Pub Date : 2020-06-28DOI: 10.1080/15578771.2020.1786482
Simon Adamtey
ABSTRACT In design-build (DB), owners use procurement methods such as best value, qualification-based and sole source to offer a more objective approach when selecting design-builders. The aim of this study was to provide an empirical analysis that can assist the procurement method decision by examining how different project characteristics influence the procurement method selection and comparing DB project performance within the different procurement methods. The study statistically analyzed 160 DB projects completed between 2008 and 2019 worth over $14 billion. The results showed that best value is the most predominantly used procurement method and project characteristics such as project type, owner type, and contract method affect the selection of procurement methods significantly. Best value procurement is more likely to use lump sum contracts while qualification based is more likely to use GMP. Civil infrastructure projects and public owners tend to use best value more frequently while private owners use qualification based more often. In terms of performance comparison, projects with qualification-based procurement have better schedule performance while those with sole source have better cost performance. The findings provide practical considerations for owners in selecting the right procurement method for their projects, which can lead to improved delivery of DB projects.
{"title":"An Empirical Study to Assist Owners in Selecting the Right Procurement Method for Design-Build Projects","authors":"Simon Adamtey","doi":"10.1080/15578771.2020.1786482","DOIUrl":"https://doi.org/10.1080/15578771.2020.1786482","url":null,"abstract":"ABSTRACT In design-build (DB), owners use procurement methods such as best value, qualification-based and sole source to offer a more objective approach when selecting design-builders. The aim of this study was to provide an empirical analysis that can assist the procurement method decision by examining how different project characteristics influence the procurement method selection and comparing DB project performance within the different procurement methods. The study statistically analyzed 160 DB projects completed between 2008 and 2019 worth over $14 billion. The results showed that best value is the most predominantly used procurement method and project characteristics such as project type, owner type, and contract method affect the selection of procurement methods significantly. Best value procurement is more likely to use lump sum contracts while qualification based is more likely to use GMP. Civil infrastructure projects and public owners tend to use best value more frequently while private owners use qualification based more often. In terms of performance comparison, projects with qualification-based procurement have better schedule performance while those with sole source have better cost performance. The findings provide practical considerations for owners in selecting the right procurement method for their projects, which can lead to improved delivery of DB projects.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"151 1","pages":"67 - 84"},"PeriodicalIF":0.0,"publicationDate":"2020-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76831299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-26DOI: 10.1080/15578771.2020.1785062
Amirali Shalwani, Brian C. Lines
ABSTRACT Public institutions seek to maintain their built-environment assets by allocating sizable budgets to small construction projects that renovate or expand upon existing facilities. Small building projects can encounter many issues, which must be effectively managed by the project team to avoid negative performance outcomes. Yet relatively little research has investigated issue management within small building projects. This study’s objectives were to quantify the frequency with which various issues arise during the construction phase and to identify the timing of the project team’s corresponding actions to manage each issue. The study’s dataset consisted of 881 small building projects, including 5,236 individual issues that the project teams identified, monitored, and resolved during the construction phase. Results show that the most frequently occurring issues were designer and owner related. Design errors and omissions and unforeseen concealed conditions were typically identified and resolved the earliest in the schedule, whereas contractor-related issues were typically the last to be identified and resolved. Owner scope changes and unforeseeable events required the longest monitoring periods before the resolution was reached. This study contributes to the body of knowledge by identifying the most frequent issues and the timing with which they were identified, resolved, and monitored by the project team.
