033 Planning and Infrastructure, bachelor


Planning and Infrastructure provides a basic introduction to the design of land use plans and infrastructure systems viewed from a socially sustainable perspective.

The study programme is designed according to the General Plan for Engineering Education set by the Ministry of Education 3 February 2011. For students who were admitted to the study programme in 2011 or before, please refer to the study programme and curriculum for the relevant year.

The study programme may be subject to changes.

Target Group and Admission Requirements

General admission requirements + Physics 1 and Mathematics R1 + R2, or

1-year Preparatory Course for Engineering or

Applicants who have successfully completed the 2-year technical college programme (curriculum 1998-1999 or earlier) or

Applicants who have successfully completed a technical college programme (pursuant to the Act Relating to Tertiary Vocational Education of 2003) - they must be able to document knowledge equivalent to R1 + R2 and Physics 1.

Three-semester arrangement (TRES)

The “three-semester arrangement” (TRES) allows admission to engineering programmes for applicants who fulfill general admission requirements / prior experiential learning, but who lack the special admission requirements for mathematics and / or physics.

Aim of the Programme

The study programme provides a broad introduction to key issues in building, construction and the property sector with a focus on land use planning and infrastructure systems.

Construction engineers are involved in planning, design and construction of construction projects and infrastructure systems. The study programme emphasizes the planning of land use in relation to infrastructure systems from a sustainable perspective.

Upon successfully completing the study programme the candidate will be eligible to apply for positions in consulting engineering firms, construction and contracting companies, property development companies, roads administration, and the public sector in general (municipal, county and state) as well as in the areas of education, research, sales and marketing.

Successful candidates may also apply for admission to Master’s degree programmes in Energy and Environmental Technology or Process Technology at Telemark University College, or Master’s degree studies in the subject area at other colleges and universities in Norway and abroad (candidates will need to select Mathematics III as an elective course in order to do so).

Learning outcome

A candidate who has successfully completed the 3-year Bachelor’s degree programme in Planning and Infrastructure will have achieved the following overall learning outcomes defined in terms of knowledge, skills and overall competence:


The candidate:

- Has extensive knowledge that provides an overall perspective on engineering in general, with specialization in the subject area of planning and infrastructure systems. Key topics include physical land use planning and infrastructure systems such as roads and railways, water and waste water and energy supply systems viewed from a sustainable perspective.

- Has basic knowledge of mathematics, statistics, physics, economics, project methodology, ICT and HSE (health, safety and environment) and is able to integrate these elements in land use plans and the construction and planning of infrastructure projects.

- Has knowledge of technological developments in building and construction and the construction engineer’s role in society, and has knowledge of the social, environmental, ethical and economic implications of land use planning and infrastructure projects.

- Has knowledge of the research challenges in the field of planning and infrastructure and the relevant methods and ways of working within the field of engineering.

- Is able to update his/her knowledge through literature searches and contact with academic communities and interest groups, and through practical experience.


The candidate:

- Is able to apply knowledge and relevant results from research and development in solving theoretical and practical problems in the field, and to justify his/her choices.

- Possesses professional digital skills in the field of engineering, and is able to use digital design tools as a basis for analytical, structured, targeted and innovative project work.

- Is able to identify, formulate, define, plan and implement construction engineering projects, assignments, tests and experiments, both independently and in multidisciplinary teams.

- Is able to find, evaluate, use and critically refer to relevant information and scholarly subject matter. He/she will also be able to present and discuss this information and subject matter so that it highlights an issue, both orally and in writing within the specialized subject area.

- Is able to contribute to new thinking, innovation and entrepreneurship in the development and implementation of sustainable and socially useful land use plans and infrastructure solutions.

General competence

The candidate:

- Is aware of the environmental, health, social and economic impacts of products and solutions within his/her field and is able to place them in ethical and long-term perspectives.

- Is able to communicate knowledge of the field of construction engineering to different kinds of audiences, orally and in writing, in Norwegian and English, and is able to demonstrate the importance of infrastructure technology and its impact on society.

- Is able to reflect on his/her professional practice, individually and in teams, and in interdisciplinary contexts, and make relevant adjustments in relation to current work situations.

- Is able to participate actively in academic discussions, show respect for and openness to other disciplines and contribute to interdisciplinary work.

