme overview.

Credit distribution

0117 Project 15 c
Grading: TH		 15 c

In programmes

Examiner

Eligibility

General entry requirements for bachelor's level (first cycle)
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements

Specific entry requirements

The same as for the programme that owns the course
Applicants enrolled in a programme at Chalmers where the course is included in the study programme are exempted from fulfilling the requirements

Course specific prerequisites

ARK530 - Property and contract law
BOM225 - Management and organisation in the construction sector
TEK526 - Accounting and financial management
MVE491 - Mathematics, statistics and methods or MVE492 - Statistical models and methods
or equivalent courses.

Aim

The overarching aim of the course is to provide a foundational understanding of value creation in urban development. The course seeks to establish a basic comprehension of, and strategic skills for, developing the built environment, as well as insight into the fact that there is no universal standard or uniform terminology by which valuations are made or can be made. The course primarily adopts a developer’s perspective but also addresses the perspectives of various actors and stakeholder groups regarding value creation.

Learning outcomes (after completion of the course the student should be able to)

Knowledge and understanding
After completing the course, the student shall be able to:
1. Explain how value creation occurs in planning, construction, and management from the perspectives of different actors (e.g. clients/developers, users, property owners, and society).
2. Account for key concepts related to value and valuation in the built environment, such as economic, social, cultural, and environmental values, and their interrelationships.

Skills and abilities
After completing the course, the student shall be able to:
3. Analyse how different types of values (economic, social, cultural, and environmental) emerge, interact, and may come into conflict in built environment projects.
4. Apply methods, tools, and models to identify and analyse stakeholders, their interests and influence, as well as uncertainties and value factors that may arise in the early stages of different built environment projects.
5. Communicate, integrate, and justify one’s own positions orally and in writing in relation to value creation in the built environment.

Judgement and approach
After completing the course, the student shall be able to:
6. Critically reflect on how different actors’ drivers and values influence decisions and outcomes in built environment development, and the consequences this may have for different actors and groups.
7. Assess value creation strategies and priorities from economic, social, and environmental sustainability perspectives.

Content

A particular focus is dedicated to the client role, investment decisions, and stakeholder analyses. The course aims to develop the student's ability to account for fundamental values in construction, such as the functional value of buildings as well as the market value of properties, for example, how quality and sustainability are balanced against costs. The course provides various perspectives on the value of a property, both as a market asset and as an asset for the owner, as well as its value-creating effects on a tenant's operations. Key processes throughout a property's lifecycle (both at the area and object levels) are highlighted to shed light on the drivers and incentives for property development, based on different value parameters, including from a sustainability perspective.

Organisation

The course includes the following elements:
  • Lectures and guest lectures; aiming to introduce the literature providing an overview of theories, perspectives, vocabulary, and concepts that are relevant for the course topic. The lectures are not sufficient in themselves to acquire comprehensive theoretical knowledge; hence students are expected to take extensive responsibility for reading and internalising relevant literature.
  • Mandatory attendance in certain lectures.
  • Hand-in assignments in relation to the course literature and individual learning.
  • Project assignment with the aim of developing own proposals and to develop skills in communicating values in the built environment, both in writing and orally. Includes analyses of current development projects providing basic orientation in current practice. The project work may also include assessment tasks of other group's results.

Literature

Tidiga skeden i planering, bygg och förvaltning av Ryd, Nina, 2017, Förlag: Svensk Byggtjänst

The course book is handed out at the start of the course.

Examination including compulsory elements

To pass the course it is required to have full attendance in mandatory lectures and approved hand-in assignments.

The project task is done in groups and includes a written report, oral presentations and could include opposition of another group's report. The group task aims to synthesize and reflect on the knowledge given in the course.

In addition, participation in mandatory lectures, workshops and in the presentation of the project task are required.

The level of the final grade depends on the overall rating of the hand-in assignments. Some hand-in assignments may be completed by using Inspera/digital tools that prohibits use of AI tools.

The course examiner may assess individual students in other ways than what is stated above if there are special reasons for doing so, for example if a student has a decision from Chalmers about disability study support.