{"title":"An Empirical Analysis of Issue Management in Small Building Construction Projects","authors":"Amirali Shalwani, Brian C. Lines","doi":"10.1080/15578771.2020.1785062","DOIUrl":"https://doi.org/10.1080/15578771.2020.1785062","url":null,"abstract":"ABSTRACT Public institutions seek to maintain their built-environment assets by allocating sizable budgets to small construction projects that renovate or expand upon existing facilities. Small building projects can encounter many issues, which must be effectively managed by the project team to avoid negative performance outcomes. Yet relatively little research has investigated issue management within small building projects. This study’s objectives were to quantify the frequency with which various issues arise during the construction phase and to identify the timing of the project team’s corresponding actions to manage each issue. The study’s dataset consisted of 881 small building projects, including 5,236 individual issues that the project teams identified, monitored, and resolved during the construction phase. Results show that the most frequently occurring issues were designer and owner related. Design errors and omissions and unforeseen concealed conditions were typically identified and resolved the earliest in the schedule, whereas contractor-related issues were typically the last to be identified and resolved. Owner scope changes and unforeseeable events required the longest monitoring periods before the resolution was reached. This study contributes to the body of knowledge by identifying the most frequent issues and the timing with which they were identified, resolved, and monitored by the project team.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"12 1","pages":"352 - 372"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88807443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-22DOI: 10.1080/15578771.2020.1777488
Amirali Shalwani, Brian C. Lines
ABSTRACT Small building construction projects are common in the public institutional sector, resulting in cumulative portfolios that are quite sizable for institutions to oversee. Despite their collective volume, relatively little research has focused on the performance of such projects. This study investigated a sample of 881 small building construction projects from 19 public institutions to empirically quantify their performance across different project size categories. Results showed cost growth to be inversely proportional to project size, whereas schedule growth was directly proportional. Further, the root causes of cost and schedule growth were examined to shed light on the specific challenges that most affect small building projects. Owner-caused scope changes and other internal issues within the owner organization were the primary causes of cost and schedule growth, whereas contractor-caused deviations and unforeseen weather conditions were the least problematic causes. Causes of cost and schedule growth tended to behave similarly across project size categories, such that owner-caused deviations were the most prevalent for all project sizes (and, similarly, unforeseen weather conditions were the least). These results can help project teams focus on the causes that result in the greatest cost and schedule growth and thereby take proactive measures to minimize negative impacts to project performance.
{"title":"An Empirical Analysis of the Causes of Cost and Schedule Growth for Small Healthcare and Educational Construction Projects","authors":"Amirali Shalwani, Brian C. Lines","doi":"10.1080/15578771.2020.1777488","DOIUrl":"https://doi.org/10.1080/15578771.2020.1777488","url":null,"abstract":"ABSTRACT Small building construction projects are common in the public institutional sector, resulting in cumulative portfolios that are quite sizable for institutions to oversee. Despite their collective volume, relatively little research has focused on the performance of such projects. This study investigated a sample of 881 small building construction projects from 19 public institutions to empirically quantify their performance across different project size categories. Results showed cost growth to be inversely proportional to project size, whereas schedule growth was directly proportional. Further, the root causes of cost and schedule growth were examined to shed light on the specific challenges that most affect small building projects. Owner-caused scope changes and other internal issues within the owner organization were the primary causes of cost and schedule growth, whereas contractor-caused deviations and unforeseen weather conditions were the least problematic causes. Causes of cost and schedule growth tended to behave similarly across project size categories, such that owner-caused deviations were the most prevalent for all project sizes (and, similarly, unforeseen weather conditions were the least). These results can help project teams focus on the causes that result in the greatest cost and schedule growth and thereby take proactive measures to minimize negative impacts to project performance.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"20 1","pages":"277 - 296"},"PeriodicalIF":0.0,"publicationDate":"2020-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81728976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-16DOI: 10.1080/15578771.2020.1777487
Mohammed Hashem M. Mehany, Richard J. Gebken
ABSTRACT In 2014, the American Council for Construction Education (ACCE), the leading accreditation body for construction degree programs, formally approved new student learning outcome (SLO) based standards. As degree programs across the country begin to adopt these guidelines, it is important to assess the ability of these SLOs to address the needed knowledge base for new college graduates. This study is an attempt to gauge perceptions of ACCE’s Bachelor Degree SLOs and identify similarities and/or differences in both topic importance and cognition level recommendations between industry practitioners, faculty, and students. The data indicate that while there is strong alignment within each stakeholder group, there are few areas of agreement on topic importance between groups outside of the top and bottom ranking items. These include the highest importance being assigned to analyzing construction documents for planning and management of construction processes; and, the lowest importance generally being sustainable principles and surveying. The data also indicate that there is generally strong agreement between all stakeholders on the cognition levels for most SLOs. Lastly, the data reveal that there is no correlation between an SLO’s perceived importance and its expected cognition level – an indicator that there is no association between knowledge breadth and depth.