Curriculum and structure

Code Course title Credits O/V *) Credits pr. semester
  S1(A) S2(V) S3(A) S4(V) S5(A) S6(V)
PRG106 Prosject Methodology, ICT and Economics 10.00 O 10          
Total: 30 30 30 30 0 30
*) O - Mandatory course, V - Optional course

Code Course title Credits O/V *) Credits pr. semester
  S1(A) S2(V) S3(A) S4(V) S5(A) S6(V)
FB5112 Student Enterprise 20.00 V           20
Total: 0 0 0 0 50 0
*) O - Mandatory course, V - Optional course


Students who wish to take the course FB5112 Student Business Venture must first complete the course FBV5312 Entrepreneurship.

FBV5006 Mathematics III is recommended for students wishing to take a Master’s degree in engineering subjects.

Students can apply to have other courses approved as replacements for elective courses at Telemark University College’s and other higher education institutions.


The study programme’s course descriptions include learning outcomes, detailed topics, teaching methods, assessment and learning materials.

The curriculum is based on the distribution of courses pursuant to requirements of the Regulations for the National Curriculum of Engineering FOR 2011-02-03.


Students who choose the option of taking the Student Business Venture course must take the course Entrepreneurship in the 5th semester.

Mathematics III is required for students who wish to seek admission to Master’s degree programmes in engineering.

Students who have taken other courses at Telemark University College and other institutions may apply to have them approved as replacements for elective subjects. It is important that the selected elective subjects meet the learning outcomes of the study programme.

All the elective courses are given on condition that at least 10 students have registered for the course.

The Bachelor’s dissertation should be based on real social and business issues or research. In other words, it should be linked to business activities in the private or public sector, research activities of the college, or other aspects of an engineer’s work.


The Faculty of Technology emphasizes the candidate’s opportunities for completing parts of their studies abroad and they endeavour to develop professionally relevant and qualitatively effective learning arenas.

Engineering studies offer a comprehensive programme for international activities. Apart from teacher exchanges, research and cooperation with regard to the development of modules and curricula, the faculty offers a student exchange programme for students who wish to pursue part of their regular bachelor’s degree abroad. The student exchange agreements are linked to international networks and bilateral agreements. Exchange agreements have been established with colleges and universities in Belgium, Denmark, France, Italy, Portugal, Spain, Germany, Ukraine, United States, China, Nepal and Sri-Lanka. Students enrolled on Bachelor’s degree programmes in engineering may enter into agreements with foreign universities for one or two semesters.

It is recommended that students schedule their period of study abroad in the 4th and/or 5th semester.

Students wishing to take part of their education abroad must have completed one year of higher education, have made good progress in their studies and achieved an average grade equivalent to C or better.

Teaching and Learning Methods

Various teaching methods are used in the instruction: classroom teaching, laboratory instruction, and the use of computer tools. The Bachelor’s degree programme at the Faculty of Technology is project-oriented in that many of the courses are conducted as projects. This pedagogical method gives students greater responsibility for their own learning as well as experience with problem analysis, seeking information and problem solving. Work is done in groups, often in close cooperation with local businesses.

The study programme also includes field trips to local industrial facilities. Guest lecturers from business and industry are invited to deliver lectures.

Theory and Practical Training

The student’s dissertation should be anchored in the courses the candidate has taken in the previous five semesters. Candidates will integrate previously acquired knowledge and demonstrate their ability to acquire new knowledge in solving an engineering problem. This work will demonstrate the candidate’s ability to work independently in a team. It is particularly important that the dissertation is viewed in a holistic perspective. It should be based on real social and business issues, or research. In other words, it should be linked to business activities in the private or public sector, research activities of the college, or other aspects of an engineer’s work.

It is possible to select the option of taking the Student Business Venture course instead of writing a dissertation based on an engineering question. This will give the candidate an opportunity to develop capabilities in innovation and entrepreneurship. In the Student Business Venture course the candidate will develop and implement a business idea, and start, operate and close a business venture.

Assessment Methods

Telemark University College examination regulations adopted by the board December 15th, 2005 apply to all examinations and include all assessments that form the basis for a grade (cf. regulation § 1).

The study programme uses several different forms of assessment: examinations, projects, laboratory exercises and assignments.

The description of the particular assessment methods and criteria are given in the individual course descriptions.

Minor adjustments may occur during the academic year, subject to the decision of the Dean

Publisert av / forfatter Unni Stamland Kaasin <Unni.S.KaasinSPAMFILTER@hit.no>, last modified Ian Hector Harkness - 09/07/2012