{"title":"Assessing the Importance and Cognition Level of ACCE’s Student Learning Outcomes: Industry, Educator, and Student Perceptions","authors":"Mohammed Hashem M. Mehany, Richard J. Gebken","doi":"10.1080/15578771.2020.1777487","DOIUrl":"https://doi.org/10.1080/15578771.2020.1777487","url":null,"abstract":"ABSTRACT In 2014, the American Council for Construction Education (ACCE), the leading accreditation body for construction degree programs, formally approved new student learning outcome (SLO) based standards. As degree programs across the country begin to adopt these guidelines, it is important to assess the ability of these SLOs to address the needed knowledge base for new college graduates. This study is an attempt to gauge perceptions of ACCE’s Bachelor Degree SLOs and identify similarities and/or differences in both topic importance and cognition level recommendations between industry practitioners, faculty, and students. The data indicate that while there is strong alignment within each stakeholder group, there are few areas of agreement on topic importance between groups outside of the top and bottom ranking items. These include the highest importance being assigned to analyzing construction documents for planning and management of construction processes; and, the lowest importance generally being sustainable principles and surveying. The data also indicate that there is generally strong agreement between all stakeholders on the cognition levels for most SLOs. Lastly, the data reveal that there is no correlation between an SLO’s perceived importance and its expected cognition level – an indicator that there is no association between knowledge breadth and depth.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"3 1","pages":"333 - 351"},"PeriodicalIF":0.0,"publicationDate":"2020-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90111282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-10DOI: 10.1080/15578771.2020.1777489
Brian C. Lines, Raghu Kakarapalli, Phuong H. D. Nguyen
ABSTRACT Although construction owners have long utilized Best-Value (BV) procurement within alternative delivery, they have historically been less willing to do so when selecting contractor teams in traditional Design-Bid-Build (D-B-B). In D-B-B, the availability of 100% complete construction documents implies that the lowest bidder should be selected. As conventional wisdom suggests, why select a more expensive contractor only to receive an equivalent scope of work in return? In response to this question, this study investigated the full cost implications to owners who utilized BV procurement within 118 D-B-B projects. Because BV involves potentially selecting a contractor whose bid is more expensive than the lowest bidder, an attempt was made to measure the cost of the selected contractor relative to the low bid alternative. Results indicated that while BV-procured contractors do come at a premium on average, they still provide lower bids than the market rate. Further, employing BV-procured contractors can be beneficial to owners in terms of project cost and schedule performance. This study contributes to the body of knowledge by developing two new metrics–the BV Premium and Total BV Cost–to quantitatively measure the project cost implications for owners who employ BV procurement to buy construction services within D-B-B.
{"title":"Does Best Value Procurement Cost More than Low-Bid? A Total Project Cost Perspective","authors":"Brian C. Lines, Raghu Kakarapalli, Phuong H. D. Nguyen","doi":"10.1080/15578771.2020.1777489","DOIUrl":"https://doi.org/10.1080/15578771.2020.1777489","url":null,"abstract":"ABSTRACT Although construction owners have long utilized Best-Value (BV) procurement within alternative delivery, they have historically been less willing to do so when selecting contractor teams in traditional Design-Bid-Build (D-B-B). In D-B-B, the availability of 100% complete construction documents implies that the lowest bidder should be selected. As conventional wisdom suggests, why select a more expensive contractor only to receive an equivalent scope of work in return? In response to this question, this study investigated the full cost implications to owners who utilized BV procurement within 118 D-B-B projects. Because BV involves potentially selecting a contractor whose bid is more expensive than the lowest bidder, an attempt was made to measure the cost of the selected contractor relative to the low bid alternative. Results indicated that while BV-procured contractors do come at a premium on average, they still provide lower bids than the market rate. Further, employing BV-procured contractors can be beneficial to owners in terms of project cost and schedule performance. This study contributes to the body of knowledge by developing two new metrics–the BV Premium and Total BV Cost–to quantitatively measure the project cost implications for owners who employ BV procurement to buy construction services within D-B-B.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"38 1","pages":"85 - 100"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90531232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-25DOI: 10.1080/15578771.2020.1758254
Jayantha Wadu Mesthrige, Patrick T. I. Lam, Y. Chiang, T. Samarasinghalage
ABSTRACT Case-based learning (CBL) is a teaching method used in many disciplines of tertiary education. Based on a questionnaire survey and focus group discussions, the perception of the real estate and construction students on CBL in enhancing professional competencies was evaluated. A total of 278 undergraduate students at the Hong Kong Polytechnic University participated in the study. A series of 8 cases related to construction economics and finance were mounted on an electronic platform, which forms the basis of continuous assessment for two undergraduate subjects taken by year-2 and year-3 full-time and part-time students. Results revealed that students perceive CBL as effective in enhancing problem-solving skills, leading to improvement of motivation and promotion of effective group collaboration and fostering self-directed learning. A comparison was then made on the effectiveness of CBL in terms of examination and course work performance between 2013/14 (control group) and the 2014/15 (treatment group) academic years. The results clearly revealed that the introduction of CBL has improved students’ performance significantly. However, as this was their first exposure to CBL, students did experience stress and some lack of confidence, increased workload, and uncertainty. Overall, the findings encourage an active CBL pedagogical approach in construction and real estate curricula.
{"title":"Effectiveness of Case-based Learning: Views of Construction and Real Estate Students","authors":"Jayantha Wadu Mesthrige, Patrick T. I. Lam, Y. Chiang, T. Samarasinghalage","doi":"10.1080/15578771.2020.1758254","DOIUrl":"https://doi.org/10.1080/15578771.2020.1758254","url":null,"abstract":"ABSTRACT Case-based learning (CBL) is a teaching method used in many disciplines of tertiary education. Based on a questionnaire survey and focus group discussions, the perception of the real estate and construction students on CBL in enhancing professional competencies was evaluated. A total of 278 undergraduate students at the Hong Kong Polytechnic University participated in the study. A series of 8 cases related to construction economics and finance were mounted on an electronic platform, which forms the basis of continuous assessment for two undergraduate subjects taken by year-2 and year-3 full-time and part-time students. Results revealed that students perceive CBL as effective in enhancing problem-solving skills, leading to improvement of motivation and promotion of effective group collaboration and fostering self-directed learning. A comparison was then made on the effectiveness of CBL in terms of examination and course work performance between 2013/14 (control group) and the 2014/15 (treatment group) academic years. The results clearly revealed that the introduction of CBL has improved students’ performance significantly. However, as this was their first exposure to CBL, students did experience stress and some lack of confidence, increased workload, and uncertainty. Overall, the findings encourage an active CBL pedagogical approach in construction and real estate curricula.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"12 1","pages":"318 - 332"},"PeriodicalIF":0.0,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72810557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-02DOI: 10.1080/15578771.2020.1757536
C. Farrow, Eric M. Wetzel
ABSTRACT Learning spaces that engage students actively are becoming more common. Active learning spaces are designed to facilitate collaboration between students as they engage in problem solving, communication, and teamwork. Recently, Auburn University installed an active learning space in the construction management teaching facility which provided a dedicated active learning space for construction education. During the 2018–19 academic year, students were surveyed to better understand their perspectives on the learning environment after having a class in the space. The goals of this exploratory study focused on student experiences within the active learning environment including perceived impact on learning and engagement within construction education. Sixty-eight percent of the students surveyed believed their learning and 82% believed their engagement with the material was enhanced by the space, the teaching tactics, and shared engagement. Results indicated that while the majority of students expressed positive experiences in areas of “group work and collaboration” and the “engaging and interactive” nature of the class, some construction students found the space distracting particularly when traditional lecture teaching was employed. Overall, the active construction management classroom can enhance the quality of students’ experience through appropriate course design and enriched dialogue, and a potential to positively improve the quality of construction education exists.
{"title":"An Active Learning Classroom in Construction Management Education: Student Perceptions of Engagement and Learning","authors":"C. Farrow, Eric M. Wetzel","doi":"10.1080/15578771.2020.1757536","DOIUrl":"https://doi.org/10.1080/15578771.2020.1757536","url":null,"abstract":"ABSTRACT Learning spaces that engage students actively are becoming more common. Active learning spaces are designed to facilitate collaboration between students as they engage in problem solving, communication, and teamwork. Recently, Auburn University installed an active learning space in the construction management teaching facility which provided a dedicated active learning space for construction education. During the 2018–19 academic year, students were surveyed to better understand their perspectives on the learning environment after having a class in the space. The goals of this exploratory study focused on student experiences within the active learning environment including perceived impact on learning and engagement within construction education. Sixty-eight percent of the students surveyed believed their learning and 82% believed their engagement with the material was enhanced by the space, the teaching tactics, and shared engagement. Results indicated that while the majority of students expressed positive experiences in areas of “group work and collaboration” and the “engaging and interactive” nature of the class, some construction students found the space distracting particularly when traditional lecture teaching was employed. Overall, the active construction management classroom can enhance the quality of students’ experience through appropriate course design and enriched dialogue, and a potential to positively improve the quality of construction education exists.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"14 1","pages":"299 - 317"},"PeriodicalIF":0.0,"publicationDate":"2020-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81900320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/15578771.2019.1668888
S. Dawson, A. Osborne
ABSTRACT The Richard Review of the United Kingdoms (UK) Apprenticeships in 2012 proposed degree apprenticeships (DA) as a new model for the unification of academic and vocational learning. Apprenticeships have long been acknowledged as a practical vehicle to develop the vocational skills and educational achievements of the UK employee resource. The UK Government set a target of 3 million apprenticeship starts between 2015 and 2020. In order for higher education institutions (HEI) to participate in the new apprenticeship marketplace, they need to consider distinct factors that do not surface in traditional Bachelors programmes. Cognizant of these challenges this paper evaluates the development of the new degree apprenticeship programmes for built environment education through the research lens of HEI. This paper evaluates extant literature and primary data collected from qualitative interviews carried out across the UK HEI sector during 2017. Research findings are presented following analysis using NVivo. Narratives on the barriers, benefits, and opportunities, of degree apprenticeships, including academic quality assurance, governance, and pedagogic dimensions are presented. The findings include industry designed curriculum producing a different graduate output, redefining the purpose of HE, restructuring governance and resource, additional contractual obligations for stakeholders and the embedding of work-based learning strategies.
2012年英国学徒制的《理查德评论》(Richard Review of United kingdom (UK) Apprenticeships)提出学位学徒制(degree Apprenticeships, DA)作为学术学习与职业学习统一的新模式。长期以来，学徒制一直被认为是开发英国员工资源的职业技能和教育成就的实用工具。英国政府设定了在2015年至2020年期间开展300万学徒培训的目标。为了让高等教育机构(HEI)参与新的学徒市场，他们需要考虑传统学士课程中没有出现的独特因素。认识到这些挑战，本文通过高等教育学院的研究视角评估了建筑环境教育新学位学徒计划的发展。本文评估了2017年在英国高等教育部门进行的定性访谈中收集的现有文献和原始数据。研究结果是在使用NVivo进行分析后提出的。介绍了学位学徒制的障碍、好处和机会，包括学术质量保证、治理和教学方面。研究结果包括行业设计的课程产生不同的毕业生产出、重新定义高等教育的目的、重组治理和资源、利益相关者的额外合同义务，以及嵌入基于工作的学习策略。
{"title":"Re-shaping Built Environment Higher Education: The Impact of Degree Apprenticeships in England","authors":"S. Dawson, A. Osborne","doi":"10.1080/15578771.2019.1668888","DOIUrl":"https://doi.org/10.1080/15578771.2019.1668888","url":null,"abstract":"ABSTRACT The Richard Review of the United Kingdoms (UK) Apprenticeships in 2012 proposed degree apprenticeships (DA) as a new model for the unification of academic and vocational learning. Apprenticeships have long been acknowledged as a practical vehicle to develop the vocational skills and educational achievements of the UK employee resource. The UK Government set a target of 3 million apprenticeship starts between 2015 and 2020. In order for higher education institutions (HEI) to participate in the new apprenticeship marketplace, they need to consider distinct factors that do not surface in traditional Bachelors programmes. Cognizant of these challenges this paper evaluates the development of the new degree apprenticeship programmes for built environment education through the research lens of HEI. This paper evaluates extant literature and primary data collected from qualitative interviews carried out across the UK HEI sector during 2017. Research findings are presented following analysis using NVivo. Narratives on the barriers, benefits, and opportunities, of degree apprenticeships, including academic quality assurance, governance, and pedagogic dimensions are presented. The findings include industry designed curriculum producing a different graduate output, redefining the purpose of HE, restructuring governance and resource, additional contractual obligations for stakeholders and the embedding of work-based learning strategies.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"198 1","pages":"102 - 116"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77716937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/15578771.2020.1758404
S. Sayce, D. Proverbs, N. Morton
Welcome to this special issue of the Journal which results from the iBEE 2017 conference, the theme of which was ‘Learning Matters.’ This could be argued, ‘goes without saying: of course learning m...
{"title":"Special Issue following the Innovations in Built Environment Education (IBEE) Conference 2017: Learning Matters","authors":"S. Sayce, D. Proverbs, N. Morton","doi":"10.1080/15578771.2020.1758404","DOIUrl":"https://doi.org/10.1080/15578771.2020.1758404","url":null,"abstract":"Welcome to this special issue of the Journal which results from the iBEE 2017 conference, the theme of which was ‘Learning Matters.’ This could be argued, ‘goes without saying: of course learning m...","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"45 1","pages":"81 - 83"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86286256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.1080/15578771.2019.1663316
W. Bevan
ABSTRACT The application of feedback by educational practitioners is championed within pedagogical practices. The value and provision of student feedback is further acknowledged due to its incorporation in the National Student Survey (NSS). For feedback to be valuable to student learning, existing literature suggests the need for feedback to be ‘effective,’ where a two-way interactive process with the student is prescribed. There are, however, challenges associated with the achievement of student feedback engagement and further learning. The research presents a case study university, which explores opinions of feedback provided to Built Environment (BE) students. Data collection consisted of a review of current literature on the subject of student feedback, in addition to five semi-structured interviews with postgraduate students over a range of BE courses. The results highlight the complexity associated with student feedback, the diversity of student perceptions of feedback and a range of student preferences associated with the feedback provided. Findings further connect the desire for personalized student feedback, with consideration to the content and the timing of feedback. The research recommends the educational practitioner to understand student feedback preferences in order to encourage students to play an active role in the use of feedback as a learning tool.
{"title":"How to Improve the Student Feedback Process: A Case Study within the Built Environment","authors":"W. Bevan","doi":"10.1080/15578771.2019.1663316","DOIUrl":"https://doi.org/10.1080/15578771.2019.1663316","url":null,"abstract":"ABSTRACT The application of feedback by educational practitioners is championed within pedagogical practices. The value and provision of student feedback is further acknowledged due to its incorporation in the National Student Survey (NSS). For feedback to be valuable to student learning, existing literature suggests the need for feedback to be ‘effective,’ where a two-way interactive process with the student is prescribed. There are, however, challenges associated with the achievement of student feedback engagement and further learning. The research presents a case study university, which explores opinions of feedback provided to Built Environment (BE) students. Data collection consisted of a review of current literature on the subject of student feedback, in addition to five semi-structured interviews with postgraduate students over a range of BE courses. The results highlight the complexity associated with student feedback, the diversity of student perceptions of feedback and a range of student preferences associated with the feedback provided. Findings further connect the desire for personalized student feedback, with consideration to the content and the timing of feedback. The research recommends the educational practitioner to understand student feedback preferences in order to encourage students to play an active role in the use of feedback as a learning tool.","PeriodicalId":39782,"journal":{"name":"International Journal of Construction Education and Research","volume":"72 1","pages":"117 - 131"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78141516","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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